How We're Learning to Improve This School Year (Part IX)

Partners in Improvement

This school year, School Performance Institute (SPI), the learning and improvement arm of United Schools Network, served as a partner with Columbus Collegiate Academy (CCA) to work on a tough-to-solve problem. SPI fills a number of critical roles including project management, strategic communication, human capital management, improvement research & advising, and data analytics. At our core is a commitment to continuous learning and improvement and a focus on using data to predict students’ learning, progress, and ultimately their success.

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John A. Dues
How We're Learning to Improve This School Year (Part VIII)

A Formula for Improvement

In my last post, I provided an analysis for the educational funding strategy shift at the Gates Foundation.

The gist of the shift is that Gates is funding organizations that are marrying on-track indicator systems with improvement science in order to improve important student outcomes. I know this because I went after a Gates Grant last year and didn’t get it. But, I’m glad I did it because of the learning that came out of the process. In fact, it led to the current 8th Grade On-Track project I’m running at Columbus Collegiate Academy this school year.

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John A. Dues
How We're Learning to Improve This School Year (Part VII)

Why the Gates Foundation Shifted Its Education Funding Strategy

The marrying of on-track indicator systems with improvement science has caught the attention of the Bill & Melinda Gates Foundation. Over the next five years, Gates plans to direct 60 percent of its $1.7 billion in education funding towards networks of schools working together to identify solutions to local problems and using data to drive improvement.

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John A. Dues
How We're Learning to Improve This School Year (Part VI)

Don’t Use Accountability Goals in School Improvement Work

Goals for accountability and goals for improvement are two very different things.

I’m not sure if I should be embarrassed or if most of the folks reading this are right there with me. Either way, this was an important revelation as I’ve worked to bring improvement science methodology to my work as a school leader at United Schools Network. Far too often, these two types of goals get conflated during school improvement projects and this can have unintended consequences.

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John A. Dues
How We're Learning to Improve This School Year (Part IV)

Despite spending billions on professional development (PD) in the United States, well-regarded studies by organizations such as American Institutes for Research (AIR) and TNTP show no measurable results from this spending. This was the case even when the training was considered rigorously aligned to the tenets of best practice for educator professional development. At the same time, student outcomes, especially for students of color and students living in poverty, are unacceptable.

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John A. Dues
How We're Learning to Improve This School Year (Part III)

Know-how.
The good news is this may very well be the much sought after silver bullet we’ve long searched for in educational improvement circles.  The bad news is that this elusive magic elixir is very hard to come by.  Simply put, know-how is the detailed practical knowledge necessary to get good ideas to actually work in classrooms, schools, and districts.

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How We’re Learning to Improve This School Year (Part II)

Across sectors, the “think small, start small” message is antithetical to the typical ethos. In sports, it’s “go big or go home.” For tech startups, funding often hinges on a founder’s ability to show her plan for quickly scaling the business. In education, we often roll out rapid, large-scale reforms such as a new curriculum or technology platform in response to some perceived problem.

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John A. Dues
How We’re Learning to Improve This School Year (Part I)

This year at United Schools Network (USN), we’re learning the science of improvement and sharing our journey in the hopes that it will make your improvement work a little easier. We’ve just kicked off this work, but we’ve already learned quite a bit about starting an improvement project. Check out the seven lessons we’ve learned so far.

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5 How-to Manuals Every School Needs

One of the smartest moves we made when we launched Columbus Collegiate Academy (CCA) in 2008 was to write internal (“how-to”) training manuals in five key areas. Full disclosure- we picked areas where it seemed intuitively prudent to write down and train people in our best practices. It turns out that the five areas we picked were well-aligned to school improvement research.

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John A. Dues
What are the Essential Ingredients for School Improvement?

The good news is that there are just five ingredients necessary for school improvement.  And, even better, the five ingredients are not rocket science. The bad news is that these ingredients aren’t easy to put in place, and are even harder to sustain.  This is especially true in high-poverty schools.

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