Network learning spread beyond the network through a website, conference presentations, school and district sharing, and AIR-led professional learning communities¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: local conditions change quickly

Subclaims¶

q2 i? External spread of network resources, PDSA processes, and change ideas occurred through multiple structures and channels. → Smith 2021

Evidence¶

Smith 2021¶

Smith, T. M., Walters, K., Griffin, M., Jones, W., Lennon, V., & Sanders, Z. (2021). The Better Math Teaching Network: Lessons Learned From a 5-Year Instructionally Focused NIC. American Institutes for Research & WestEd. https://www.bettermathteachingnetwork.org/

q2 · i? · the article prints no effect size for this finding · design · r3

Descriptive account of external spread in the Key Learnings section: "The spread of ideas outside the network occurred through the network website, conference presentations, network sharing in participants’ schools and districts, and professional learning communities" led by AIR, including a district PLC series testing a network change idea.

"The spread of ideas outside the network occurred through the network website, conference presentations, network sharing in participants’ schools and districts, and professional learning communities led by the American Institutes for Research (AIR)."

Discussion¶

Related Claims¶

• Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — related
• PDSA testing of instructional routines provided a durable structure for teachers to reflect on and improve instruction over time — related
• An intensive competency-based mastery workshop can be an effective diffusion strategy for statewide curriculum leaders to develop learning systems — related
• Time constraints, limited capacity, funder expectations, and communication gaps were the most consistent barriers to participation, offset by recurring structures, relational trust, actionable data, and networked channels — related
• League district leaders rated professional development highly and reported extensive peer networking and best-practice sharing — related
• Networks and professional learning communities of practicing principals support sharing best practices and problem solving on the job — related
• Several collaboration activities show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited — related