Search Results
Artifacts
Article: Design Thinking - How to Create Your POV
When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning); this is often done via empathy interviews. It can sometimes...
Artifacts
Learning Design at Washington Leadership Academy
Washington Leadership Academy’s learning design process for student learning (think: the real reason people “lesson plan”) is a key operation in the organization. The school currently leverages a design thinking process in how it plans for, designs,...
Artifacts
IDEO Co-Designing Schools Toolkit: Phase 6 Showcase
This final phase of IDEO's Co-Designing Schools Toolkit helps teams synthesize, reflect upon, and celebrate their work. Activities include storytelling to share insights and learnings as well as tools for engaging the broader community in...
Spotlights & Case Studies
Recovery Through Reinvention
This actionable insight covers how education leaders can use The Learning Accelerator's Hop, Skip, Leapfrog Guide to lead their educators through change management and reinvention of school models.
Artifacts
Rhode Island Design-Based Education Strategic Planning Process
Rhode Island developed and implemented a design-based, community-based, crowd-sourced strategic plan for public education. Here they share the narrative, process, and key materials used in the four phase process.
Teaching Practices
Share Best Practices vs. Share Process/Failures: How might practitioners best learn from one another? What should we be cataloguing and sharing throughout the district?
This guide unpacks the relative benefits of sharing “best practices” versus sharing our processes and failures, and offers examples of the way systems across the county have managed this tension.
Teaching Practices
Centralized vs. Decentralized Implementation: How do we decide what the district should hold tight vs. loose?
This guide unpacks the relative benefits of centralized or decentralized implementation of new instructional models and offers examples of the way systems across the county have managed this tension.
Teaching Practices
“Fast and Furious” vs. “Slow and Steady”: How fast should we be moving from pilot to scale? What will help us best achieve sustainability?
This guide unpacks the relative benefits of accelerating versus slowing down the pace of implementation to achieve sustainability and offers examples of the way systems across the country have managed this tension.
Teaching Practices
Fixed Strategy vs. Adapt with Experience: How flexible should our district strategy be over time?
This guide unpacks the relative benefits of creating fixed versus adaptive scaling strategies and offers examples of the way systems across the county have managed this tension.
Teaching Practices
Build Internally vs. Buy Externally: How should we develop our talent and resource pipeline?
This guide unpacks the relative benefit of buying external resources and services versus building internal capacity and offers examples of the way systems across the county have managed this tension.
Teaching Practices
Prioritize Need vs. Prioritize Readiness: How do we decide where to pilot and how to allocate resources to schools?
This guide unpacks the relative benefits of allocating resources based on the need versus the readiness of schools and offers examples of the way systems across the county have managed this tension.
1
