Georgia Bock

About

Georgia Bock, a research associate at EDC, co-leads the Rhode Island Partnership to Support Early College Opportunities. She supports district and state leaders in using data and research to drive program implementation and improvement.

Through the REL Northeast & Islands, Bock has contributed to applied research studies on teacher preparation and employment outcomes, teacher mentoring programs, and chronic absenteeism. She also brings a wealth of experience in facilitating meetings and trainings with cross-organizational teams. Bock provided coaching to educators in New York and Connecticut on developing logic models and designing evaluation plans. As an extension of this work, she co-authored Evaluating Professional Learning: A Tool for Schools and Districts.

Bock holds an MSEd in Education Policy from the University of Pennsylvania.

Email: gbock@edc.org

Associated IES Content

About REL Northeast and Islands

About REL Northeast and Islands
Blog

Supporting Students, Families, and Schools Toward Academic Recovery

This blog post discusses efforts underway to support students, families, and educators in the process of post-pandemic healing and recovery and the importance of focusing on students' and families' assets.
Date published:
Jan 01, 2023
report Descriptive Study

Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher-mentor pairs; and how participation in various aspects of the program was related to new teache...
Sep 01, 2021
Publication number:
REL 2021 100
report Descriptive Study

Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District

In recent years Rhode Island's Providence Public School District (PPSD) has put initiatives in place to reduce high chronic absenteeism. This study explored attendance supports aimed at reducing chronic absenteeism that PPSD schools implemented in the 2018/19 school year. Although some schools had attendance supports in place before 2018/19, in 2018 the district added new requirements for schools to address chronic absenteeism. The study investigated what attendance supports were most commonl...
Sep 01, 2021
Publication number:
REL 2021 099
Blog

Teacher Induction Program Holds Promise for Retaining Beginning Teachers

Connecticut is using an intensive teacher induction program aimed at supporting and retaining the next generation of teachers. To understand its effects on teacher turnover, a recent REL Northeast & Islands study investigated the relationship between participation in the program and beginning teacher retention. Early career teachers make up a growing percentage of the teacher workforce and they tend to leave the profession at higher rates than more experienced teachers.1, 2, 3 Teacher turnove...
Date published:
May 07, 2021
resource Training Material

Evaluating Professional Learning: A Tool for Schools and Districts

This toolkit introduces practitioners involved in the management of professional learning at the school, district, regional, or state level to key concepts of professional learning evaluation. It guides users through a process for developing an evaluation plan and includes activities, tools, and other resources for monitoring professional learning initiatives. A multidisciplinary team that includes teacher leaders, professional learning managers, data managers, and other administrators can us...
Jan 12, 2021
report Descriptive Study

Investigating the Relationship between Adherence to Connecticut's Teacher Education and Mentoring Program Requirements and Teacher Retention

This study examined data from Connecticut's induction and mentoring program for beginning teachers, called the Teacher Education and Mentoring (TEAM) Program. The TEAM Program requires beginning teachers to complete five instructional modules, submit reflection papers, and meet with a mentor. This study explored fidelity of implementation of the TEAM Program, how fidelity of implementation varied across schools and districts, and examined relationships between fidelity of implementation and t...
Aug 01, 2020
report Descriptive Study

Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island

Because teacher turnover can adversely affect student achievement and local education budgets, many states want to better understand the extent to which teachers switch schools or leave the state public school system. Leaders at the Rhode Island Department of Education are interested specifically in understanding factors related to teacher mobility, retention, and attrition. This study examined these outcomes among beginning teachers in Rhode Island who were trained in a teacher preparation p...
Aug 01, 2020
Publication number:
REL 2020-029