Search Results
Strategies
Activity: Reflect on the Pilot
When designing change, teams use data from a pilot in order to determine whether the planned change should be scaled.
Strategies
Video Self-Assessment
Students watch their own pre-recorded video footage (of presentations, discussions, etc.) and reflect on their strengths and weaknesses.
Artifacts
Teacher-Student Conferencing at Lovett
Discussion of student-teacher conferences at Lovett, including their benefit and the process for making them constructive.
Artifacts
Depth of Knowledge Levels at Locust Grove
A discussion of the use of Depth of Knowledge levels at Locust Grove.
Strategies
1:1 Data Conferences
Conferences are an important part of blended learning at Cisco, as students and teachers work together to understand data in a meaningful way that can improve instruction for each student.
Artifacts
Prioritizing Unique Metrics at Bronx Arena
Discussion of the unique metrics that Bronx Arena looks at when evaluating student and school performance.
Strategies
Activity: Identity Reflection Through Noticing
When in a position to design change, team members reflect on what each individual brings to the process (talents, values, experiences, identities, motivations, biases) and what impact that might have on the design process.
Strategies
Activity: District Self-Assessment
When designing change, teams start with an in-depth analysis of the history of their school(s), what is currently working well in the district, and where the district’s primary pain points are.
Strategies
Activity: Reflect on Equity in Your Process
When designing change, teams regularly pause and reflect on how equity is embedded in their change processes.
Strategies
Activity: Reflect on Equity in Your Solution
When designing change, teams should regularly pause to reflect on whether equity has been embedded in their process and whether their planned change will lead to more equitable outcomes.
Strategies
Activity: Pilot Next Steps - Ditch, Iterate, or Scale
When designing change, teams reflect on their pilots and choose appropriate next steps that reflect the needs and priorities of students, families, teachers, and classified staff.
