Peer-reviewed studyVerified source — founder review pending
Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. (2025). Generative AI without guardrails can harm learning: Evidence from high school mathematics. PNAS, 122(26).
- Finding:
- In a field experiment with nearly a thousand high school math students, GPT-4 access improved practice performance, but students with an unrestricted interface later performed worse without AI than those who never had access. A tutor designed to give hints rather than answers largely mitigated this.
- Design application:
- Design hypothesis: participants write a first unaided response before any feedback, and AI dialogue (Phase 2) probes reasoning rather than supplying a model answer.
- Context limits:
- High school mathematics, one country, short horizon. Does not establish effects for adult leadership simulation.
Date: 2025-06-25 · Reviewer: Build assistant (summary from abstract) · Review date: 2026-10-15
SourceResearch synthesisFounder-supplied — educator review pending
Darling-Hammond, L., Fitz, J., Giani, M., Gordon, M., & Wechsler, M. (2026). The Principal Effect: How Investing in School Leaders Is Key to Solving Education's Challenges. Learning Policy Institute.
- Finding:
- Research synthesis and policy report on how investing in school leaders relates to instructional support, staff collaboration, working conditions and school climate.
- Design application:
- Emphasize instructional support, collaboration, working conditions and climate; connect practice to supported workplace learning.
- Context limits:
- Policy synthesis, not a trial of this Lab. Its comparative claims are not product claims.
Date: 2026-05-18 · Reviewer: Founder-supplied targeted review · Review date: 2026-10-15
SourceMeta-analysisFounder-supplied — educator review pending
Lacerenza, C. N., Reyes, D. L., Marlow, S. L., Joseph, D. L., & Salas, E. (2017). Leadership training design, delivery, and implementation: A meta-analysis. Journal of Applied Psychology, 102(12), 1686–1718.
- Finding:
- Leadership training design features such as needs analysis, practice, feedback and spaced sessions relate to training outcomes.
- Design application:
- Supports needs focus, rehearsal, feedback and distributed sessions in facilitated cohorts.
- Context limits:
- Does not validate this app's automated feedback.
Date: 2017 · Reviewer: Founder-supplied targeted review · Review date: 2026-10-15
SourceResearch synthesisFounder-supplied — educator review pending
Gates, S. M., Baird, M. D., Master, B. K., & Chavez-Herrerias, E. R. (2019). Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools. RAND.
- Finding:
- Evaluation of comprehensive principal pipelines in six districts.
- Design application:
- Frames development as beginning before appointment and continuing with support after it.
- Context limits:
- Results belong to whole pipelines and cannot be assigned to a single software component.
Date: 2019 · Reviewer: Founder-supplied targeted review · Review date: 2026-10-15
SourceProfessional standardFounder-supplied — educator review pending
Learning Forward (2022). Standards for Professional Learning.
- Finding:
- Standards guiding evidence-informed professional learning and implementation.
- Design application:
- Informs cohort design and follow-through on action plans.
- Context limits:
- Standards, not certification of this app.
Date: 2022 · Reviewer: Founder-supplied targeted review · Review date: 2026-10-15
SourcePeer-reviewed studyVerified source — founder review pending
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386–400.
- Finding:
- Distinguished distributive, procedural, interpersonal and informational justice as related but separable perceptions.
- Design application:
- Prompts ask participants to explain criteria and process (procedural/informational), not only outcomes — especially in Scenario B.
- Context limits:
- Measurement study in organizational samples; not a test of this product.
Date: 2001 · Reviewer: Build assistant · Review date: 2026-10-15
SourcePeer-reviewed studyVerified source — founder review pending
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.
- Finding:
- Team psychological safety was associated with learning behavior, which was associated with team performance.
- Design application:
- H reflections ask how the leader will make it safe for others to disagree or raise concerns.
- Context limits:
- Correlational field study in one manufacturing company's teams.
Date: 1999 · Reviewer: Build assistant · Review date: 2026-10-15
SourceMeta-analysisVerified source — founder review pending
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance. Psychological Bulletin, 119(2), 254–284.
- Finding:
- Feedback interventions improved performance on average, but over one-third of effects were negative; feedback directing attention to the self rather than the task tended to be less effective.
- Design application:
- Debrief comments focus on task evidence and next actions, avoid scores and person-level judgments.
- Context limits:
- Heterogeneous tasks; mostly pre-1990s studies.
Date: 1996 · Reviewer: Build assistant · Review date: 2026-10-15
SourcePeer-reviewed studyVerified source — founder review pending
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122.
- Finding:
- Proposed social cognitive career theory: self-efficacy, outcome expectations and contextual supports/barriers shape interest and choice.
- Design application:
- Scenario B explores how people may not pursue opportunities they perceive as not 'for someone like me', and how criteria and support affect access.
- Context limits:
- Theoretical framework; not an empirical test of this design.
Date: 1994 · Reviewer: Build assistant · Review date: 2026-10-15
SourceMeta-analysisVerified source — founder review pending
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment. Psychological Bulletin, 137(3), 421–442.
- Finding:
- Goal level, persistence, effort and self-efficacy were among the self-regulation constructs most strongly related to learning.
- Design application:
- Action plans ask for specific commitments, support people, evidence and review dates.
- Context limits:
- Correlational meta-analysis; does not test action-plan tools directly.
Date: 2011 · Reviewer: Build assistant · Review date: 2026-10-15
SourceProfessional standardVerified source — founder review pending
National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders.
- Finding:
- Ten standards describing the work of effective educational leaders.
- Design application:
- Proposed conceptual crosswalk to H.U.M.A.N. reflections (educator review required).
- Context limits:
- Standards are not trial evidence.
Date: 2015 · Reviewer: Build assistant · Review date: 2026-10-15
SourcePractice frameworkVerified source — founder review pending
The Danielson Group (2022). Framework for Teaching.
- Finding:
- Organizes teaching practice into four domains.
- Design application:
- Domain names used only as an attributed reflection lens in instructional scenarios.
- Context limits:
- Not reproduced; local organizations may use other editions and their own evaluation processes.
Date: 2022 · Reviewer: Build assistant · Review date: 2026-10-15
SourceSources behind the three NYCPS practice cases, checked October 16, 2026. Rule summaries were reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported); this is not an endorsement, and current public availability does not confirm every local memorandum or superseding agreement. For NYC teacher-evaluation cases the Lab references the NYC-selected components (1a, 1e, 2a, 2d, 3b, 3c, 3d, 4e) and gives no ratings.
S1 current-year applicability confirmed (2026–27, founder-reported)
UFT — Measures of Teacher Practice
Issued: Current public guidance (undated page) · Checked: 2026-10-16 · NYC-selected components 1a, 1e, 2a, 2d, 3b, 3c, 3d, 4e
Union guidance page. Used only to name NYC-selected component references; no rubric text is reproduced and the Lab gives no ratings.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS2 current-year applicability confirmed (2026–27, founder-reported)
UFT — Getting started: The first 90 days
Issued: Current public guidance (undated page) · Checked: 2026-10-16 · Observation duration; feedback and report timelines
Describes 10 school days for feedback, 30 school days for a written report, 15 minutes minimum informal observation. Confirmed for 2026–27 (founder-reported); these are school days, not calendar days.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS3 public source verified
NYC Public Schools — Chancellor's Regulation A-820
Issued: 2025-05-28 · Checked: 2026-10-16 · VIII.A and applicable third-party disclosure provisions
Governs student-record access and disclosure. Not a universal rule for personnel records.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS4 public source verified
NYC Public Schools — Chancellor's Regulation A-421 (verbal abuse)
Issued: 2025-06-20 · Checked: 2026-10-16 · Sections IV, VI and IX
Read the full current procedure before any operational action. Does not cover physical force (A-420) or protected-characteristic allegations (A-830 route).
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceOfficial regulations indexS5 current-year applicability confirmed (2026–27, founder-reported)
DC 37 Local 372 — The Weingarten Rule
Issued: Current public guidance (undated page) · Checked: 2026-10-16 · Representation in investigatory interviews
Union guidance. Not the sole legal authority for every NYC public employee.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS6 current-year applicability confirmed (2026–27, founder-reported)
NYC Office of Labor Relations / UFT — NYC/UFT 2023 Memorandum of Agreement
Issued: 2023 (OLR lists UFT MOA 2022–2027) · Checked: 2026-10-16 · Virtual Learning (school-based program); Workday pilot
Confirmed current for 2026–27 by the authorized reviewer (founder-reported). The Lab does not calculate workday minutes or schedules.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS7 current-year applicability confirmed (2026–27, founder-reported)
NYC Office of Labor Relations / CSA — NYC/CSA 2023–2028 MOA, amended Appendix A
Issued: 2023–2028 term · Checked: 2026-10-16 · V.B and relevant program provisions
Confirmed current for 2026–27 by the authorized reviewer (founder-reported). Not an unlimited exemption from supervision.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS8 current-year applicability confirmed (2026–27, founder-reported)
DC 37 Local 372 (union-posted) — Local 372 School Aides/Health Service Aides agreement, 2017–2021
Issued: 2017-09-26 to 2021-05-25 · Checked: 2026-10-16 · Sections VII, XX, XXII-A, XXXII
Document text is dated 2017–2021; the reviewer confirmed its terms, with later instruments, apply for 2026–27 (founder-reported).
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceUnion contract indexCity agreement indexS9 public source verified
NYC Public Schools — Chancellor's Regulation C-175 (per session)
Issued: 2021-10-21 · Checked: 2026-10-16 · Applicability, definition, policy, posting, approval, timekeeping
Covers pedagogic per-session service only. Not a universal overtime rule for DC 37 aides.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS10 public source verified
NYC Public Schools — Chancellor's Regulation A-420 (corporal punishment)
Issued: 2025-06-20 · Checked: 2026-10-16 · Reference only if physical-force facts emerge
This pack does not simulate the A-420 investigation process.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS11 public source verified
The Danielson Group — Framework for Teaching
Issued: 2022 edition · Checked: 2026-10-16 · Broad professional-learning reference
Not a substitute for the NYC-selected teacher-evaluation process. No licensing, certification or endorsement claimed.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS12 public source verified
NYC Public Schools — Suspensions (links A-443 Student Discipline Procedures and Discipline Code)
Issued: Current official page; no A-443 issue date asserted · Checked: 2026-10-16 · Principal and superintendent suspensions; linked current A-443 and Discipline Code
Use the current documents linked from this page, not an old search-result PDF.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS13 public source verified
NYC Public Schools — Behavior Supports — Your Child's Rights / Manifestation Determination Review
Issued: Current public guidance · Checked: 2026-10-16 · MDR triggers, including the 40-school-day threshold
Website overview; does not replace a complete review of the student's case or procedure.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS14 public source verified
U.S. Department of Education — IDEA regulations, 34 C.F.R. § 300.530
Issued: Current federal regulation · Checked: 2026-10-16 · (d) services, (e) manifestation review, (f) findings, (g) special circumstances
Reviewed via indexed official text and guidance; verify the current full text before operational decisions.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS15 public source verified
U.S. Department of Education — Q&A: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions
Issued: 2022-07-19 · Checked: 2026-10-16 · Removal patterns, informal removals, continuing services (§ 300.536)
Federal guidance; read with the regulation and local procedure.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS16 public source verified
NYC Public Schools — Attendance (links current A-210)
Issued: Current official page; no issue date hardcoded · Checked: 2026-10-16 · Attendance recording and follow-up; linked A-210
Use the current official-linked A-210; an older indexed PDF does not establish the latest text.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS17 public source verified
IES / What Works Clearinghouse — Providing Reading Interventions for Students in Grades 4–9
Issued: 2022-03 · Checked: 2026-10-16 · Recommendations on decoding, fluency, vocabulary/knowledge, comprehension
Evidence-based practice guide; not an evaluation of this Lab.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS18 public source verified
IES / What Works Clearinghouse — Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades
Issued: 2021-03 · Checked: 2026-10-16 · Systematic instruction, mathematical language, representations, number lines, word problems
Recommendations require suitable implementation and assessment.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceS19 public source verified
Attendance Works — Strategies for School Sites; Three Tiers of Intervention
Issued: Current practitioner guidance · Checked: 2026-10-16 · Tiered attendance supports
Practitioner guidance, not peer-reviewed causal evidence; no attendance effect is guaranteed.
Rule summary reviewed by an authorized NYCPS labor-relations reviewer and an instructional leader (founder-reported, 2026-10-16). Review of a summary is not NYCPS or union endorsement.
Open official sourceThree tiers of interventionThe 2022 Framework for Teaching by The Danielson Group names four domains, used here only as an attributed instructional reflection lens:
- Planning and Preparation
- Learning Environments
- Learning Experiences
- Principled Teaching
No rubrics, rating descriptors or licensed materials are reproduced. This lab is not affiliated with, certified or approved by The Danielson Group. Local organizations may use another edition and their own approved observation and evaluation processes.
Official Framework for Teaching pageProfessional Standards for Educational Leaders (NPBEA, 2015) — a school-leadership lens distinct from teaching practice. Proposed conceptual connection; educator review required. H.U.M.A.N. letters are not validated PSEL subscales.
Original interpretations for educator review — not official crosswalks or validated equivalences. H.U.M.A.N. (leadership framework), Danielson (teaching practice), PSEL (leadership standards) and empirical evidence are kept distinct.