Six Lessons to Facilitate Deep Ownership of Ambitious Instructional Reforms

Autor/inn/en	Pierce, Jill C.; Supovitz, Jonathan A.
Institution	Research for Action; University of Pennsylvania, Consortium for Policy Research in Education (CPRE)
Titel	Six Lessons to Facilitate Deep Ownership of Ambitious Instructional Reforms
Quelle	(2020) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Forschungsbericht; Partizipative Forschung; Educational Change; Outcomes of Education; Mathematics Achievement; Student Evaluation; Formative Evaluation; Problem Solving; Program Implementation; Teaching Methods; Principals; Training; Instructional Leadership; Teacher Collaboration; Alignment (Education); Educational Improvement; Elementary Schools; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Bildungsreform; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Principal; Schulleiter; Ausbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerkooperation; Teaching improvement; Unterrichtsentwicklung; Elementary school; Grundschule; Volksschule
Abstract	In partnership with the Consortium for Policy Research in Education, RFA has been studying Philadelphia schools' take-up of an instructional reform that has demonstrated positive impacts on teacher knowledge and student learning in math. The Ongoing Assessment Project (OGAP) is designed to deepen teachers' understanding of foundational concepts in math and engage them in regular formative assessment of their students' problem-solving strategies. Implementing an ambitious educational reform such as this one is notoriously challenging, as project staff, district personnel, and school leaders struggle to move from initial professional development--where so much money is invested--to deep, routine engagement in schools and classrooms. Teachers' instructional practices are difficult to change, and it is particularly hard to engender reform ownership in contexts full of competing demands. In our 2019 study of OGAP in Philadelphia, one school's engagement with the project offered key lessons in how to successfully approach such a reform. School faculty and project staff layered supports and distributed leadership in unique ways, and they carved out space for teachers to learn, practice, and take ownership of OGAP. This brief shares six lessons from this school for those who wish to facilitate deep ownership of an ambitious instructional reform, including reform developers/staff, district leaders, and school leaders. The brief concludes with tables of questions that readers in each of these roles can ask themselves when designing and/or implementing similar reforms. (As Provided).
Anmerkungen	Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01