Run a cross-district improvement collaboration combining content communities, dedicated advisors, and structured peer feedback¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article describes how CALLI organized district teams with shared content focus into learning communities convened three times a year for two days of professional learning, where interdistrict discussions provided "feedback on one another's improvement plans." Each district also received a dedicated Ed Partners professional as a thought partner between convenings, who brought in content experts and connected districts facing similar challenges.

Design Implications¶

Context¶

Requirements¶

• A three-year district commitment with a six-to-eight-member improvement team spanning classroom, school, and district levels
• Dedicated facilitation staff to support team leaders between convenings

Constraints¶

• The evaluation was formative; the article states it was not a summative assessment of the effectiveness of Ed Partners' approach

Target Learners¶

• District improvement team members in small and medium K-12 districts

Target Learning Goals¶

• Continuous improvement leadership and instructional change in early literacy, academic language, or high school mathematics

Claims¶

• Most convening participants strongly agreed they could collaborate with district colleagues during the Melbourne convening [+W]

Related Strategies¶

• Professional Learning Communities
• Reflection with Others

Examples¶

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Key Sources¶

• 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