TalkMoves.com: An Application of Real-Time Evidence of Their Mathematics Discussions

TalkMoves.com: An Application of Real-Time Evidence of Their Mathematics Discussions

Have you ever left a classroom discussion and cannot remember what questions you asked? To reflect on practice and consequently to know what to continue and what to modify, teachers need evidence and data of their own facilitation of discussions. Talkmoves, an app that processes Accountable Talk® (AT) math classroom discussion and feeds back the data (typically in about an hour) can support teachers with enhancing their practice!

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Building an Improvement Network

Building an Improvement Network

Networks that engage educators in continuous improvement have the potential to harness the power of collaborative work to accelerate learning and solve complex problems. District leaders have the opportunity to build improvement networks within their organizations, but they vary in some distinct ways from networks typically seen in K-12 education.

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What PLCs Get Results?

What PLCs Get Results?

A growing number of schools focus on some form of communities of practice as a key to improving their performance. Schools typically refer to communities of practice as professional learning communities (PLCs). These work in a variety of ways and have different goals, but only some achieve their intended results.

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Increasing High-Quality Student Talk

Increasing High-Quality Student Talk

The Institute for Learning (IFL) and Schenectady City School District have worked collaboratively for several years, and this year, we continued our ongoing partnership with a focus on using improvement science methodology to “get better at getting better.” District-wide, there is a focus on using improvement science to work on persistent problems of practice.

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District Uses Improvement Science Principles to Increase Math Scores

District Uses Improvement Science Principles to Increase Math Scores

When a district successfully shifts their trajectory of students’ performance, many people ask how they did it. New Brunswick Public Schools’ use of strategic decision-making, grounded in improvement science principles, and greater collaboration across role groups resulted in impressive gains in mathematics scores across the district.

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Searching for the Root Cause: An interview with Bridget Goree, NSI Coordinator for North Dallas High School

Searching for the Root Cause: An interview with Bridget Goree, NSI Coordinator for North Dallas High School

Campus Network for School Improvement (NSI) coordinators learn to discover and understand the root causes of a problem of practice and find that understanding the problem takes time and requires a cultural shift. In this interview, Bridget Goree, an instructional coach at North Dallas High School, shares her own experience learning to approach this work. She discusses three considerations—what to stop doing, what is important to do, and what they are learning to build.

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PDSA Cycles Reveal Hard Truths About Deep Science Instruction

PDSA Cycles Reveal Hard Truths About Deep Science Instruction

Paterson Public School’s Guiding Coalition, a working group in academic services composed of content area senior staff, began its journey with improvement science in the fall of 2016. As we examined the various issues that we faced in curriculum and instruction, one flash point was the extraordinarily low state achievement test scores in science on the Grade 8 and high school biology assessments.

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