The School Change model includes vital feedback
So . . . I’ve asserted a key relationship in the School Change model: the Capacity of the Instructional Team increases Student Learning. But how might that actually occur?
In this model iteration, I’ve added a series of thoughts specific to that question. Names in the parentheses are educational researchers whose work, among others, substantiates the claims.
- The Instructional Team sets the learning target (Robert Marzano, Mike Schmoker, et al)
- The gap between the Target and what students actually know or can do drives the action of the team (Doug Lemov, Elizabeth City, et al)
- Once the problem of practice is well known, the instructional team conducts research for effective practices
- The instructional team conducts Professional Development sessions to learn those effective practices
- The instructional team implements those new practices
This reinforcing loop establishes the key instructional feedback for any teacher: having established what my students should know or be able to do, I research the most effective means of providing that learning and then I follow through. There would need to be another reinforcing loop (or two) that includes teacher assessment of student progress, and administrative assessment of whole team efficacy with those new methods; but I purposely left that out for now just to underscore the primary feedback loop driving classroom instruction.
What to include and exclude in the model now starts to take on importance as my representation flowers into increasing complexity. Even so, my core thinking about how all this works remains explicit. What questions come to you as you consider this model for School Change?