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Improvement Discipline in Practice
In this post, Learning to Improve co-author Alicia Grunow reflects on the ways that improvement science as a formal method builds on things that educators commonly do and how, at the same time, the discipline it brings to practice can be a significant shift from typical ways of working. She suggests that improvement science as a methodology organized around the questions in the model for improvement offers a way to move from intention to improve towards achieving real, improved results.
This is the second in a series of blog posts highlighting the main ideas of Learning to Improve.
Improvement Discipline in Practice
July 21, 2015 | By Alicia Grunow
If you asked around, the vast majority of educators would tell you that much of what they do focuses on improvement. Improving is at the heart of our profession.
As a teacher, if you asked me what I was doing when I was “working on improving,” I would have likely told you about setting goals for my students, reading books to get new ideas, discussing a student or a lesson with colleagues, and trying countless new things in my classroom on a daily basis. While all of these activities were important, I cannot confidently say how much my efforts translated into improvement for students. The things that I did figure out…. Read the full blog post here.
Related Resources
Read other blog posts in this series highlighting the main ideas of Learning to Improve:
Learning to Improve: How America’s Schools Can Get Better at Getting Better