Research For Better Teaching, Inc.

05/27/2026

What is ? https://vimeo.com/user99170390/mstv
https://www.rbteach.com/our-services/core-programs/courses/4

This is "Overview of MSTV" by Research For Better Teaching on Vimeo, the home for high quality videos and the people who love them.

05/25/2026

Planning next year’s PD? Start now.

MSTV is self-paced online professional learning that teachers can complete on their own schedule this summer.

No travel.
No substitute coverage.
No fixed meeting times.

Just practical strategies teachers can apply immediately.

https://www.rbteach.com/our-services/core-programs/courses/4

05/24/2026

Small instructional moves can significantly increase rigor.

Try:
• Asking students to justify reasoning
• Using student discussion as a learning tool
• Connecting prior knowledge to new concepts
• Scaffolding without simplifying the thinking

Rigorous classrooms are built intentionally.
Read more: https://www.rbteach.com/resources/newsletters/ -681

05/23/2026

Instructional leaders play a critical role in creating rigorous learning environments.

During classroom visits, consider looking for:
• Grade-level tasks
• Student reasoning and analysis
• Intellectual engagement
• Productive student talk
• Scaffolds that maintain cognitive demand

Rigor becomes sustainable when schools build shared expectations for high-quality instruction.

Read more: https://www.rbteach.com/resources/newsletters/ -681

05/22/2026

Don’t let unused PD funds disappear.

Invest in professional learning teachers can actually use.

The self-paced MSTV online course helps educators create classrooms where students think deeply, participate actively, and engage in meaningful academic talk.

Flexible.
Accessible.
Ready when your teachers are.

Perfect for summer learning and back-to-school implementation.

https://www.rbteach.com/our-services/core-programs/courses/4

05/20/2026

Observation isn’t the goal.
Improvement is.

“This course transformed the way I observe teaching and give feedback—it is now focused and actionable.”

ATSR gives you the tools to make that shift.

Summer sessions are open now: https://www.rbteach.com/our-services/core-programs/courses/6

05/19/2026

A quick reflection for planning rigorous learning:

Ask yourself:
• Does this task require thinking or simply recall?
• Are students analyzing or explaining ideas?
• Would completing the task demonstrate mastery?
• Are scaffolds supporting thinking without lowering expectations?

Small planning shifts can create powerful learning opportunities.

Read more: https://www.rbteach.com/resources/newsletters/ -681

05/18/2026

Most classroom observations don’t lead to better teaching.

Not because leaders aren’t working hard—
but because the feedback isn’t focused enough to act on.

One participant said it best:

“This course transformed the way I observe teaching and give feedback—it is now focused and actionable.”

That’s the shift.

From:
Noticing everything and naming nothing clearly.

To:
Seeing what matters and giving feedback teachers can actually use tomorrow.

In Analyzing Teaching for Student Results (ATSR), leaders learn how to:
• Identify the most impactful moves in a lesson
• Analyze teaching with precision (not just general impressions)
• Deliver feedback that leads to real instructional change

If your goal is to move beyond compliance-driven observation…and actually improve teaching and learning—this is the work.

Learn more about ATSR and register today:
https://www.rbteach.com/our-services/core-programs/courses/6

05/17/2026

One of the biggest misconceptions about rigor:

Rigor ≠ more work.

Students do not become better thinkers simply because assignments are longer or harder.

Rigorous learning happens when students:
• Explain reasoning
• Defend ideas
• Apply concepts
• Engage in meaningful problem solving

The goal is not struggle for struggle’s sake.
The goal is thinking worth doing.

Read more: https://www.rbteach.com/resources/newsletters/ -681

05/16/2026

Research is clear: learning is driven by student thinking.

Design lessons so what students do
produces evidence of understanding.

More: https://www.rbteach.com/pages/70 -680