Continuous improvement for equity requires trust and courageous conversations; without trusting relationships, the improvement process will not help¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Conversations about race and class within continuous improvement are emotionally sensitive, take time, and require trust and psychological safety. → Valdez 2020

Evidence¶

Valdez 2020¶

Valdez, A., Takahashi, S., Krausen, K., Bowman, A., & Gurrola, E. (2020). Getting better at getting more equitable: Opportunities and barriers for using continuous improvement to advance educational equity. WestEd. https://eric.ed.gov/?id=ED606089

q2 · i? · qualitative · r?

A leader interviewed in the study stated that "if there is not trust or trusting relationships built within the team, then the continuous improvement process isn't going to help." Leaders noted equity conversations bring discomfort, guilt, and require psychological safety.

"A continuous improvement process always involves difcult conversations and courageous conversations. There is a human element to the process — so if there is not trust or trusting relationships built within the team, then the continuous improvement process isn't going to help."

Discussion¶

Related Claims¶

• District improvement teams valued CALLI for peer learning, expert access, and structure that built capacity for continuous improvement — related
• Relationship-focused PD shifts teacher conceptions of rigor and safety in argumentation instruction — related
• Relational elements — trust, voice and agency, and equity — are preconditions for restorative practices to work — related
• Relational trust and rapid-response adaptation help research-practice partnerships survive acute disruption — related
• Social trust predicts which urban schools improve, and trust is built by reducing staff vulnerability — related
• Technical restorative practices implementation falls short when the adaptive components of values, mindsets, and beliefs have not shifted — related
• Relational trust built through prior rigorous evaluation was a precondition for introducing participatory approaches — related
• State administrators stress building trust with schools and districts as a foundation for supportive school improvement relationships — a narrower finding that bears on this claim
• RPP workshops on concrete equity mechanisms influenced instructor practice within one term — related