Gresham Barlow educators learn improvement science
Earlier this month the Collaboration Grant supported the learning of 30 educators in Improvement Science at The Carnegie Foundation for Advancement in Learning’s Annual Conference.
Educators from across the district investigated how using Improvement Science to accelerate learning and address problems of practice could benefit our schools.
Carnegie advocates for the use of improvement science to accelerate how a field learns to improve. Improvement science deploys rapid tests of change to guide the development, revision and continued fine-tuning of new tools, processes, work roles, and relationships. Improvement science is explicitly designed to accelerate learning-by-doing. It's a more user-centered and problem-centered approach to improving teaching and learning.
As teachers, coaches, administrators and central office staff learned through this experience, the objective is quite different from the traditional pilot program that seeks to offer a proof of concept. Improvement research, in contrast, is a focused learning journey. The overall goal is to develop the necessary know-how for a reform idea ultimately to spread faster and more effectively. Since improvement research is an iterative process often extending over considerable periods of time, it is also referred to as continuous improvement.
The Collaboration Grant and GBSD are committed to student improvement through collaboration and partnerships and this is yet another example of that important work.