Supporting Schools to Transform Teaching and Learning · Supporting Schools to Transform Teaching...

Supporting Schools toTransform Teachingand Learning

AN IN-DEPTH REPORT ON THE SERVICE PROVIDERSSUPPORTING SCHOOLS AND DISTRICTS THROUGH SCHOOL MODEL REDESIGN

ABBREVIATED VERSION

SUPPORTING SCHOOLS TO TRANSFORM TEACHING AND LEARNING August 2016

Table of Contents

02

Framework

Description 3

Image 4

Definitions 5

Essential Questions 6

Market Maps

Description 7

Market Map 1 8

Market Map 2 9

Market Map 3 10


Framework

03

In March 2016, EdSurge began investigating the industry of technical assistance providers (often referred to as service providers, consultants or school partners) These experts perform a diverse range of work supporting schools, districts and sometimes even states through transformation We began by interviewing educators, school redesign catalyst organizations and funders to better understand the process of redesign and the ways in which service providers were best positioned to assist schools

As we got deeper into our research and began speaking with the service providers themselves, we realized that just as schools struggle to understand who they can turn to for help with their redesign, service providers also struggled to find ways to better define the assistance they offer Part of the challenge is rooted in the need for a common language describing the types of support schools need as they go through redesign

As a first step, we built a framework to categorize the elements of a school model that educators, administrators and district leaders consider when going through a redesign The framework consists of 19 categories: vision; assessing readiness; school culture; pedagogy & curriculum; student & teacher experience; learning environment; scheduling & timing; infrastructure; edtech selection; budget & financial planning; human capital; policy; professional learning; communications; implementation support; change management; reflection & iteration; and sharing to grow a community of practice

The categories in the framework support specific questions that practitioners are asking To clarify how the categories relate, and to build a language that speaks to both service providers and practitioners, we created a series of essential questions

■■ Why do we want to change teaching and learning?

■■ What would these changes look like in practice?

■■ What resources do we need to make this happen?

■■ How do we prepare and involve our school community (staff, students and families) in the redesign?

■■ How do we implement these changes?

■■ How do we scale and improve?

At the heart of school transformation on any scale is determining why a change is necessary Each school has a unique community, culture and context We have found that it is critical to drive change from a place that is deeply connected to the individual community


04

Framework — (cont)

WHAT

HOW

HOW

HO

W

WHAT

WHYDo we want to

change teaching and learning?

Wh

at w

ould th

ese changes

loo

k lik

e in p

ractic

e?

How do we prepare our

community for redesign?

Ho

w d

o w

e im

ple

me

nt

the

se c

ha

ng

es?

and impro

ve?

How do we scale

to m

ake this happen?

Wh

at resources do we need

AN

D T

IMIN

G

SC

HE

DU

LIN

G

EN

VIR

ON

MEN

T

LEA

RN

ING

EXPERIE

NCE

STU

DEN

T AN

D TEACHER

ASSESSMENT

DATA ANDCURRICULUM

PEDAGOGY AND

POLICY

HUMAN CAPITAL

BUDGET AND

FINANCIAL PLANNING

EDTECH

SELECTION

INFR

ASTR

UC

TUR

E

CULTURESCHOOL

LEARNING

PROFESSIONAL

COMMUNICATIONS

SUP

PO

RT

IMP

LEM

EN

TATIO

NM

AN

AG

EM

EN

T

CH

AN

GE

REFLECTION A

ND

ITERATION

SHARING TO GROW A

COMMUNITY OF PRACTICE


05


VISION

Mapping out the work throughdesign thinking and implementation.

ASSESSINGREADINESS

Assessing leader and teacherreadiness, and assessing the currentstate of human capital, infrastructure

and edtech tools in a school or district.

Supporting a school or district inestablishing a strong school culture

including values, beliefs, relationshipsand priorities.SCHOOL

CULTURE

Defining the instructional method andpractice for teaching and supporting the development of curricular assets

that complement that method.PEDAGOGY &CURRICULUM

Assisting a school or district in designing, managing and analyzing assessment in a way that helps inform instruction.DATA &

ASSESSMENT

Designing the interactions betweenstudents and the learning experience,

and planning the processes for teachersto support that experience.

STUDENT &TEACHER

EXPERIENCE

Helping schools and districts thinkoutside the box when approachingspace (where the learning happens,what the learning space looks like).LEARNING

ENVIRONMENT

Helping schools and districts thinkoutside the box when approachingflexibility of time, scheduling and

figuring out when learning happens.SCHEDULING &TIMING

Providing support for hardwareselection and management and/or

assistance with improvingconnectivity & long-term planning for

bandwidth capacity.INFRASTRUCTURE

Identifying and creating a plan toinfluence state or district policies thatmust be shifted to support, scale and

sustain new models.POLICY

Offering assistance in selectingsoftware and digital content. This can

include support for technologypilots.EDTECH

SELECTION

Figuring out how schools and districts can pay for everything related to the

redesign such as infrastructure, devices, and human capital. This also supports the

procurement process and purchasing.BUDGET &

FINANCIALPLANNING

Identifying who the school or district already has on hand that cancontribute to the redesign, and who

they need to bring onboard.HUMANCAPITAL

Providing professional learning opportunities related to school redesign for school leaders and teachers. This can

be coaching, training in edtech, or professional development around

specific areas the support the redesign.

PROFESSIONALLEARNING

Communicating ideas and plans forthe redesign with stakeholders such

as staff, students and families.COMMUNICATIONS

Offering hand-in-hand support duringthe implementation of the

change.IMPLEMENTATIONSUPPORT

Coming up with a vision and workingon a plan to smoothly implement,

scale, and sustain the changesthat will be made.CHANGE

MANAGEMENT

Reflecting on all of the work that has taken place (including planning and

implementation, PD, and the resources used throughout the redesign) and iterating along

the way to make sure that the school or district is changing and improving.

REFLECTION &ITERATION

Telling stories about what works andwhat doesn’t work so that otherschools and districts don’t need

to reinvent the wheel.SHARING TO

GROW ACOMMUNITY OF

PRACTICE

DEFINITIONS


06


ESSENTIAL QUESTIONS

Why do we want tochange teaching and learning?

VISION ASSESSINGREADINESS

What would these changes look like in practice?

LEARNINGENVIRONMENT

SCHEDULING &TIMING

SCHOOLCULTURE

PEDAGOGY &CURRICULUM

What are the resources weneed to make this happen?

How do we prepare and involveour school community in

the redesign?

DATA &ASSESSMENT

STUDENT &TEACHER

EXPERIENCE

INFRASTRUCTURE EDTECHSELECTION

BUDGET & FINANCIALPLANNING

HUMANCAPITAL POLICY

PROFESSIONALLEARNING

COMMUNICATIONS

How do we implementthese changes?

How do we scale and improve?

IMPLEMENTATIONSUPPORT

CHANGEMANAGEMENT

REFLECTION &ITERATION

SHARING TOGROW A

COMMUNITY OFPRACTICE


Maps

07

As we were building the framework, we simultaneously created a survey and sent it to a list of 26 service providers to gain insight into their work To share how these providers align with our framework categories, we have compiled the data into three market maps The first market map includes all of the data and shares how each organization fits into the framework The second market map illustrates each organization’s specialty content area, including: blended learning; project-based learning; competency-based learning; maker education; STEAM; ELA; and math The final market map features the level at which each organization works: individual school, charter management organization, districts, regional educational service agencies and state level agencies


08

Maps — (cont)

WHY WHAT WHAT HOW HOW HOW

Data

&A

sse

ssm

en

t

Vis

ion

Sch

oo

l C

ult

ure

Pe

dag

og

y &

Cu

rric

ulu

m

Ass

ess

ing

Re

ad

ine

ss

Stu

de

nt

&Te

ach

er

Exp

eri

en

ce

Le

arn

ing

Envir

on

me

nt

Sch

ed

ulin

g &

Tim

ing

Infr

ast

ructu

re

Ed

tech

Se

lecti

on

Bu

dg

et

&F

inan

cia

lP

lan

nin

g

Hu

man

Cap

ital

Po

licy

Pro

fess

ion

al

Le

arn

ing

Co

mm

un

icati

on

s

Imp

lem

en

tati

on

Su

pp

ort

Ch

an

ge

Man

ag

em

en

t

Re

fle

cti

on

&It

era

tio

n

Sh

ari

ng

to

Gro

wa C

om

mu

nit

y o

fP

racti

ce

2 Revolutions

Afton Partners

ARC Impact Solutions

CA Group

Center for Collaborative Edu

Cross & Joftus

Dellicker Strategies

DLR Group

DMC District Mgmt Council

Education Elements

Education First

ExpandEDSchools

Generation Schools Network

The Great Schools Partnership

Highlander Institute

Ideo

KnowledgeWorks

Learning Forward

Mastery Design Collaborative

McRel International

Parthenon Group

PowerMyLearning

Public Impact

Ready to Blend

Springpoint

Teachers 21

Teton Science Schools

TNTP

UPD Consulting

MARKET MAP 1


09

Maps — (cont)

SPECIALTY CONTENT AREAS

Ble

nd

ed

Le

arn

ing

Pro

ject

Base

dL

earn

ing

Co

mp

ete

ncy

Base

d L

earn

ing

Make

r E

du

cati

on

ST

EA

M

EL

A

Math

2 Revolutions

Afton Partners


CA Group


Cross & Joftus


DLR Group


Education Elements

Education First

ExpandEDSchools




Ideo

KnowledgeWorks

Learning Forward


McRel International

Parthenon Group

PowerMyLearning

Public Impact

Ready to Blend

Springpoint

Teachers 21


TNTP

UPD Consulting

MARKET MAP 2


10

Maps — (cont)

2 Revolutions

Afton Partners


CA Group


Cross & Joftus


DLR Group


Education Elements

Education First

ExpandEDSchools




Ideo

KnowledgeWorks

Learning Forward


McRel International

Parthenon Group

PowerMyLearning

Public Impact

Ready to Blend

Springpoint

Teachers 21


TNTP

UPD Consulting

Ind

ivid

ual

Sch

oo

ls

Dis

tric

ts

Ch

art

er

Man

ag

em

en

tO

rgan

izati

on

s

Re

gio

nal E

du

cati

on

Se

rvic

e A

ge

ncie

s

Sta

te L

eve

l A

ge

ncie

s

LEVELSMARKET MAP 3

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