Carnegie Commons Blog

Category: Thinking about Improvement

  • August 4, 2015

    It’s Complex

    By Louis Gomez

    In education, we often talk of confronting complicated problems, when they are truly complex problems. The difference between complicated and complex truly matters in how we works towards our end goals. It is time we approach complex problems as complex.

  • July 21, 2015

    Improvement Discipline in Practice

    By Alicia Grunow

    Trying to improve practice is part of most educators practices, but what if we moved from trying to get better to getting better at getting better. Improvement science offers a method and set of tools to systematically build the know-how to reach our goals

  • May 18, 2015

    The Problem with Solutions

    By Lillian Kivel

    Improvement science relies on an understanding of the problem before creating solutions. Groups have found three key things helped them gain clarity on the problems and make the knowledge explicit, helping them design solutions with users, data, and will in mind.

  • May 11, 2015

    Marshall Ganz on the Power of Social Movements

    By Corey Donahue

    Senior lecturer Marshall Ganz closing keynote at the 2016 Carnegie Summit on Improvement in Education focused on a framework for social action. Drawing on his own experience in social movements, Ganz talked of combining the power of the heart, head, and hands.

  • May 10, 2015

    Avoiding the Trap of the “Iron Law”

    By Corey Donahue

    A recent post in the Health Affairs Blog discusses the challenges of scaling interventions, a problem known as the “Iron Law” of evaluation. The piece outlines four reasons why the “Iron Law” occurs and how we can reduce its effect.

  • March 2, 2015

    Introducing Learning to Improve

    By Corey Donahue

    On March 3, Learning to Improve, a new book by Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu, will be released. The book outlines how Networked Improvement Communities (NICs) offer a new model for improving our schools.

  • February 9, 2015

    Examining Multi-Rater Teacher Observation Systems

    By Taylor White

    A growing number of districts have adopted multi-rater evaluation systems, in which multiple observers watch, assess, and respond to teachers’ practice. While multi-rater systems are more complex, every district in this study reported many benefits.

  • October 23, 2014

    The Standardization Paradox

    By Brandon Bennett

    There seems to be an aversion to the idea of standardization in education. But standardization can allow teachers to have the time and freedom to meet individual needs when those needs vary from the majority.