Full Description
We face vast challenges in education, but districts and schools are full of educators ready to take on problems of practice that can't be solved quickly or alone. When we support schools and districts to become continuous improvement organizations, we create space for educators to come together as a network to understand challenges to high-quality instruction and to spread promising practice so all students benefit.
A Network for Instructional Improvement: How Teachers and Leaders Made it Work tells the story of how a community of educators in a large urban district, with support from the University of Pittsburgh, worked as a network for six years to change literacy teaching and learning for students who are furthest from opportunity. The authors take readers into the heart of the project—the classrooms, the practices, the learning walks, the deep collaborative work of continuous improvement—and show how student achievement rose as a result. Using the stories of these educators and their schools, this book shares research-based, actionable examples of how teachers and leaders centered literacy teaching and learning on students.
Contents
Chapter 1: How Did the Big City SD/IFL NSI Project Work?
Chapter 2: An Overview of the Qualitative and Quantitative Outcomes
Chapter 3: How the Network of Teachers Became an Improvement Community of Practice
Chapter 4: PLCs that Support Instructional Inquiry: Building In-school Improvement Capacity at Arlington High School
Chapter 5: Leadership for Instructional Change: Rose-Wood High School and Zora Neale Hurston Middle School
Chapter 6: Supporting Every Student's Engagement in Cognitively Demanding Studies: Miles Middle School
Chapter 7: Two Teachers Adapt the Student-centered Practices to Their Instructional Contexts: Richard Wright Middle School
Chapter 8: How We Assessed the NSI Instructional Changes and Their Implementation
Anna E. Premo and Christian D. Schunn
Chapter 9: A Theory of Improvement for Instructionally Focused Change
