District improvement teams valued CALLI for peer learning, expert access, and structure that built capacity for continuous improvement¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants reported gains in continuous improvement capacity, an improvement mindset, and better cross-team trust and communication. → Bugler 2021

Evidence¶

Bugler 2021¶

Bugler, D. (2021). School District Collaboration: Lessons From Districts Participating in California Education Partners' California Language & Learning Initiative (CALLI). WestEd. https://eric.ed.gov/?id=ED616075

q2 · i? · qualitative · r2

Formative interviews with district improvement team members over four years found they "reported seeing increased personal and team capacity to use continuous improvement processes" and developed an "improvement mindset." No effect size was reported.

"They reported seeing increased personal and team capacity to use continuous improvement processes. And they noted the development of an "improvement mindset" within their team, a mentality that values the iterative improvement cycles of planning, doing, and learning."

Discussion¶

Related Claims¶

• Interacting repeatedly across convenings built trust that enabled districts to give and receive critiques of one another's plans — a narrower finding that bears on this claim
• The FACE Collaborative fostered collaborative leadership behaviors including mutual support, resource sharing, expert learning, and partnership building — related
• Continuous improvement for equity requires trust and courageous conversations; without trusting relationships, the improvement process will not help — 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
• The authors assert that Systems Review participation builds SEA teams' capacity for shared purpose, decision-making, and adaptive change management — related
• Building educator capacity to use performance assessments in practice is a repeated finding for implementing performance assessments in accountability systems — related
• District teams struggled to produce rigorous, reliable evidence for assessing their improvement work — related
• District leaders reported the working group created a valued cross-district network, with 96 percent forming new connections to colleagues — related
• Schools running four or more planned continuous improvement cycles show marked improvements in learning conditions, while ad hoc or two-cycle implementations do not — related