Institute for Learning (IFL) with researchers at the Learning Research and Development Center are utilizing network models and Plan-Do-Study-Act cycles to accelerate improvement. By employing improvement science methods, we can ensure that the research-based practice improvements that we introduce into schools and systems are implemented in ways that lead to sustained and measurable gains in …
K-12 Professional Development Philosophy and Goals
A sample statement of PD philosophy and goals focused on student needs and supporting teacher development.
Transforming Educational Systems Toward Continuous Improvement: A Reflection Guide For K–12 Executive Leaders
This guide describes the key dispositions, core practices, and levers of transformation used by executive leaders, and within each category, it identifies vital elements of successful executive leadership of such a transformation. Each element includes a description accompanied by an illustration drawn from the experience of an executive leader. Some of these elements may be …
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Our Distance Learning Classroom FAQ and Free Distance Learning Templates
Customize these tools focused on supporting teachers, students, and their families during distance learning.
The After Action Review protocol
This protocol helps teams to assess successful and unsuccessful actions: What was supposed to happen? What actually happened? Why? What can we learn from this?
“Plan, Do, Study, Act” (PDSA) cycle
The PDSA cycle is a way to implement continuous improvement.
Distance learning surveys to students, families, and staff
These surveys help you understand and address the needs of your district community with comprehensive feedback on distance or hybrid learning, well-being, school public health practices, and access to resources.
TNTP COVID-19 Support Survey
This resource includes survey questions designed to help district and network leaders understand what everyone in your school or school system needs during the COVID-19 crisis
Actualizing Connecticut Classrooms for Continuous Learning: Guidance and Tools for High-Quality, Equitable Distance Learning
This resource has three parts: Standards defining high-quality, equitable distance-learning in action; Steps a district should take (i) in Summer 2020, (ii) if and when remote learning must be initiated, and (iii) while distance learning is being implemented; and A model showing what one district’s distance learning approaches look like in action.