Starting Big or Starting Small: Theories for Creating Classroom Change Across the School System
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Transcript of Starting Big or Starting Small: Theories for Creating Classroom Change Across the School System
Starting Big or Starting Small: Theories for Creating Classroom Change Across the School
System
Suzanne Donovan, SERP InstituteMike Sorum, Fort Worth ISD
Nancy Vye, University Washington
Gap between design and implementation
• Poor program conceptualization (Supovitz and Weinbaum, 2008)
• Unforeseen challenges brought by the local environment or individual actors (McLaughlin, 1987),
• Inconsistent implementation across sites (Berends, Bodilly, & Kirby, 2002),
• Changes in district and state context (Datnow, 2005)• Adaptation to the design itself (McLaughlin, 1976;
Datnow, Hubbard, & Mehan, 2002; Supovitz and Weinbaum, 2008).
Framing Questions
• At what point did you decide that you had something that you wanted to do at scale in a district?
• What is your implicit or explicit theory for achieving change throughout a district?
• What level did you start at and why?• How did the level that you started at lead to
different challenges in trying to achieve change throughout a district?