April 10, 2012

Coherence and Comprehensiveness: Using Your Theory of Action

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Welcome

Poll

Please note where you are in the process of developing your ToA

a) Our state team has a written theory of action (ToA), and we are seeking ideas for how to refine it.

b) Our team has a written ToA and we are seeking confirmation that it is in good shape.

c) Our team currently has ideas formed about our ToA, but nothing in writing.

d) We are just starting discussions about our ToA.

e) We are wondering, what is a ToA?

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Educator in Residence

Terry Janicki

Educator in Residence

Context for Theory of Action Work

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Participants will:

Become familiar with the elements of a Theory of Action (ToA)

Consider criteria for evaluating their ToA

Observe state teams in engaging in coaching to design and refine their ToAs

Receive advanced information about the Summit

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Liz City

Elizabeth A. City

Co-Director, Doctor of Education Leadership (Ed.L.D.) Program, and Lecturer on Education, Harvard Graduate School of Education

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Theory of Action: The Basics (“What”)

If . . . , then . . . statements—causal links in a chain

Falsifiable: we should be able to prove whether they are true or not through data collection/analysis

Identifies where to focus energy and effort

Focuses on the instructional core

Storyline

TEACHER CONTENT

STUDENT

TASK

Theory of Action—Why?

Providing a common language for what we’re trying to accomplish

Connecting action to results

Making the implicit explicit

Diagnosing critical or weak links in your improvement strategy

Cutting through the clutter

Tips for drafting your own ToA

Consider:

Implicates you?

Storyline?

Missing links? Black boxes? “Then a miracle happens”?

Problematic connections? What can you do to anticipate and respond to them?

Tips for drafting your own ToA

Consider:

Connected to the instructional core?

Capacity? Who needs to learn what?

Iterative! All theories of action are works in progress

Educator in Residence

Mary-Dean Barringer Educator in Residence

Introducing the New Hampshire Team

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New Hampshire Team

Randy Bell Superintendent, Hudson School District, Hudson

Irv Richardson Coordinator for Public Education and School Support,

NEA-New Hampshire

Karen Soule Division of Program Support Administrator, Bureau of

Credentialing, New Hampshire Department of Education

Ashley Frame Teacher and Lead Teacher, SAU-64

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New Hampshire ToA

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IF THEN

THENIF

Educator in Residence

Holly Boffy Educator in Residence

Introducing the Missouri Team

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Missouri Team

Karla Eslinger Assistant Commissioner, Missouri Department of

Elementary and Secondary Education

Paul Katnik Office of Educator Quality, Missouri Department of

Elementary and Secondary Education

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Missouri Theory of Action

The Theory of Action was developed by hundreds of educators representing current practitioners teaching and leading in schools, educator preparation institutions and every major education organization in the state. It is founded on the belief that improving educator practice improves student performance.

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Missouri Educator Evaluation System

If the evaluation system provides accurate, reliable data identifying growth opportunities in educator performance,

then focused feedback and learning can be applied that generates growth.

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Missouri Educator Evaluation System

If focused feedback and learning address specific growth opportunities,

then improved educator performance can be validated and replicated.

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Missouri Educator Evaluation System

If improved educator performance is validated and replicated,

then an aligned and effective system will produce improved student performance.

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Missouri ToA continued

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The evaluation system provides accurate, reliable data identifying growth opportunities in educator performance,

Focused feedback and learning can be applied that generates growth.

Focused feedback and learning address specific growth opportunities

Improved educator performance can be validated and replicated.

.

Improved educator performance is validated and replicated, improved student performance.

An aligned and effective system will produce improved student performance.

IF

IF

IFTHEN

THEN

THEN

Getting it right: Key Principles

Is systemic and addresses improvement of professional practice at all levels from preparation through retirement

Is precise to ensure accurate identification of areas of strength and areas to improve but simple enough to ensure being manageable

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Precision

Simplicity

Closing Remarks

Liz City

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Upcoming Webinars

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April 19 – Team Lead webinar

May 15 – Key issues from Summit

May 22 – Teaching Progressions

June 12 – Principal Pipeline

2:00 to 3:00 pm Webinar

3:00 to 3:30 pm Chat

(All times EDT)

Questions and Answers

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Thank you

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