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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.
When designing change, teams should start with a clear definition of and commitment to why change is necessary.
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.
When designing change, teams look externally to glean best practices from other districts and schools that have implemented strategies to increase equity and resiliency in teaching and learning.
When designing change, teams regularly pause and reflect on how equity is embedded in their change processes.
When designing change, teams brainstorm a wide range of potential ways to address their problem related to equity and resiliency in teaching and learning.
When designing change, teams select solutions that reflect the needs and priorities of students, families, teachers, and classified staff.
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.
Monterey Peninsula wanted to solve a problem in their district: “How might we increase flexibility and personalization to build a sense of belonging and connection within the context of our labor and policy constraints?” After seeking stakeholder...
This case study provides an overview of Mastery Charter Schools' experience progressing through Real-Time Redesign.
This case study provides an overview of Cedar Rapids Community School District's experience progressing through Real-Time Redesign.