Grass Roots Theories of Action: Operationalizing the Ed.D. In

Denver Public Schools

Learning Exchange AgendaIntroductions of Practitioners (15 min.)• Contexts• Problems of Practice/ Theories of Action

Break Out Groups (35 min.)• Who is present?• Deeper look at Ed.D. candidates’ experiences• Brainstorm on Ed.D. Programming considerations

Whole Group Jigsaw Summaries (15 min.)

Closure (10 min.)• Feedback for Ed.D. candidates on research next steps• Feedback for faculty from Ed.D. candidates on programming wish list

Danny MedvedAssistant Principal/ Lead School Designer, High Tech Early College (HTEC)

Problem of Practice:The traditional high school model and its foundational organizational structure of the Carnegie Unit seat time measure limit a school’s ability to personalize learning in a way that ensures EVERY student can become empowered.

Theory of Action:If we redesign the high school educational paradigm to emphasize student learning outputs and demonstrations of competence rather than time and curricular inputs, then student engagement, achievement, and empowerment will increase sufficiently to address challenges, such as the achievement gap, dropout rates, and the US workforce skills gap.

Katherine Casey Director, Ecosystem Innovation (Office of School Reform and Innovation- DPS)

Problem of Practice:How might we design a competency based high school in Denver Public Schools? Specifically, how might we build shared vision and understanding for competency based design, innovate at the school level while also meeting the demands of district's compliance demands for high schools, and begin to change outdated district policies like seat time, assessment practice, and teacher roles?

Theory of Action:• If we engage in collaborative, student-centered, and innovative design processes; and • If we are able to shift mental models about time, pacing and promotion, learning and

assessment, and teacher and student roles; and• If we coordinate a district-wide change management effort to align policy, practice,

beliefs, and capacity around competency-based learning• THEN we will create a proof point by opening a fully competency-based high school

that accelerates and recuperates to ensure that all students are ready for college, career, and life; and

• THEN we will create an educational ecosystem in which all schools can innovate.

Mikel Royal & Sandra Lochhead-PriceDirectors, Principal Talent Management/  School Leader Pathway Programs

Problem of Practice:Finding strong leaders, practiced in the work and well-prepared for leadership in a large, urban complex system is a challenge; there has not been a sufficient numbers of high quality candidates to meet the demand for school leaders and we are not retaining school leaders at a rate that is helping us to achieve our goals.

Theory of Action:If we build a large corps of well-qualified candidates for the principalship by defining the standards for what DPS school leaders need to know and be able to do and strengthening and aligning principal development programs to ensure candidates gain experience and develop competencies necessary for effective school leadership, then we will increase the number of effective school leaders who positively impact outcomes for our students.

Kyle GambaPrincipal, College View Elementary

Problem of Practice:Student engagement is low and instruction is characterized by lower level tasks and activities that are primarily designed to prepare students perform on standardized tests

Theory of Action:If we can make a dramatic shift in the way we are delivering education (instructional methods) to models that are more engaging such as project and inquiry based approaches, then a larger percentage of students would be prepared to tackle the unknown problems of the 21st century.

Jackie DelafoseAssistant Principal, Jefferson County Public Schools

Problem of Practice:The achievement gap and inequality that exist for students of color in schools and classrooms.

Theory of Action:If we can identify and understand school programs and classrooms that effectively serve, empower, and increase achievement among students of color, then we can provide targeted support to existing schools and establish new programs that eliminate the achievement gap.

Tricia JohnsonChief Academic Officer, Emily Griffith Technical College -DPS

Problem of Practice:A systematic and bureaucratic approach to school development leads to an emphasis on compliance rather than instruction.

Theory of Action:If we develop and implement an instructional leadership approach to technical college program leadership, then we can develop school and departmental leaders who shift emphasis away from compliance and towards student learning.

Breakouts• Whip around:

• Faculty introductions • Ed.D. program content/ design/ outcomes• A current programming challenge

• Deeper Look at Operationalizing Ed.D. experience, via addressing Problems of Practice through creating Theories of Action

• Specific course work that transformed context for Ed.D. candidates• Course work that happened in isolation and was less impactful

• Brainstorming: Group dialogue on how to leverage Ed.D. to address challenges and promote sustainable change and reform

Jigsaw:

• Big Takeaways

• Connections to CPED Design Principles & Working Definition

Competency Based LearningLeadership Pipeline DevelopmentEngagement & PBLEquity & the Achievement GapCreating a Learning Organization

Synthesis & Closure

• Common Connections to CPED Design Principles & Working Definition

• How do these experiences reflect strengths and improvement considerations related to Ed.D. Programming?

• Exit Exchange: Provide feedback to an Ed.D. Candidate and get feedback from one.