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Carnegie Foundation Summit on Improvement in Education: Driver Diagrams

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Carnegie Foundation Summit on Improvement in Education: Driver Diagrams

  1. 1. Developing a Theory of Practice Improvement: Driver Diagrams Monday, March 2, 2015
  2. 2. The Improvement Journey 2 Problem P D S A Understand the problem See the system Set an aim Develop a theory of improvement Test changes Spread changes Identify measures
  3. 3. 3 WEAK  RELATIONSHIP    WITH  PRINCIPAL   INADEQUATE   FEEDBACK   INEFFECTIVE  RECRUITING,  HIRING   &  PLACEMENT  SYSTEMS   LACK  OF  PROFESSIONAL     COMMUNITY   INEFFECTIVE  PROFESSIONAL     DEVELOPMENT   TURNOVER  RATES   FOR  NEW  TEACHERS   ARE  HIGH  AND  NEW   TEACHERS  ARE  NOT   EFFECTIVE  FAST   ENOUGH   POOR  WORKING   CONDITIONS   Lack of attention to relational practices in the induction and development of principals. New teachers low priority on principals’ time Weak or absent culture of trust district-wide High principal turnover No common language about good teaching Not connected to resources to improve Those giving feedback lack expertise Feedback is experienced as isolated and/or evaluative events Mismatch between teacher background and initial assignments Lack of clarity around roles and responsibilities (e.g HR, principal, etc.) Lack of information necessary for good school-teacher match Processes not timely Lack of communication between prep programs and districts “It’s not my job” Lack of collective responsibility for students and their achievement Inadequate time, resources and structures Each new teacher invents curriculum No concept of arc of teacher dev Not connected to student learning Not differentiated by needs of individual teachers Lack of coherence Environment not safe Facilities inadequate No breaks
  4. 4. Table activity: Generating change ideas (10m) Imagine that you are part of a K-12 school district task force to improve teacher retention • Independently brainstorm change ideas on the problem area you worked on before • Share change ideas in your group – Group similar ideas together 4 Tips  on  changes   •  If  you  wanted  to  take  away  this   cause,  what  would  you  do?   •  A  change  is  concrete  –  something   that  can  be  done  
  5. 5. Prioritizing change ideas •  Individually, decide which change idea you think the team should start with •  Report out to the whole group using Poll Everywhere If I want to improve new teacher retention and efficacy, then I need to focus on [principal feedback], and one way to do that is to _________________. 5
  6. 6. Table discussion (5m) § How did you decide what to work on first? § How is this decision-making process similar/ different to improvement efforts you’ve been involved in? 6
  7. 7. How do we improve teacher retention and efficacy? It’s  the   TRAINING   It’s  a  HUMAN   RESOURCE  issue   It’s   MOTIVATION   It’s   PROFESSIONAL   LEARNING   It’s  an   INSTITUTIONAL   LEADERSHIP   failure   Teacher   Educa?on   Programs   Performance   Incen?ves   Recruitment   policies   PD  +  Faculty   Inquiry  Groups   Principal   training  
  8. 8. 8 Improvement Aspirations Current Performance Change Ideas Goal  AIM  
  9. 9. 9 Theory of Practice Improvement Current Performance Theory of Practice Improvement “Probably wrong and definitely incomplete” Goal  AIM  
  10. 10. Why a Theory of Practice Improvement? § Creates a common language § Focuses improvement efforts on the most important parts of the system § Shows how changes are related to the aim & how different projects fit into a larger portfolio of work § Explicates the theory of practice improvement so it can be tested 10
  11. 11. Driver Diagram Basics   AIM     Primary   Driver   Primary   Driver   Primary   Driver   Primary   Driver   -Outcomes -Gap you are trying to close Primary Drivers •  3 to 5 •  Similar grain size •  High leverage •  Based on evidence & expertise
  12. 12. Secondary   Drivers   Secondary  Drivers:     •  The  necessary  and   sufficient  to  move   primary  drivers   •  Norms,  processes,   structures,  etc.   •  Use  to  plan  changes   &  interven?ons   •  Not  always  needed   depending  on   scope  of  project     AIM     Primary   Driver   Primary   Driver   Primary   Driver   Primary   Driver   Driver Diagram Basics
  13. 13. •  Change   •  Change     •  Change     Changes: •  Specific work practices or interventions Secondary   Drivers     AIM     Primary   Driver   Primary   Driver   Primary   Driver   Primary   Driver   Driver Diagram Basics
  14. 14. 14 School-based professional community Feedback that supports improvement Relationship btwn principals and NTs Hiring and placement system Professional development for NTs Increase new teacher efficacy and retention Goal Changes Primary Drivers Secondary Drivers Your driver diagram Working conditions -­‐Timeliness  of  hiring  decisions   -­‐Right  info  in  Interview  process   -­‐Right  info    on  schools  to  candidates   -­‐Targeted  recruitment   Teaching  task   as  part  of  an   interview  
  15. 15. Rapid Cycle Iterative Learning 15 •  Change   •  Change     •  Change     Secondary   Drivers   Secondary   Drivers   Secondary   Drivers   Secondary   Drivers     AIM     Primary   Driver   Primary   Driver   Primary   Driver   Primary   Driver   •  Change   •  Change     •  Change     •  Change   •  Change     •  Change     •  Change   •  Change     •  Change     Test and refine
  16. 16. 16 Hiring and placement system Increase new teacher efficacy and retention Right  info  in  Interview  process     Teaching  task   as  part  of  an   interview   Overall  aim   Change  Idea  What  Happens   HOW?HOW?HOW? WHY?WHY?WHY? ACTIONEFFECT
  17. 17. In summary, a Driver Diagram: § Represents your theory of how to change the system § Needs to be explicit § Is a living document that should be iterative based on testing § Focuses the work on high leverage areas of change § Coordinates action across groups working in parallel § Creates a common language and a level of consensus about how to work together 17
  18. 18. Some tips • Quality of changes matter • The driver diagram should be iterative • A shared aim is important • You don’t have to get it perfect, just get started! 18
  19. 19. The problem “We are eating our young and nobody seems to care.” Robert Hughes, President NewVisions for Public Schools
  20. 20. Why? A revolving door of human capital – This is a quality issue. Teachers with more than 3 years of teaching experience are more effective than teachers with less than 3 years. – This is a fiscal issue. There is a high monetary cost associated with teacher turnover for schools and districts. – This is an equity issue. Teachers leave high minority, low SES, low performing schools at higher rates than other schools – students in these schools are disproportionately placed in novice teachers’ classrooms.
  21. 21. Building a Teaching Effectiveness Network (BTEN) How can we support new teachers to get better faster… and hold onto them?
  22. 22. UserVideo
  23. 23. 23 BTEN:  Program  Improvement  Map   Revised  01/19/11   Key:   Challenges  at  the   TEACHER  level   Challenges  at  the   SCHOOL  level   Challenges  at  the   DISTRICT  level   INFORMATION  INFRASTRUCTURE     LEARNING  TEACHING:  Knowledge,  Skills,  PracOces     Recognize/appreciate/   develop  effec?ve  prac?ce   Con?nuous  learning  from  work  with   students  to  improve  prac?ce   Learn  the  organiza?onal  &  classroom   management  rou?nes   Learn  the  instruc?onal  system  of  the   school  (pedagogy,  curriculum,   assessments,  etc.)   SYSTEM  SUPPORT,  GUIDANCE  &  ACCOUNTABILITY     SOCIALIZATION  INTO  THE  TEACHER  ROLE   Learn  to  operate  within   federal,  state  &  local  rules     and  regula?ons   CHALLENGE  SPACE   Provide  tools,  data   visualiza?on  &  ?mely   analysis  to  diagnose   student  needs  &   document  student   learning.   Provide  tools,  data   visualiza?on  &  ?mely   analysis  to  inform   teacher  learning  &   make  consequen?al   decisions.     Adopt  ethical  stance  rela?ve   to  students   Cope  with  workload  &  pace   Learn  how  to  access  resources   of  the  school  &  system   IMMEDIATE  WORK  ENVIRONMENT     Suppor?ve  rela?onship  with  principal   Professional,  collegial  work  environment   Appropriate  resources  including  ?me  for  planning,   enactment,  reflec?on,  du?es   Environment  that  is  physically  safe   Hiring  &  ini?al  placement  procedures  that  take   teacher  capaci?es  &  school  needs  into  account   System  of  incen?ves,  rewards,  consequences,  including  leadership  &  career  advancement     opportuni?es  for  teachers   Integrated  professional  development     resources  for  socializa?on  into  teaching  &   learning  teaching     Ar?culate  the  instruc?onal  system  (including   curriculum)   Ongoing  evalua?on  of  the  performance  of  the   overall  human  resources  system       A  system-­‐wide  environment  of  trust  that   enables  professional  learning   Understanding  of  student,    family,   community  context  &  teacher’s   connec?on  to  it   Formal  evalua?ons  &  feedback  processes   Develop  pedagogy  and  content   knowledge  specific  to  assignment   Develop  a  trajectory  of  effec?ve  student   learning  over  ?me   Develop  a  trajectory  of  effec?ve  teacher  growth   over  ?me  
  24. 24. 24   School-based professional community Feedback that supports improvement Relationship btwn principals and NTs Hiring and placement system Professional development for NTs Increase new teacher efficacy and retention Goal Changes Primary Drivers Secondary Drivers BTEN
  25. 25. 25 Baltimore Austin School School School School BTEN STRUCTURE MEMBERS New Visions School School BTEN   Hub   Carnegie   AFT   Aspen   IHI  
  26. 26. 26   School-based professional community Feedback that supports improvement Relationship btwn principals and NTs Hiring and placement system Professional development for NTs Increase new teacher efficacy and retention Goal Changes Primary Drivers Secondary Drivers BTEN AusOn   BalOmore   New  Visions  
  27. 27. 28   School-based professional community Feedback that supports improvement Relationship btwn principals and NTs Hiring and placement system Professional development for NTs Increase new teacher efficacy and retention -­‐Timeliness  of  hiring  decisions   -­‐Right  info  in  Interview  process   -­‐Right  info    on  schools  to  candidates   -­‐Targeted  recruitment   Teaching  task   as  part  of  an   interview   Goal Changes Primary Drivers Secondary Drivers BTEN
  28. 28. Primary Drivers Secondary Drivers Changes School-based professional community Feedback that supports improvement Relationship btwn principals and NTs Hiring and placement system Professional development for NTs 29   Feedback Coordination Support 2  week  feedback   &  support   process   Conversa?on   protocols   Coordina?on   mee?ngs   Online  tool  to   track  feedback  &   support   Feedback that supports improvement Increase new teacher efficacy and retention Primary Drivers Secondary Drivers
  29. 29. Building a Theory of Practice Improvement 30 Iden?fy   problem     Map  broad   understanding   of  the  system    Chose  a   par?cular   angle   Build  out   individual   drivers   Leadership System analysis -Research -New Teachers -District & school Leaders -Unions Leadership Expert Convening Testing 90-day cycle Develop   specific   changes   Revise based on learning
  30. 30. Viewing Processes: Teacher Feedback Process 31   Principal   assigns  BT  to   Case  Manager   and  Support   Provider     Principal  has   ini?al   conference  with   BT  to  iden?fy   focus  area   BT  ready  for   observa?on?   BT  meets   indicator   of   success?     Every   two   weeks     NO     NO   YES     YES   Case  Manager   has  follow-­‐up   conference   with  BT   Case   Manager   observes   BT                     Case  Manager   has  post-­‐ observa?on   Conference   with  BT   Support   provider   works   with  BT   Support   provider   works   with  BT   Case  Manager   and  BT   determine   next  focus   area             Principal   assesses  BT   performance   Principal,  Case   Manager,   Support   Provider  meet   regularly  to   communicate   about  BT’s   progress   Within   48  hrs.  
  31. 31. The Improvement Journey 32 Problem P D S A Understand the problem See the system Set an aim Develop a theory of improvement Test changes Spread changes Identify measures

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