Board Input to the Theory of Action
Last week we discussed a broader framework for the Board’s role in oversight of your District’s student achievement. The broader framework involved using a Theory of Action to guide the Board. This week we can review a process for the Board to influence the Theory of Action.
Once again, a “theory of action” builds on our beliefs and educational research about how children learn, the conditions that best promote learning, and the policies, management systems, and culture that best promote the commitments and high performance of our employees to serve an economically and demographically diverse student population. It also reflects our commitment to exceed accountability standards at state and federal levels.
Some of the key points for individual Boards to focus on are: your beliefs about how children learn and the policies that promote commitments and high performance of your employees.
When examining your beliefs about how children learn here are some areas to discuss:
1. Active involvement
2. Social participation
3. Meaningful activities
4. Relating new information to prior knowledge
5. Being strategic
6. Engaging in self-regulation and being reflective
7. Restructuring prior knowledge
8. Aiming towards understanding rather than memorization
9. Helping students learn to transfer
10. Taking time to practice
11. Developmental and individual differences
12. Creating motivated learners
The challenge and opportunity for your Board is to develop a consensus around those key beliefs that you want incorporated into the Theory of Action for your school district. With this direction your Superintendent can refine the Theory of Action to represent the unique aspects of your local community. Next we will discuss how the Board develops accountability process for the Theory of Action.
No related posts.
Comments
Tell me what you're thinking...
and oh, if you want a pic to show with your comment, go get a gravatar!