2018 Poster Session

The 2018 Carnegie Summit features over 80 posters that represent a range of improvement efforts taking place across the world. We hope you will take the time to visit and meet the contributors.

Improvement Science in Practice

Accelerating into College-Level Coursework through Co-Requisite Remediation

Lewis & Clark Community College (L&C) will share a timeline for implementing successful co-requisite remediation, sharing data based on the theoretical framework that students are academically capable of doing college-level coursework. We will highlight an action research model for administrators and faculty interested assessment and acceleration in reading, English, and math.

Jill O’Shea Lane, Dean of Transfer Programs, Lewis & Clark Community College
Kathy Haberer, Director, Student Development and Counseling, Lewis & Clark Community College

Achieving Academic Success for English Learners through Evidence-Based Curriculum, Comprehensive Professional Development, and Community Engagement

Increasing the academic achievement of long-term English learners hinges on multiple factors, including research-based instructional methodologies, ongoing professional learning, invested administrators, and engaged families. This poster describes how an integrated support network enabled two districts to achieve high reclassification rates using the English 3D program as the curricular anchor.

Kate Kinsella, EdD, Teacher Educator, K-12 Consultant, Center for Teacher Efficacy, San Francisco State University
Francie Alexander, Chief Research Officer, Houghton Mifflin Harcourt
Amy Endo, PhD, Education Research Manager, Houghton Mifflin Harcourt

Beyond Accountability: Using Improvement Science Principles to Effectively Support Teachers and Improve Instruction

American Institutes for Research guided four districts through plan-do-study-act inquiry cycles to address problems of practice in the use of teacher evaluation systems to effectively support teachers and improve instruction. This poster briefly shares the work of the districts and dives deeply into the story of one district’s efforts.

Dalia Zabala, Senior Technical Assistance Consultant, American Institutes for Research
René Clayton, Director of Secondary Curriculum and Instruction–Middle School Education, School District of Osceola County

Bringing Science Back to Students through Continuous Improvement Science

In Paterson Public Schools, the chief academic officer’s cabinet uses improvement science to engage in continuous improvement that is problem-specific and user-centered. In this poster, we examine the team’s approach to their work and highlight how the team used improvement science to put science education back on the schedule.

Rosita Apodaca, Senior Fellow, University of Pittsburgh Institute for Learning
Sarah Laldee, Supervisor of Science, Paterson Public Schools

Building Process Improvement into Impact Evaluations

We demonstrate strategic integration of a program improvement effort into an impact evaluation involving a randomized trial of an educational intervention. The focus was on identifying process bottlenecks with a no-impact finding, and yielding formative feedback for improvement. The example illustrates a complementary approach to addressing improvement and impact.

Andrew P. Jaciw, Chief Scientist, Empirical Education Inc.

Building Relationships with Students: Using PDSA Cycles to Study Responsive Teaching Practice

Three ninth grade language arts teachers and one researcher engaged in PDSA cycles to design a teaching strategy focused on improving the quality of teachers’ relationships with students. The poster identifies design decisions made and explores factors that influenced these decisions, including dilemmas, challenges, and tools created and/or used.

Ashley Seidel Potvin, Graduate Research Assistant, University of Colorado Boulder

Designing Usable Technologies for Practical Measurement and Improvement Efforts

This poster will engage participants in considering the design of technologies for data collection and data representation for improvement efforts involving practical measures and analytics. PMRR researchers will present their own experiences designing technology for improvement efforts, providing context for ways in which conference participants may ideate and develop their own plans.

June Ahn, Associate Professor, New York University; Co-PI, Practical Measures, Routines and Representations for Improving Instruction (PMRR)
Maria Hays, Doctoral Student, University of Washington; Research Assistant, Practical Measures, Routines and Representations for Improving Instruction (PMRR)
Fabio Campos, Doctoral Student, New York University; Research Assistant, Practical Measures, Routines and Representations for Improving Instruction (PMRR)

IDEAS: Investing in Diversity, Evaluation, and Admissions Synergies. A Drexel University College of Medicine Network Improvement Community

Drexel University College of Medicine Network Improvement Community is an organically developed leadership group embracing a common mission and shared interest in improving and understanding the trajectory of disadvantaged and underrepresented students in medicine. The hub includes assessment and evaluation, admissions, and diversity. Data has led to school-wide improvements.

Linda Berardi-Demo, Associate Dean, Admissions and Enrollment, Drexel University College of Medicine
Ana E. Núñez, Associate Dean, Diversity, Equity, and Inclusion; Professor of Medicine, Drexel University College of Medicine

MESH in Harrisonburg, VA: Applying Improvement Principles to Plan, Test, and Scale Promising Practices

This poster highlights how Transforming Education and Harrisonburg County Public Schools are implementing MESH (mindsets, essential skills, and habits) district-wide. Guided by improvement principles, we have formed a systems-focused Ambassador Team, facilitated disciplined inquiry sessions, planned PDSAs, and implemented SEL measures curated and validated for the CORE districts in California.

Ji Won Paek, Research Associate, Transforming Education
Stephanie Hurley, Manager of District Partnerships, Transforming Education

Problem Specific and User Centered: Crafting and Recrafting a Theory that Guides Improvment

Network to Transform Teaching (NT3) was founded in 2013 to scale accomplished, Board-certified teaching so that every student learns from expert teachers. Hub leaders took stock of progress and determined that the network’s guiding theory was not sufficiently user- and system-centered. This poster captures the evolution of the NT3 theory of practice improvement.

Lisa Clarke, Director of Improvement, National Board for Professional Teaching Standards
Laura Benedetto, Manager, Network Engagement, National Board for Professional Teaching Standards

Professional Development in Higher Education: Preparing Faculty and Teachers to Better Serve English Language Learners

This poster tells the story of a team of educators that were tasked with better preparing pre-service teachers to support, serve, and teach English language learners (ELLs) at a large university. Their journey includes implementing coaching approaches in higher education that supported an innovative approach to weaving ELL practices into teacher preparation courses.

Sarah Saltmarsh, Instructional Coach, iTeachELLs, Arizona State University
Melanie Baca, Business Analyst, iTeachELLs, Arizona State University
Malissa Chavez-Thibault, Instructional Coach, iTeachELLs, Arizona State University
Wendy Farr, Project Director, iTeachELLs, Arizona State University

Project America: A Design-Based Research Approach to Developing a High-Quality Project-Based Learning Curriculum

Project America, an 8th grade project-based American History course, was developed through a design-based research approach, using principles derived from learning science. Enactment was studied through continuous cycles of design, enactment, analysis, and redesign. The research informs theories of how student engagement in history takes hold.

Sara Nachtigal, Instructional Designer and Professional Development Specialist, Educurious
Sheree Santos, Technology Manager and Instructional Designer
, George Lucas Educational Foundation

Reflective Practice and Disciplined Inquiry across the Pacific

All schools should employ short-cycle processes for both improvement and innovation, such as the use of plan-do-study-act (PDSA) cycles. Similarly, teachers and principals can conduct action research to individually develop and test new ideas. See how we have recently worked in the Pacific and Western Australia to integrate the two approaches.

James Eck, Leadership Consultant, InnovatED Leadership, LLC

Rethinking High School Using a Change Design Process

This is an introduction to Pivot Learning’s Beyond High School Initiative–illustrating our transformative change design model and how it’s integrated into the research-based Linked Learning framework. The poster provides an overview of this process to create change in systems, mindset, and results. This model can be applied to any organization seeking change.

Laura Hallberg, Senior Program Manager, Pivot Learning Partners

Scaffolding Professional Development: A Case Study in Applying Improvement to Program Design

The post-baccalaureate fellowship program at the Carnegie Foundation for the Advancement of Teaching is managed according to the principles of improvement. The poster presents the “PD Playlist” as a case study of using the tools of improvement science in the design process and adaptive integration of a novel professional development tool.

Shannon Palka, Post-Baccalaureate Fellow, Carnegie Foundation
Maddie Pierson, Post-Baccalaureate Fellow, Carnegie Foundation
Cami Velasquez, Post-Baccalaureate Fellow, Carnegie Foundation 

Teaching Argument Writing to High School Students

The High School of Arts and Technology, a NYCDOE Focus School, is working to improve argument writing in all academic courses. In the 2017-2018 school year, teachers and leaders have been engaging in improvement science, norming grade-level standards and school-wide expectations, and participating in professional learning. As the school community grapples with the best approach to increase student skill and instructional rigor, the new administration is wondering: how much positive impact can a constructivist inquiry method have at a struggling school?

Leah Grabelsky, Assistant Principal, High School of Arts and Technology, New York City Department of Education (NYCDOE)

The Authentic Transformation of School Climate Using an Inquiry-Based Improvement Science Approach

This poster highlights an innovative school and nonprofit-organization partnership model to assess, plan, implement, and evaluate whole-school climate change initiatives utilizing qualitatively-grounded, quantitative observational methods in concert with improvement science. The change process and data supporting the successful implementation of targeted and tailored change initiatives will be presented.

Stacey Alicea, Associate Executive Director, Ramapo Training Programs, Ramapo for Children
Rachel Lissy, Senior Program Officer, Ramapo for Children

The Calculus Project: An Evidence-Based Equity Initiative in High-Level Mathematics

The Calculus Project—initiated in the Brookline, Massachusetts, Public Schools in 2009—is a five-year comprehensive program that launches students of color into high level mathematics in middle and high school. Our poster describes the sequential components of The Calculus Project, along with data documenting its success.

Robert J. Weintraub, EdD, Senior Lecturer and Faculty Director, Educational Leadership and Policy Studies, Boston University School of Education
Adrian B. Mims, EdD, National Director, The Calculus Project, Cambridge Education

Using Continuous Improvement to Support Systems Change

Education Development Center works with several New England districts and high schools that are implementing student-centered learning instructional practices, with the aim of achieving educational equity. The poster will illustrate the journey of two district teams who have been engaging in continuous improvement to implement changes in various levels of the system: classrooms, schools, and central office. District teams build capacity of key staff to engage in continuous improvement; and create a culture of collaboration, reflection, disciplined inquiry, and improvement.

Eliza Fabillar, Senior Project Director, Education Development Center
Anne Wang, Senior Technical Assistance Associate, Education Development Center

Using Improvement Science to Improve Student Belonging in AP and IB Classrooms

We examine how Equal Opportunity Schools used improvement science to develop a systematic improvement project for building school belonging. We discuss developing improvement cycles for work happening once per year, collecting and utilizing formative data to inform iterative improvement efforts, and leveraging collaborative learning systems to maximize improvement.

Adam Kay, Director of Effectiveness & Learning, Equal Opportunity Schools
Alejandro Torres, Researcher, Effectiveness & Learning, Equal Opportunity Schools

Western Governors University: Higher Education, Reinvented

Western Governors University (WGU) is an online, nonprofit university using competency-based education (CBE), which reimagines higher education by measuring learning rather than time. It recognizes that adults have different levels of knowledge, so rather than having fixed course times, students advance as soon as they can demonstrate subject-matter mastery.

Fred Hurst, Vice President for Academic Advancement, Western Governors University

Networks in Practice

Becoming a Learning Network: Conditions and Routines that Foster Collective Improvement

Accomplished teachers know the facilitation of student learning is a nuanced practice that involves more than bringing learners into the same space. In the same way, networked improvement communities (NICs) should coordinate learning to foster collective improvement. This poster describes how NT3 designed routines, tools, and norms to learn from tests of change.

Caitlin Wilson, Senior Manager, Improvement Coaching, National Board for Professional Teaching Standards
Dereck Norville-Bowie, Improvement Analytics Manager, National Board for Professional Teaching Standards

Better Together: How Rural Districts Can Network for Continuous Improvement

The Rural Professional Learning Network aims to build the capacity, skills, and knowledge of network members to solve a county-and-district wide problem of practice. This poster describes how network members use the change design process to analyze data, interpret results, set a vision and aligned goals, and plan and assess solutions related to the shared problem of practice.

Allison Carter, Vice President, Networks and Innovation, Pivot Learning
Nicodemus Ford, Senior Program Manager, Pivot Learning

Bringing Racial Equity to Teacher Education: Emerging Efforts to Launch a Networked Improvement Community

This poster session will describe how three institutions of higher education (Minnesota State University; Mankato; Michigan State University; and California State University, Northridge) collaborated with a hub organization (FHI 360) to form a networked improvement community to strengthen their teacher education programs through a shared commitment to racial equity.

Jean M. Haar, Dean, College of Education, Minnesota State University, Mankato
Terry K. Flennaugh, Assistant Professor of Race, Culture and Equity in Education; Core Faculty, African American & African Studies and the Center for Gender in Global Context; Coordinator, Urban Education Initiatives, Department of Teacher Education, Michigan State University

Building a Community of Learners through District-University Partnerships

New York City’s Department of Education (NYCDOE) is engaging deeply with school leaders and university faculty to renew the clinical experience for pre-service teacher candidates. Our poster demonstrates how this network supports alignment of preparation across all stakeholders, and promotes continuous learning for NYCDOE staff, university faculty, teacher leaders, and aspiring teachers.

Erika Abelon, Director, Teacher Preparation, New York City Department of Education
Stephanie Hill, Senior Director, Pathways and Preparation, New York City Department of Education

Building Adaptive Expertise in Teaching: Using Continuous Improvement to Disrupt the Early Career Teacher Plateau

The Boston Teacher Residency’s Early Career Teaching Network is applying the science of expertise to address the plateau in early career teacher development. This poster details change efforts using new forms of coaching to support teachers’ ability to learn from their own and others’ experience and deliberately work to improve through robust, collaborative social learning.

Brianna Wilson, Learning Sciences and Improvement Specialist, Boston Teacher Residency
Julie Sloan, Director, Early Career Teaching Network, Boston Teacher Residency

Building Better Communities through Literacy

Reading is Fundamental (RIF) has worked in partnership with a grassroots network of over 1 million volunteers in schools and communities nationwide to implement literacy programs at over 17,000 program sites in at-risk communities. RIF’s poster presentation will share how we build support in the community and sustain the momentum that has been created.

Alicia Levy, President & CEO, Reading is Fundamental

Building in Sustainability from the Start: Initiating a NIC to Support ELL Achievement in NYC

In 2016-17, the New York City Department of Education’s continuous learning team formed a network initiation team to launch a networked improvement community (NIC) with ten schools across two districts. The NIC will add ten schools each year. Sustainability strategies include teaching improvement science to district-level staff and co-constructing the problem with district staff ensuring its authenticity and commonality across schools.

Laurel LeFebvre, Director of Program Planning, New York City Department of Education
Marilyn Stotts, Program Manager, New York City Department of Education

Can Improvement Science Go "Open"?

How can we pool our collective knowledge to improve our systems of education? The Strategic Data Project at the Center for Education Policy Research is building an open platform for analysts in school systems to leverage analysts’ skills and knowledge in others states and districts. Learn about how to access and contribute to this transformational open resource.

Alison Guerriero, Partnership Manager, Center for Education Policy Research, Harvard University

Creating a Network of Educators to Drive Change

iTeachELLs will share the story of how a community of educators cultivated an environment of change for preservice and inservice teachers. This network, comprised of diverse roles across the educational system, provided a foundation to achieve stronger educational outcomes for English language learners in our local neighborhoods.

Sarah Saltmarsh, Instructional Coach, iTeachELLs, Arizona State University
Melanie Baca, Business Analyst, iTeachELLs, Arizona State University
Malissa Chavez-Thibault, Instructional Coach, iTeachELLs, Arizona State University
Wendy Farr, Project Director, iTeachELLs, Arizona State University

Data on the Margins: Supporting Individualized Instruction at School

Students take notes to learn what teachers know. Teachers give tests to learn what students know. At Epigrammar, we developed the first tool to integrate students’ annotations with teachers’ assessments to enable one-on-one instruction at scale. This poster describes how teachers from underserved secondary schools and elite institutions of higher education have benefitted from our educational software.

Michael Mackay, COO, Epigrammar

Eluding the Ivory Tower Effect: Interconnecting Silos

Carnegie’s networked improvement communities model was applied to the new ECU Laboratory School. The poster describes the strategies used to build networks within and across the university and between the university, school district, and the community; the layers of information that facilitated the culture shift; and the development of a collective aim.

Alana Zambone, Associate Dean, College of Education, East Carolina University (ECU)
Elizabeth Hodge, Assistant Dean, College of Education, East Carolina University (ECU)

EnCorps STEM Teachers Program: Working Toward a Qualified STEM Teacher for Every Student

STEM professionals, when thoroughly prepared, bring technical skills, leadership, and real-world expertise to public schools to deliver an authentic, rigorous, and relevant STEM education to the students who need it most. This poster illustrates how these new teachers are transforming education in the under-resourced schools that EnCorps serves.

Katherine Wilcox, Executive Director, EnCorps STEM Teachers Program

Explore Partnerships in Mastery Education: From Policy, Planning, and Design to Successful Implementation

This study examines the development and implementation of a statewide initiative regarding mastery education. We explore the partnerships and processes that started with the Idaho Governor’s Task Force and led to implementation in over 32 schools. Learn how this networked improvement community (NIC) worked through the learning of multiple social systems to support students advancing, upon demonstration of mastery.

Heather P. Williams, Assistant Professor, College of Education, Boise State University
Kelly Brady, Director of Mastery Education, Idaho State Department of Education
Marita Diffenbaugh, Graduate Student, College of Education, Boise State University

Facilitating the Rural Math Innovation Network

Pre-Algebra and Algebra I teachers in the Rural Math Innovation Network (RMIN) are using a virtual networked improvement community (NIC) to develop lesson plans that incorporate strategies to increase student self-efficacy and growth mindset. The poster describes the RMIN online networking platform, how it allows teachers to collaborate and peer-critique video recordings of actual instruction, and how NIC facilitators provide teachers with supportive assistance.

Jennifer Stevens, Chief Operating Officer, Virginia Advanced Study Strategies
Janet Mullins, Algebra Teacher, Grayson County Public Schools

Girls Leadership Initiatives: Trying a Networked Improvement Community (NIC) on for Size, One University’s Story

Women occupy more than 40% of all managerial positions in the United States, yet make up only 2% of CEOs and 4% of CEOs in the European Union’s largest corporations. More American women hold college degrees, marriage norms have changed, and rates of self-injury and bullying among girls have skyrocketed. Programs offering direct service to girls are also on the increase. Over the last decade, the statistics have not changed; constructed gender norms still dictate genderings of leadership. This story is about one university’s attempt to enter this complex landscape using a NIC to integrate girls leadership studies into a changing university structure.

Michelle M. Morkert, Professor; Coordinator, Women’s and Gender Studies, Center for Policy and Social Justice, Concordia University Chicago

How Might We Prepare All High School Students to Become Improvement Scientists?

In this poster, we present an approach to teaching high school students quality improvement (QI) methods, as integrated in a capstone course designed for students in a behavioral health/mental health pathway. Senior students apply QI methods to improve academic performance, sense of belonging, and retention in school of their assigned ninth grade mentees.

Talma Shultz, Director, Strategic Innovation and Programs, Center for Powerful Public Schools

Improving Equitable Access to the Arts: Initiating a Networked Improvement Community to Test Shared Measures

The Kennedy Center has initiated a networked improvement community (NIC) to address the problem of defining, measuring, and improving equitable access to arts education. The change narrative features specific strategies to recruit and sustain interest, develop routines and structures for testing, and share practical knowledge across a national network of collective impact sites.

Don Glass, Research Manager, The Kennedy Center

Improving Recruitment and Retention Practice: The AACTE Black and Hispanic/Latino Male Teacher Initiative NIC

AACTE’s Black and Hispanic/Latino Male Teacher Initiative networked improvement community (NIC) focuses on increasing the recruitment and retention of Black, Hispanic & Latino males into the teaching workforce. The NIC has identified strategies and nuanced issues not readily apparent at the system level that will be featured in a 2018 conceptual framework paper.

Amanda Lester, Associate Director, Member Engagement and Support, American Association of Colleges for Teacher Education (AACTE)

Launching Networked Improvement Communities within Diverse Cultures

REL Pacific is currently focusing on creating networked improvement communities within Pacific region jurisdictions to apply improvement science principles to issues of college/career readiness. This presentation will focus on REL Pacific’s experiences launching a NIC in jurisdictions with different systems of management and a diversity of languages and cultures.

Phillip Herman, Executive Director, REL Pacific at McREL International

New Tech Network Student Agency Networked Improvement Community

Facilitators from four New Tech Network schools are participating in a networked improvement community (NIC) designed to explore teacher practices that enable student agency through plan-do-study-act (PDSA) cycles. This poster will share the processes involved in establishing the NIC, as well as the progress to date and early lessons learned.

Tori Cirks, Senior Researcher, American Institutes for Research

Partnership Power: Creating P-20 Networks to Increase Participation in STEM and Non-STEM Majors

The University System of Maryland (USM) is a state lead and national model for its long-standing commitment to partnerships. This poster presentation illustrates the elements of its P-20 education network that include sustained collaborative relationships with community colleges and local P-12 school systems. Attendees will learn about the design of an NSF-funded math-science partnership between USM and a large urban school that led to significant gains in teacher knowledge, student interest in STEM, and student achievement.

Nancy Shapiro, Associate Vice Chancellor, University System of Maryland
Dewayne Morgan, P-20 Director, University System of Maryland

Phase 0 of the Retention Improvement Network for Teachers-In-Training

The attrition of teachers-in-training is a pervasive problem for teacher preparation programs, and the rates of attrition are often skewed in ways that perpetuate the same opportunity gaps that we are working to solve in the K-12 classroom. In this Retention Improvement Network, we are developing leading indicators and an emerging change package for retention of teachers-in-training.

Liam Honigsberg, Director of Effectiveness Initiatives, TeacherSquared
Calvin Stocker, Director of Partnerships, Teaching Excellence

Promoting Racial Equity for the Students of New York City through Disciplined Inquiry

This poster describes how the New York City Department of Education Learning Partners Program (LPP) has cultivated a continuous improvement mindset founded on promoting racial equity across hundreds of schools in New York City. LPP will demonstrate the value of intersecting improvement science and interschool collaboration to support racial equity.

Betty Lugo, Senior Director, Learning Partners Program, New York City Department of Education
Ina M. Solomon, Facilitator, Learning Partners Program, New York City Department of Education

Regional Networks for Optimal Outcomes for Districts, Educators, and Students

The Educational Service Center supports districts, educators, and students through local, regional, statewide, and national networks—for participants to pursue common interests and goals, to exchange ideas and best practices, and to extend learning. Network design, collaborative models, and frameworks transform professional development, teaching, and learning.

Paula Kucinic, Director, Professional Development and Instructional Technology, Educational Service Center (ESC) of Cuyahoga County, Ohio
Nadine Grimm, Coordinator, 21st Century Learning
, Educational Service Center (ESC) of Cuyahoga County, Ohio

School Leadership Initiative: Lessons from a National NIC of District Leaders Improving Principal Talent

The George W. Bush Institute is supporting a networked improvement community (NIC) of central office leaders from four districts that are working to improve district systems of principal talent management. This poster describes the NIC theory of action and lessons learned by the hub regarding how to initiate and support the NIC.

Gina Ikemoto, Independent Consultant, Education Research and Development, LLC
Eva Chiang, Deputy Director, Education Reform and Research and Evaluation, George W. Bush Institute

Successful Transitions to College in Eastern Washington: Cross-Sector Collaboration in English and Mathematics

The Successful Transition to College project leadership developed a structure for cross-disciplinary collaboration among faculty from regional high schools, Community Colleges of Spokane, and Eastern Washington University. The poster describes the three-year, inquiry-based project: collaborative protocols, shared problems of practice, classroom interventions, open-access cohort materials, and project takeaways.

Barbara Alvin, Professor of Mathematics, Eastern Washington University
Andrea Reid, English Instructor, Spokane Community College

Teacher and Student Voice at the Core of Initiating and Implementing a Networked Improvement Community

To initiate and implement a networked improvement community, we used a four-month, statewide “listening phase” to identify a common problem of practice, then a 90-day co-design sprint with practitioners and researchers. Our poster shares participant perspectives on the processes of problem identification, collaborative design, and taking designs to scale.

Julie Kallio, Project Director, Personalization in Practice Networked Improvement Community

Technologies for Working Across Geographically Dispersed NIC Contexts

The “Networking Tool” is a custom web-based application for collaboration and networking, which also incorporates a learning environment and database. This tool allows the geographically dispersed members of the University Council of Educational Administration’s (UCEA) Program Design Networks (PDN) NIC to bridge time and space, and collaborate.

Sara Dexter, Associate Professor, University of Virginia

The Potential Impact of Different Role Group's Overlapping Tests of Change

Metro Nashville Schools focused on improving student performance in turnaround schools and partnered with Institute for Learning to examine how administrators’, coaches’, and teachers’ small tests of change increased performance. We will share plan-do-study-act (PDSA) cycles from different role groups and discuss factors to consider when involving multiple role groups.

Victoria Bill, Institute for Learning, University of Pittsburgh
Lisa Coons, Coordinator, Instruction and PD, Metro Nashville Innovation Schools

Leadership for Improvement

Achieving a Culture of Learner-Centered Faculty

This poster will focus on how we are developing a culture of learner-centered faculty through training and development programs. Community colleges hire faculty members as content experts, often with little training on how students learn. The strategies and timelines used to introduce change will be shared, along with tips on how to measure and gauge whether or not a culture shift has occurred.

Jill O’Shea Lane, Dean of Transfer Programs, Lewis & Clark Community College
Kathy Haberer, Director of Student Development and Counseling, Lewis & Clark Community College

Build Improvement Capacity by Leveraging the Power and Potential of Regional Educational Service Agencies

The Central Rivers Area Education Agency (AEA) and the Regional Educational Laboratory (REL) Midwest launched the Iowa Learning and Technology Networked Improvement Community (NIC), which brings together six districts in a rural region in Iowa to identify, test, and refine strategies that increase the integration of technology into instructional practice. This session will share how Central Rivers AEA, a regional educational services agency (ESA), serves as a lead improvement team and manages the regional NIC; provide strategies and lessons learned for ESAs interested in establishing regional NICs; and share recommendations for how districts can engage their ESAs in improvement work.

Marshal Conley, Senior Technical Assistance Consultant, REL Midwest, American Institutes for Research

Building Engaged Learners to Reach Their Academic Potential

Among students who struggle to read, research has shown that these difficulties arise from challenges in language processing in their brains. As a trusted partner to 10,000 schools nationwide, we’ll cover how education leaders are increasing the capability of their schools to understand these needs and the systems they’re creating for sustained improvement.

Jeff Ho, Vice President, Data Sciences & Partnerships, Learning Ally

Building Professional Community: Supporting Reciprocal Role Development for Teachers and Leaders

Partnering with NCEE’s National Institute for School Leadership, CVLCC is at the forefront of an initiative to foster a continuous improvement culture focused on quality teaching and learning. It equips teachers with skills and knowledge to drive their own improvement, and leaders with tools to sustain this culture.

Ann Borthwick, Instructional Systems Architect, National Center for Education and the Economy (NCEE)
Lydia Burgos, Principal, Chula Vista Learning Community Charter (CVLCC)

Community-Engaged Improvement Inquiry: Lessons from a Collective Action Network

The Duquesne Collective Action Network comprises cross-sector improvement teams focused generally on increasing educational opportunities for marginalized learners, but specifically on locally-defined problems of educational practice. The poster describes the network’s working assumptions and the community-engaged improvement inquiry model that honors the power of place and the wisdom of people.

Rick McCown, Professor, Duquesne University
Matt Militello, Professor, East Carolina University

Conditions under Which a Within-District Network Can Develop Instructional Capacity and Drive Improvement

We tell a leadership-for-improvement story, using the Instructional Capacity Building Framework. School and district leaders wrestle with the problem of how to spread excellent, but isolated, practices in their organizations. Our study found creating routines and structures that support learning and relationship-building across the system was critical.

Ann Jaquith, Associate Director, Stanford Center for Opportunity Policy in Education (SCOPE)
Brent Stephens, Chief Academic Officer, San Francisco Unified School District

Creating a Culture of Literacy Using Improvement Science

Secondary schools use improvement science to build a culture of literacy, while addressing both social-emotional relationships and academics. The professional development around content area literacy strategies, coupled with the use of the plan-do-study-act (PDSA) cycles, accelerates the transfer of new learning to student achievement at the secondary level.


Logan Mallonee, Assistant Principal, Truckee High School
Hien Larson, Principal, Alder Creek Middle School
Meara Mooney, Literacy Coach, Truckee High School
Sydney Dion, Intervention Teacher and Literacy Coach, Alder Creek Middle School
Annie Stefani, Literacy Coach, North Tahoe High School

Developing Community College Leaders Who Learn How to Learn in a CPED Doctoral Program

This poster describes changing the culture of a doctoral program that develops community college executive leaders to embrace improvement principles. It provides how the Carnegie Project on the Education Doctorate (CPED), partnerships, and improvement science has created a learning experience that embraces the development of leaders to use evidence to continuously improve organizational and student outcomes.

James E. Bartlett, II, Ph.D. Associate Professor and Co-Director of Doctoral Cohorts, North Carolina State University
Reynaldo Garcia, Ph.D., Professor of the Practice and Co-Director of Doctoral Cohorts, North Carolina State University

Developing Leaders at Every Level: From the Bottom Up and the Top Down

The poster describes the design and facilitation of a summer session for over 300 school leadership teams in the nation’s fourth largest school district, using Professional Learning Communities (PLCs) as the vehicle for effective professional development. The district continues to pursue systematic continuous improvement, as it has for the last four years.

Magdi Castañeda, Clinical Professor, University of Florida

Empowering Practitioners to be Change Makers

Student Success Network, a networked improvement community (NIC) of 49 youth-serving organizations, and Research Alliance for NYC Schools, a research-practice partnership organization, share key factors for success discovered through their improvement journey in designing programming aimed at empowering practitioners to be organizational change makers and the tools created to guide the way.

Ali Slack, Director, Continuous Improvement, Student Success Network
Lisa Merrill, Research Associate, Research Alliance for NYC Schools



How to Measure the Effectiveness of a Network: Implementing Change Management and Development Evaluation

How to measure the effectiveness and health of improvement networks? How to best align research and development processes to facilitate real-time feedback to network teams? Aligned with improvement science principles, the Rennie Center’s Change Management Framework, coupled with analysis of results and learning, supports networked improvement communities (NICs)’ assessment to advance improvement projects.

Chad d’Entremont, Executive Director, Rennie Center for Education Research & Policy
Jennifer Poulos, Associate Director, Rennie Center for Education Research & Policy
Juanita Zerda, Director of Implementation, Rennie Center for Education Research & Policy
Peter Lorinser, Improvement Specialist, Rennie Center for Education Research & Policy


Identifying and Growing Internal Leaders: A Framework for Effective Teacher Leadership

This session explores the Framework for Effective Teacher Leadership. The presenters provide a resource for professional growth and development, including specific elements that can be used for goal setting; a tool to advocate for the importance and effective use of teacher leaders; and consistency specific to roles, responsibilities and accountability.

Kimberly T. Strike, PhD, Associate Professor/Program Leader, Concordia University-Chicago

Leadership Learning Series: Accelerating Student Reading Growth through Improvement Science

The American Reading Company Leadership Learning Series relies on student evidence of learning to inform improvement opportunities for school and district-based leaders to focus on. This poster describes how leaders are coached to analyze student evidence to identify areas for improvement, plan effective improvement cycles, and study the effectiveness of the improvement cycles that were implemented.

Amelia Van Name Larson, Vice President, Innovations and School Supports, American Reading Company
Christopher S. Christoff, Executive Director of Leadership Development, American Reading Company


Leveraging the Delphi Method to Redesign Graduate Course/Instructor Evaluations and Achieve Faculty Consensus!

The Delphi method is a gathering of expert opinions in two or more ’rounds,’ where information from previous rounds is influential to the outcome(s). A modified Delphi was used with 120 graduate faculty to achieve consensus, produce a new course/instructor evaluation survey, and change the evaluation process in 12 months.

Paulette Di Angi, PhD, RN, CPHQ, Director of Institutional Effectiveness, Associate Professor of Inter-Professional Studies, MGH Institute of Health Professions

Network Improvement Community Onboarding: Cultivating Improvement Knowledge and Skills

As membership grows, networked improvement community (NIC) leaders must design training and support to ensure successful application of improvement methods across the network. This poster describes how school and district leaders are cross-trained in aim-setting, theory development, plan-do-study-act (PDSA) testing, and measurement for improvement during a signature NT3 event, the Summer Onboarding Workshop.

Lisa Clarke, Director of Improvement, National Board for Professional Teaching Standards
Caitlin Wilson, Senior Manager, Improvement Coaching, National Board for Professional Teaching Standards

Participatory Action Research: How Community Learning Exchanges Leverage the Improvement Sciences

Our doctoral dissertation, through Participatory Action Research projects, uses Community Learning Exchanges (CLE) to leverage the improvement science principles. CLEs offer strategies that integrate the wisdom of people and power of place to engage both inquiry and action. Our students integrate both these processes into their practice as school and district leaders.

Lynda Tredway, Program Coordinator, International EdD, East Carolina University (ECU)
Matt Militello, Faculty Coordinator, International EdD, East Carolina University (ECU)
Janette Hernandez, Director of Secondary Education, San Lorenzo Unified School District; Doctoral Candidate, East Carolina University (ECU)
Lihi Rosenthal, Executive Director of Education, Seneca Family of Agencies; Doctoral Candidate, East Carolina University (ECU)

Providing Access to All Learners: The iTeachELLs Project

This visual examines an initiative focused on preparing all teachers to work with diverse learners (English language learners, students with special needs, and those who may struggle in academic content areas). This team is using specific curricular reforms and enhancements to raise achievement and allow all learners to have access to content.

Sarah Saltmarsh, Instructional Coach, iTeachELLs, Arizona State University
Melanie Baca, Business Analyst, iTeachELLs, Arizona State University
Malissa Chavez-Thibault, Instructional Coach, iTeachELLs, Arizona State University
Wendy Farr, Project Director, iTeachELLs, Arizona State University

Striking the Right Balance: Equity in Student Discipline

Research has found that, far too often, a disproportionate number of African American students are suspended and expelled from school. A robust approach to achieving educational equity should include conversations about a school’s discipline policies and rates. Learn how a charter authorizer ensures equity, while guaranteeing each school’s operational flexibility.

Rashida Young, Senior Manager, Equity and Fidelity, DC Public Charter School Board

Using Assessment, Challenge, and Support (ACS) to Enhance the Leadership Capacity of Vermont School Leaders

The poster describes how the Center for Creative Leadership’s ACS model is used to develop school leaders across Vermont. By making meaning for themselves and supporting each other, leaders are increasing their willingness to re-think current practices and become intentional in modeling a continuous improvement process for their communities.

Susan Reinecke, Faculty, Societal Advancement, Center for Creative Leadership
Greg Cameron, Faculty, Societal Advancement, Center for Creative Leadership

Sponsor Posters

Adtalem Student Commitments: Sector Leadership and Transparency

Adtalem Global Education presents its Student Commitments, a set of practices that surpass standard higher education policies, including a reduced dependence on federal financial aid and greater transparency for students. The Commitments also include measures to promote responsible recruitment and enrollment, financial literacy and academic transparency, and informed student choice.

Jennifer McGuffin, Vice President of Global Communications, Adtalem Global Education

Advancing Maternal and Child Health Outcomes in Federal Home Visiting through a National Continuous Quality Improvement (CQI) Collaborative

This poster describes how the first-ever national home-visiting Breakthrough Series Collaborative trained and coached 12 states and over 40 local teams in using continuous quality improvement methods to test evidence-based interventions, to use data to track and refine testing, and to fully implement effective changes via sustainable policies and processes.

Mary Mackrain, Project Director, Education Development Center
Robert O’Connor, Data Manager, Education Development Center

Amplify Science

Wendy Garcia, Senior Account Executive, Amplify Education, Inc.

Increasing Access to Better Teachers and Better Teaching: Early Lessons from Three Networked Improvement Communities

With growing interest and investment in networked improvement communities (NICs) in educational settings, the need for systematic study of their work becomes increasingly important. Drawing on lessons from three NICs, this poster highlights different approaches to and the challenges associated with evaluating NICs’ effectiveness.

Amy Feygin, Senior Researcher, American Institutes for Research

Kirk Walters, Managing Researcher, American Institutes for Research

Leveraging Learning Huddles to Change Instruction

The Literacy Improvement Partnership aims to improve writing outcomes for K-6 students in Washoe County School District by focusing on teacher-led, grade-level team meeting protocols called “learning huddles.” The poster describes how teachers implement plan-do-study-act cycles of inquiry to improve student collaboration, time for independent writing, and writing conferences.

Kim Austin, Literacy Improvement Partnership Lead, Regional Educational Laboratory West, WestEd

Marianne Justus, Literacy Improvement Partnership Coordinator, Regional Educational Laboratory West, WestEd

Darl Kiernan, Literacy Learning Facilitator, Northwestern Nevada Regional Professional Development Program

Kelly Rotter, K-6 Literacy Program Coordinator, Washoe County School District

Christine Venturis, Director of Professional Learning, Center for the Collaborative Classroom

Refining Student-Centered Instructional Routines in the Better Math Teaching Network

The Better Math Teaching Network is focused on creating high school algebra classrooms in which students engage deeply in understanding and making sense of the content. This poster describes how the network is structured, progress being made towards the aim, and examples of teachers’ instructional improvement work.

Kirk Walters, Managing Researcher, American Institutes of Research
Toni Smith, Senior Researcher, American Institutes of Research

Teaching English as a Foreign Language (TEFL) Collaborative Practices Using a Model for Improvement

How can a model for quality improvement support communities of practice when teaching English to young learners (TEYL)? This poster describes insights gained by English teachers and their school leaders when developing an educational change in first and second grade with data within a professional learning network (PLN) of rural schools.

Marcela Marzolo. Executive Director, Oportunidad Educational Foundation

The Network to Transform Teaching: Supporting Schools to Improve Teacher Practice

The Network to Transform Teaching (NT3) is a consortium of 10 states, 50 districts, and 130+ schools that seeks to strengthen teacher development systems so all students have access to accomplished teachers every day. This poster shares how this work is improving teacher practice in our pilot schools.

Lisa Clarke, Director of Improvement, National Board for Professional Teaching Standards

Through a Child's Eyes

It’s one thing to read about the experiences of the one in five students in the United States with learning or attention issues, it’s another to see them through their eyes. Join Understood.org for a demonstration of Through Your Child’s Eyes and experience firsthand how frustrating it can be when your hand won’t write what your brain is telling it to, or how hard it is to complete a simple task when you have trouble focusing. Using a combination of simulations and video interviews with experts and students, Through Your Child’s Eyes brings to life what it is like to have a learning or attention issue.

Bob Cunningham, Advisor-in-Residence, Understood.org; In-House Expert on Learning and Attention Issues, Poses Family Foundation

Turnaround to Transformation: Diagnostic Review Drives Systemic and Sustainable Improvement

AdvancED’s Diagnostic Review process leverages a research-based framework to pinpoint root causes for underperformance, target interventions and prioritize actions to addresses systemic issues hindering learner success. The poster illustrates Diagnostic Review as a catalyst for moving districts like Fleming County Schools from “Needs Improvement” to “Distinguished” in just three years.

Lisa Stone, Director, AdvancED

Brian Creasman, Superintendent, Fleming County Public Schools

Aleasha Stevens, Vice President of Education Services, AdvancED