Utah Lab School Pioneers Statewide Teacher Development with Dual $100K Innovation Grants
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Utah State University’s Edith Bowen Laboratory School has secured dual innovation grants totaling $100,000 to pioneer statewide teacher professional development programs. The funding supports the Utah LEARNS conference and MASTER mentoring initiative, creating a replicable university-K12 partnership model that addresses critical teacher retention while improving classroom practices through trauma-informed strategies and peer coaching networks.
Addressing Critical Teacher Retention Through Innovation
Principal Nate Justis, who led the grant applications, explained the urgent need these programs address. “Our first grant application was awarded based on the model for the Utah LEARNS conference created by our team at Edith Bowen. Our goal was to connect teachers in Northern Utah for one full day. We felt the state would be interested in outreach opportunities to help retain teachers.” The timing couldn’t be more critical. As states nationwide grapple with severe teacher shortages, Utah is taking a proactive approach by investing in innovative professional development that supports both new and experienced educators. The June 2024 inaugural Utah LEARNS conference featured trauma-informed behavioral strategies for the classroom, addressing one of the most pressing challenges educators face today.
What makes this initiative unique is its university-laboratory school foundation. Edith Bowen, housed within Utah State University’s Emma Eccles Jones College of Education and Human Services, serves as both a practitioner school and research hub. This dual role allows it to bridge the gap between educational theory and real-world classroom application. The conference featured keynote speaker Gregory Benner from the University of Alabama, who presented practical trauma-informed behavioral strategies. Faculty members from Edith Bowen led workshops, and participants engaged in field studies including canoeing on Cutler Marsh and visiting Logan Canyon’s beaver pond, demonstrating innovative outdoor education approaches.
Author Quote"
This university-laboratory school model represents exactly what we need more of in education – bridging research and practice while addressing the critical teacher retention crisis through meaningful professional development that actually supports educators in their daily challenges.
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Mentoring Program Expands Statewide Reach
The companion MASTER (Mentoring and Supporting Teacher Effectiveness and Refinement) pilot grant extends the impact beyond single-day conferences. This $50,000 two-year program focuses on teacher-to-teacher coaching, particularly supporting first- and second-year educators who face the highest attrition rates. “Teachers coaching other teachers, especially first- and second-year teachers, is very valuable,” Justis noted. “The grant will pay for substitute teachers to assist in the classroom while teachers are coaching other teachers or leading a small learning team of teachers.” The program’s design ensures statewide accessibility through monthly Zoom sessions and in-person visits, enabling teachers in rural and remote areas to participate in professional learning networks previously unavailable to them.
Key Takeaways:
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Dual Grant Funding: Edith Bowen received $50,000 from Utah State Charter School Board plus $50,000 from Utah State Board of Education for comprehensive teacher development programs
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Statewide Teacher Network: Utah LEARNS conference and MASTER mentoring program connect educators across the state, including rural areas, through monthly Zoom sessions and in-person coaching visits
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Trauma-Informed Focus: Programs emphasize practical trauma-informed behavioral strategies essential for student brain development and classroom emotional regulation
Evidence-Based Approach to Teacher Development
From an educational neuroscience perspective, this multi-faceted approach addresses how adult brains learn and develop professionally. The combination of intensive conference learning, ongoing peer mentoring, and hands-on field experiences creates multiple pathways for neural pathway development and strengthens professional practice. The trauma-informed focus is particularly significant. Research shows that when teachers understand how trauma affects student brain development and learning capacity, they’re better equipped to create supportive classroom environments that promote both academic achievement and emotional regulation.
Author Quote"
The focus on trauma-informed strategies is neuroplasticity science in action. When teachers understand how stress and trauma affect developing brains, they can create learning environments that support both academic growth and emotional regulation – essential skills for lifelong learning success.
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This Utah innovation represents exactly what education needs: strategic partnerships that bridge university research with real classroom practice. When teachers receive ongoing support through peer mentoring and trauma-informed training, they’re better equipped to create learning environments that support both academic growth and emotional regulation. As parents, we should advocate for similar investments in our own communities, because teacher quality remains the most important in-school factor for student success. At Learning Success, we understand how critical it is for educators to have tools that address the whole child – cognitive development, emotional regulation, and learning readiness. Programs like Utah’s LEARNS initiative demonstrate how proper professional development can transform not just teaching practice, but student outcomes. For families seeking comprehensive support for their child’s learning and development, our All Access Program provides the research-based strategies and tools that complement excellent classroom instruction.
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