Theory of Action – Improving Student Achievement
In the last post we discussed the simplistic process of PIE as a framework for overseeing student achievement. In the Evaluation process, I pointed out that the nature of student achievement is hard to pinpoint based on a simple cause and effect basis. As a result as board members we need to work with our Superintendent to develop a “theory of action” to deal with the multiple aspects of overseeing student achievement. In this post I will cover the components of a “theory of action” and in future posts we will discuss how the Board interacts with the theory of action.
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.
The work of developing a theory of action usually starts with the Superintendent presenting their thoughts/ideas/concepts on improving student achievement in a Board planning workshop setting. The theory of action is a coherent set of strategies that should ensure academic rigor and maximize student learning at all levels by shaping management goals, policies, strategic planning and budgets. This begins with a review of content standards, performance standards, assessments, and consequences with two primary objectives:
(1) to align the curriculum and materials, instructional strategies, assessment and data, and professional development around the curriculum to ensure that teachers have the necessary supports and empowerment
to make effective instructional decisions for the full range of students they serve; and
(2) to ensure that all students have access to a rigorous academic program in every school.
Performance Standard s – defines what students are expected to know and be able to do, and the quality of student performance needed to meet those standards.
Curriculum and Materials – presents what is to be taught at each grade level and in each course in order for students to meet the performance standards. The curriculum must be coherent, aligned, and detailed down to individual lesson plans, teaching materials, and sample assessments, all of which must be available to teachers for easy and timely access.
Instructional Strategies – describes the way in which the curriculum is presented; focused on the needs of students and is, therefore, differentiated because of a student’s background knowledge and experience, learning style, and personality. The maintenance of a workforce of effective instructional leaders and teachers is essential. Human resource policies, structures, and practices must support this objective. Interventions by child, by teacher, by subject, and by school must be carefully calibrated,
appropriate, and timely.
Assessment and Data – designed to provide teachers, schools and districts the information necessary to improve teaching as well as to provide directed instruction and intervention for students.
Periodic formative and summative assessments of student achievement must be conducted, and the results must be disaggregated by classroom, subject, ethnicity, gender, poverty level, teacher, or in any other way useful to drive continuous improvement. This will require the establishment of a comprehensive student information system.
Professional Development – focuses on standards and strategies as well as the ability of personnel to use the assessment and data systems, and apply the knowledge gained through instruction to ensure access and rigor for all students. A comprehensive professional development system that
centers on the curriculum and effective ways to teach it, based on the best evidence-based research is needed. This system may include curriculum coaches in the schools, daily monitoring (including observation) of teaching, and just-in-time professional development to support teachers in the classroom.
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