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Who We Are

Positive Change Institute is rooted in supporting school districts to improve their capacity and resulting in introspection and improved student outcomes. PCI has employed a scientific approach to the study of education, to combine qualitative research and observation of practice for the betterment of children, teachers, and other schools/district stakeholders. PCI knows how to prepare teachers to do high quality work with children. We also know how to translate this deep knowledge and experience into professional development and strategic supports that positively impact learning outcomes. 

GOALS: 1. To deepen team members’ understanding of racial equity and how it impacts students. 2. To explore and implement strategies to purposefully address racial inequities. 3. Use Courageous Conversations About Race and other protocols as a strategy to identify and address issues of racial equity. 

APPROACH: To successfully achieve the goals above, the PCI proposed to partner with clients to Facilitate Strategic Planning Meetings. 1. On-going Support and Collaboration with the Professional Development Department to develop a strategy including but not limited to identifying the short and long-term organization and structural shifts, defining instructional vision and priorities, and developing a strategic plan. Co-design and Facilitate School Leader Professional Learning Sessions.

2. PCI collaborates with clients to create a team to build on the recommendations and next steps. The team will be made up of teachers, coaches, school leaders and district leaders. This cross-section of staff learning and growing across the district will work together, with support from clients, with the understanding that change can occur when staff build capacity and authority to influence policy and teaching practice work together to create a coherent system with aligned goals and a common vision of classroom quality. 3. PCI will leverage the existing structure to provide half-day professional learning experiences and develop a professional learning plan for school leaders that will deepen their knowledge and capacity in the following practice areas: Courageous Conversations About Race, relationship-based interactions, responsive classroom environment, and developmentally meaningful content and experiences. 

3. PCI will work a subset staff to receive site visits and coaching aligned to the professional learning strand. The site visits will mirror the district school walk-through process/model.

The Numbers Say it All Why Choose Us

  • 36
    Certified Courses
  • 258,658
    Students Enrolled
  • 95
    Passing to Universities
  • 100
    Satisfied Parents

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  • Malleable Study Time

    Study material available online 24/7. Study in your free time, no time management issues, perfect balance between work and study time.

  • Placement Assistance

    PCI Online has access to all of PCI Group’s placement resources and alumni network, through which thousands of job opportunities are generated.

  • Easy To Access

    There is easy accessibility to online help in terms of online teachers and online forums. Teachers can be contacted with the help of video chats and e-mails.

  • Study on the Go

    LMS that is easily accessible on a number of devices such as mobile phones, I-pads, computers and other such devices. Availability of ready reckoners such that students can remember the key points of the session learnt.

  • Get an Innovative, In-depth Transition

    The transition to an environment of learning becomes easy with the availability of multiple sources of learning such as text books, power-point presentations, and story boards on various subjects.

  • Practical & Interactive Participation

    Assessments and interactivities are given at the end of every session such that the practical application of theory learnt can be gauged.

Articles

  • This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students’ cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains Read more

    Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges,

  • Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers’ attitudes and beliefs on their use of technology in professional development is also discussed.Read more

    Technology Integration for Instructional Improvement: The Impact of Professional Development,

  • Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.Read more

    Teachers' Professional Development in the Digitized World: A Sample Blended Learning Environment for Educational Technology Training,