The document provides an overview of the Leadership for Educational Equity Program (LEEP) at UC Berkeley, which uses a design-based approach for its professional education doctorate. The signature pedagogy is design development studies, which involve identifying a problem of practice, developing an intuitive theory of action, challenging assumptions with research, designing an intervention, implementing and collecting data on impact and processes, and revising theories. Examples of design studies address issues like reducing slurs, measuring school capacity, and improving literacy instruction. Principles of design thinking emphasize context-specific solutions through iterative inquiry. Graduates have gone on to positions like superintendent and principal.
June presentations org_adoption_learning_analyticsShane Dawson
Learning analytics (LA) has been touted as a game changer for education. The rapidly growing literature associated with the field serves to promote this fervour in citing the vast impact LA can and will play in the education space. From the detection of at-risk students to address retention and performance, building self-regulated learning, development and identification of 21st Century literacies to the realisation of personalised learning, there appears little that LA cannot contribute to within learning and teaching practice. However, if LA is such an impactful, desirable and worthy endeavour that can effectively improve learning, and our understanding of the learning process, why are there so few examples of institutional LA adoption?
June presentations org_adoption_learning_analyticsShane Dawson
Learning analytics (LA) has been touted as a game changer for education. The rapidly growing literature associated with the field serves to promote this fervour in citing the vast impact LA can and will play in the education space. From the detection of at-risk students to address retention and performance, building self-regulated learning, development and identification of 21st Century literacies to the realisation of personalised learning, there appears little that LA cannot contribute to within learning and teaching practice. However, if LA is such an impactful, desirable and worthy endeavour that can effectively improve learning, and our understanding of the learning process, why are there so few examples of institutional LA adoption?
The Wicked Problem of Giving Feedback on Wicked ProblemsGary Wood
Presented at Enterprise Educators UK Enterprise Exchange Event "Assessing and evaluating entrepreneurial learning", Leeds, 8 December 2017.
Providing ‘authentic’, ‘messy’ or ‘wicked’ problems within the curriculum, to engage students with learning and enable them to develop their key enterprise skills, can be an effective way to address current themes of many Learning and Teaching strategies, such as the drive towards external engagement and ambition for all students to become self-directed, engaged learners.
Providing students with high quality feedback is also a key aim of many further and higher education institutions.
But how do these two considerations align?
When students work on authentic enterprise projects in the curriculum, their work also needs to be assessed authentically if the curriculum is to be constructively aligned and framed within the context of their overall degree programme. Quality feedback and feedforward are integral components of this authentic assessment.
We present two examples of authentic project-based enterprise learning in the curriculum, either supported by or delivered directly by the University of Sheffield Enterprise Academy, and outline the different challenges faced in providing quality feedback in each case. Each example leads to a resulting 'wicked problem', providing both challenges and opportunities for those involved in designing assessments for enterprise and entrepreneurial learning.
AECT - Systems Thinking & Change 2015 MiniMagBeth Sockman
This minimag is an overview of the topics covered in the 2015- AECT Conference for the Division on Systems Thinking and Change. In this PDF you will see division conference details, get information on the name change and policy brief, and meet some of the people involved.
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
World Class Excellence For Teacher Leadership: The New Hybrid Approach
Alfonso Ippolito: Tyler Junior College
Robert Stevens, PhD: The University of Texas at Tyler
Presented at the National Social Science Association Professional Development Conference
October 16, 2012
Albuquerque, New Mexico
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
The Wicked Problem of Giving Feedback on Wicked ProblemsGary Wood
Presented at Enterprise Educators UK Enterprise Exchange Event "Assessing and evaluating entrepreneurial learning", Leeds, 8 December 2017.
Providing ‘authentic’, ‘messy’ or ‘wicked’ problems within the curriculum, to engage students with learning and enable them to develop their key enterprise skills, can be an effective way to address current themes of many Learning and Teaching strategies, such as the drive towards external engagement and ambition for all students to become self-directed, engaged learners.
Providing students with high quality feedback is also a key aim of many further and higher education institutions.
But how do these two considerations align?
When students work on authentic enterprise projects in the curriculum, their work also needs to be assessed authentically if the curriculum is to be constructively aligned and framed within the context of their overall degree programme. Quality feedback and feedforward are integral components of this authentic assessment.
We present two examples of authentic project-based enterprise learning in the curriculum, either supported by or delivered directly by the University of Sheffield Enterprise Academy, and outline the different challenges faced in providing quality feedback in each case. Each example leads to a resulting 'wicked problem', providing both challenges and opportunities for those involved in designing assessments for enterprise and entrepreneurial learning.
AECT - Systems Thinking & Change 2015 MiniMagBeth Sockman
This minimag is an overview of the topics covered in the 2015- AECT Conference for the Division on Systems Thinking and Change. In this PDF you will see division conference details, get information on the name change and policy brief, and meet some of the people involved.
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
World Class Excellence For Teacher Leadership: The New Hybrid Approach
Alfonso Ippolito: Tyler Junior College
Robert Stevens, PhD: The University of Texas at Tyler
Presented at the National Social Science Association Professional Development Conference
October 16, 2012
Albuquerque, New Mexico
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
Slides from the workshop presentation on Design-Based Implementation Research for the Multidisciplinary Program in Education Sciences (MPES) at Northwestern University.
Presented by Bill Penuel and Barry Fishman on May 24, 2013.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
Richard Lai 2014 - An assessment ePortfoilo for developing the reflective thi...ePortfolios Australia
Deep approaches to learning by students are encouraged by teaching that fosters engagement with learning and assessment tasks and clearly stated learning outcomes and expectations. Students learn deeper if they are required to reflect on what they have learned. Reflective thinking by students is not only a description of 'what they have seen or done', but rather it is a process of their drawing comparisons with what happened, what they already know, how they relate this experience to the theories that they have been introduced to and how they modify their own ideas in light of this reflection. In this paper, we present our experiences in using the 4 R (Report, Relate, Reason and Reconstruct) principle developed by John Bain (2002) in teaching a software engineering subject. Students are required to submit the 4R ePortfolios on the major topics of the subject as a part of their overall assessment.
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Case-in-Point Inspired Pedagogy: Creating a Laboratory for Examining LeadershipCPEDInitiative
Case-in-Point Inspired Pedagogy: Creating a Laboratory for Examining Leadership
Presenters: Charlene Trovato, University of Pittsburgh and Francois Guilleux, University of Pittsburgh
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1.4 modern child centered education - mahatma gandhi-2.pptx
UC Berkeley Leadership for Educational Equity Program (LEEP)
1. UC Berkeley
Leadership for Educational Equity
Program (LEEP)
Rick Mintrop
mintrop@berkeley edu
With assistance from: Mahua Baral, Elizabeth Zumpe, and John Hall
2. CPED Essentials
• Excellence and ethics
• Making a positive difference
• Partnerships
• Problems of practice
• Professional knowledge base
• Signature pedagogy
4. Purpose
• Need of the field for cumulative practical
design knowledge in school and district
improvement
• Need of educational leaders for better
decision making on ‘big’ programmatic and
strategic decisions
• Need of schools and districts for a more
powerful model of organizational
improvement
5. The Provocation:
• Problems endure, but
attention to these
problems waxes and
wanes
• ‘Solutions’ are created and
maintained by advocates,
activists, researchers, and
industries in search for
problems that may fit
their solutions
• Problems addressed
systematically, through a
sequence of iterative
inquiries and adjustments
• Problems framed from the
user’s point of view
• Co-designs done with
people, not to people
Garbage Can
Improvement
Science
6. Design-based Mental Model
• What behaviors or practices, exactly, need changing
in the short or medium term?
• Where will we be 6 months from now in changing
these practices?
• How do we know we got there?
• Before we choose a solution path, what makes us
think that it will change people the way we envision?
• How do our proximal changes fit in with our big goal
of improving student learning?
7. Sample Design Studies
• Baham, E. (2014). School Capacity and Overload Review (SCORE):
Measuring School Capacity to Maximize School Improvement.
• Inglesby, B. (2014). Principals Utilizing Leadership for Special
Education: The PULSE Workshop Model for Improving the Practice
of Instructional Leadership for Special Education.
• Morizawa, G. H. (2014). Nesting the Neglected “R”: Writing
Instruction within a Prescriptive Literacy Program.
• Penny-James, B. (2012). Introducing Cultural Literacy Content into
Established, Skills-based Literacy Instruction.
• Soles, B. (2013). The SHU:SH Project (Slurs Hurt Us: Safety and
Health): Lesbian, Gay, Bisexual, and Transgender Students at School.
• Wayne, M. (2011). Visiting Classrooms: A Design Study to Support
Principals’ Instructional Leadership.
8. Steps in the Design Process
• Framing and defining the Problem of Practice
• Generating an Intuitive Theory of Action
• Challenging the Intuitive Theory of Action with the professional knowledge
base
• Theory of action
– Understanding the Problem
– Understanding the Change Process
• Intervention design
• Implementation of intervention
• Collecting Impact Data
• Collecting Process Data
• Data analysis and write-up
9. Design Example: Reducing Slurs
• Co-Design team at a social justice oriented high school
• Led by an EdD student who is the principal
• Following up on an anti-bullying campaign...
• What should we do next?
10. Your Turn:
Defining the Problem of Practice
• According to your best intuition, how would
you bound the problem of reducing slurs?
Share with a Partner
11. Framing and Defining the
Problem of Practice
• Are rampant slurs a matter of student
behavior?
• Are rampant slurs a matter of teacher
behavior?
• Problem of Practice:
Many teachers ignore, and do not
intervene when they hear, slurs.
12. Generating an
Intuitive Theory of Action
• We clarify the current state
• We imagine a desired state to be attained at
the end of the intervention
• We try to understand symptoms and causes of
the problem
• We entertain an intuitive theory of change:
actions or learnings that will move us closer to
the desired state
14. Back to the Example:
Understanding the Problem
• Slurs are a pervasive phenomenon of youth
culture
• Adult leadership is needed
• Teachers have fear and discomfort around
slurs
• Silence, helplessness, and inaction ensue
15. Your Turn:
Designing a Change Process
• What sort of change process can you come up
with that might remedy the problem, as
understood by the Ed.D. student/ Principal of
the social justice high school?
Share with a Partner
16. Understanding the Change Process
Motivation
• Dissonance
• Shared values/ guilt
• Collective commitments
• Efficacy
Knowledge and Competence
• Norms of communication
• Deep understanding: why
do slurs hurt
• Strategies when
encountering slurs
• Trial and error
20. Theoretical Base of Design
Development Studies in LEEP
Initial Inspiration
Brown and Campione (1996) Fostering Communities of Learners
Cobb, Confrey, diSessa, Lehrer, and Schauble (2003) Role of Theory; Ecology of design
van den Akker (1999) Design development with results
Schön (1983) Reflective practitioner, rationality, intuition
Jonassen (2000) Problem solving for ill-structured problems
Copland, 2000; Timperley & Robinson, 1998 Problem solving in education administration
Carnegie Project for the Education Doctorate Signature pedagogy
Schön & Rein, 1995 Problem framing
Later Sources
Plomp & Nieveen (2010); Netherlands Institute for
Curriculum Development (SLO)
(http://international.slo.nl/).
Practice of design development
Bryk, Gomez, & Grunow, 2011 Networked Improvement Communities
Martin (2009) Design thinking
Brenninkmeyer & Spillane (2008) Diagnostics- prognostics
Berwick (2008) Improvement science
21. Design Thinking
• Rationality and Intuition
• Predictability and Uncertainty
• Planning and Creativity
• Linearity and Dialogue between means and
ends
• Functionality and Appreciation
• Transferable design principles and Context
specificity
23. Domain Knowledge
While challenges are plentiful, transformative
leaders for equity need actionable knowledge
for three interrelated core problems:
– How to make their organization more effective
– How to enable their organization to facilitate
complex learning
– How to insure that all members of their
organization value students equally
24. The Rigor of Design Development
• Visibility
• Verifiability
• Reliability
• Validity
• Showing a plausible connection between outcome metric
and process data
• Impact data: multiple baseline – varied growth on low-
inference standardized metric
• Process data: soft, evolving qualitative data around
process indicators related to activity chunks
• Iteration
• Transferability
25. LEEP Milestone Courses
Mile 1: Framing and defining the PoP; intuitive theory of action;
challenging intuitions with knowledge base; needs assessment
- 1st milestone paper
Mile 2: Design development methodology
- 2nd milestone paper
Mile 3: Planning the intervention; dissertation proposal; data
collection instruments; implementation context
Mile 4: IRB; baseline assessment; completing proposal
Mile 5: Oral exam on relevant Knowledge Base for dissertation
Mile 6: Implementation of project
Mile 7/8: Data analysis: impact data, process data explaining
impact; write up
DONE!
27. Upcoming Book
Design Development and School Improvement:
Bridging Research and Practice with Equity-
Relevant Interventions in Local Contexts
(working title)
A Practical Guide
Rick Mintrop
with Mahua Baral, Elizabeth Zumpe, and John Hall
Prospectus: http://leep.berkeley.edu/leep/textbook
28. Studying Design Thinking in LEEP
• Two-year self-evaluation on one cohort of 10
participants from 2012-2014; data from
implementation of 9 design studies
• The data include:
– Course materials
– Drafts of student papers
– Field notes from participant observers in courses
– Semi-structured and unstructured interviews with
students
– Verbal protocols or “think alouds”
– 32 distinct analytical codes and a variety of meta-matrices
29. Leaders’ Heuristics Conducive to
Design Development
• The leader is a change agent
• Change must yield results
• Solutions should be context-specific
• Our work is complex and uncertain and so is
change
• School improvement is iterative
30. Heuristic “Traps” for
Design Thinking
• Problems are the absence of solutions
• All problems are problems of practice
• We just know: the ‘what,’ the ‘why,’ and the
‘what to do’ are fused
• Change is a set of activities: learning is doing
• Change is filling an empty vessel: to implement
is success
• Means-ends relationships are matches between
a diffuse problem and a set of best practices
31. Research on Project Implementation
• Wearing multiple hats
• Logistic issues
• Shifting organizational priorities
• Unanticipated developments and design adjustments
• Effectiveness bias
• Reflection on one’s leadership
• Need for university partner
32. Underlying Principles of
Design-based Projects
• Actionable Problem of Practice
• Pivot on results and outcome metrics
• De-personalized, no judgment or blaming
• Begins with one’s intuitive theory of action
• Challenging intuitions with the knowledge base
• Theory of action connects baseline and outcome
• Impact and process data plausibly explain outcomes
• Trial and error, iterations
• Corroborating or revising theory of action
• Design principles identified and applied to next iteration
33. Superintendent
Network Superintendent
Superintendent
Execu ve Director,
Commission on Teacher
Creden aling
Director, Personnel & Special Services
Network Superintendent
Principal
Consultant, Na onal Wri ng Project
Supervisor, Secondary Programs
Sacramento
Los Angeles
Head, Independent School
Director of Nutri onal Learning,
County Office of Educa on
Supervisor, English
Learner Services
Director, Stanford
Interna onal & Cross-
Cultural Program
Supervisor, Curriculum &
Communica ons, School for the Deaf
Assistant Principal
Director, English Learner
& Categorical Programs
LEEP Students and Alumni
Principal,
Montessori School
Assistant Superintendent,
Diocese of Oakland
Chief Business Officer, County
Office of Educa on
Director, Curriculum & Instruc on
Principal,
Charter School
Coordinator, Principal Prepara on Program, UC Berkeley
Principal
Lecturer, CSUEB
Principal
Principal
Coordinator – Charter Schools,
County Office of Educa on
Superintendent
Associate Superintendent,
Diocese of Sacramento
Director, Personnel
Manager, New Teacher Support
Superintendent
Hollister
Director, Curriculum
& Instruc on
Assistant Principal
Pajaro Valley
Director, Migrant
Educa on
Parlier
Pasadena
Principal
CEO, Transforma ve
Teacher Training
Chief Program Officer,
Transforma ve Teacher Training
Asst. Professor,
SFSU
Seattle
Principal
Director,
Secondary
Educa on
Superintendent
Director, School
Transforma on
Manager, Migrant Educa on,
County Office of Educa on
Principal
Science Specialist
Principal
Tracy
Principal
Principal
Director of Research, Assessment, &
Accountability, County Office of Educa on
Principal
Director, Curriculum & Instruc on
Assistant Superintendent
Supervisor, CSUEB
Asst. Professor, CSUEB
Coordinator, Academic Success
Coordinator, Student Services
Principal
October 2014
Coach,
Charter Network
Napa
Director, Assessment
& Achievement
Davis
Principal
Principal
Coordinator, College & Career Network, UC Berkeley
Lecturer, SFSU
Deputy Director, English
Learner Program
Deputy Marine of
Academics, Naval
Post-Graduate School
Monterey
Director, Curriculum &
Instruc on
Math Coordinator
Regional Director,
Child Development Centers
Lebanon, NH
Execu ve Director,
Educators’ Ins tute
Coach,
Charter School
Principal
Consultant
Principal
Director of Special Educa on
Boston, MA
Director, School Leaders
for Tomorrow
Consultant
Director of Technology
34. Leadership for Educational Equity Program:
http://leep.berkeley.edu
Rick Mintrop:
mintrop@berkeley.edu
34
Editor's Notes
How to make their organization more effective so that scarce available resources are used towards the benefit of students;
How to enable their organization to facilitate complex learning so that all students are exposed to learning opportunities that treat them as intellectually and morally capable persons;
How to insure that all members of their organization value students equally so that differences among them in ethnicity, race, gender, sexual orientation, language, immigrant status, or special needs designation do not result in value judgments detrimental to students’ dignity, competence, and well-being.