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Introduction to Networked Improvement Basics℠ is an online, introductory course for individuals and teams. Grounded in a case-based simulation, participants gain familiarity with the tools and practices of improvement science.

Effective use of evidence can significantly accelerate an improvement network’s learning. This workshop introduces participants to the Evidence for Improvement framework and related tools to understand a network’s working theory of improvement, functioning as a learning organization, and environmental contexts. The framework spells out how the use of evidence across improvement domains can advance a network’s efforts.

Improvement Reviews are structured sessions for improvement teams and networks to ask for and receive feedback on specific aspects of their work. Scheduled at intervals during an improvement effort, reviews provide an opportunity for presenting teams to reflect on their work and to invite feedback from reviewers with outside perspective and relevant expertise related to specific problems of practice.

This paper offers an integrated perspective on how evidence can be marshaled by network leaders and their analytic partners to inform improvement networks in advancing productive change.

This workshop session, offered as a preconference session each spring at the Carnegie Summit on Improvement in Education, provides an introduction to the dispositions, core concepts, and tools of improvement science in education.

Learning to Improve shows how a disciplined approach to inquiry, combined with the power of social learning in a network, can accelerate improvement in education. The text introduces Six Improvement Principles that organize the approach, and illustrates them in action with examples from documented improvement efforts.

This 12-week course, designed for educational leaders in pK-12 systems, introduces three domains of leadership for system transformation that support building organizations that serve all students equitably and are capable of sustaining continuous improvement.

The Carnegie Teaching Commons is a searchable collection of instructional resources for the teaching of improvement science and networked improvement communities. The Commons is designed for use by coaches, facilitators and leaders who are developing the dispositions and skills of others to use improvement science and learn together in networks.

90-Day Cycles are a structured method to develop and test new processes, tools, practices or knowledge frameworks in support of improvement work. This handbook details how to plan and execute a 90-Day Cycle and includes examples from practice.

Facilitating Improvement Teams℠ is an intermediate-level course that engages coordinators, facilitators, and those who support improvement teams in hands-on, practical learning experiences. Activities focus on building participants’ skills in facilitating small improvement teams through cycles of testing and learning.

This report seeks to help school district leaders and improvement teams define what it means to scale for equity. It presents a scaling-for-equity framework informed by the experiences of 10 research-practice partnerships (RPPs). The framework and accompanying tools are designed to (1) help improvement teams navigate their scaling-for-equity journey and (2) support school district leaders striving to transform their communities’ public education systems into equitable ones.

Improvement in Action highlights six examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country. These examples provide evidence of how different organizations put the six improvement principles introduced in Learning to Improve into practice in order to realize significant results for the students they serve.

Improvement Science in Practice: Finding Solutions Through Iterative Testing℠ is an intermediate-level course for individuals and teams seeking to strengthen their ability to learn through disciplined, rigorous inquiry cycles.

This glossary organizes a selection of key terms used in the book, Learning to Improve: How America’s Schools Can Get Better at Getting Better, that have formal meaning.

The Networked Improvement Learning and Support (NILS™) platform supports social learning and improvement testing within networked improvement communities (NICs). Purpose-built to support improvement work across a network, the technology supports bringing together different forms of expertise and allows improvers to share and build on each others’ learning.

This Reflection Guide summarizes the findings of a Carnegie Foundation project to understand how executive leaders in education transform their organizations to be capable of producing new levels of system performance through the use of improvement science principles. It includes questions to support leaders to reflect on their own practice in three domains of leadership for system transformation.

This paper describes a framework for network development. The framework describes the technical core of improvement activity as well as how networks structure roles and relationships and foster norms and identities that form the social structure of the community working and learning together.

This workshop session, offered as a pre-conference session each spring at the Carnegie Summit on Improvement in Education, provides an introduction to approaches for using measurement and data to support improvement.

This paper summarizes findings of an exploratory study to understand important dispositions common among educational improvers. Drawing on interviews with educators involved with Networked Improvement Communities, the authors identify six dispositions of improvers, as well as organizational resources and conditions that can foster them.

This session, recorded for on-demand viewing as part of the 2021 Summit on Improvement in Education, presents six dispositions of educational improvers, as well as organizational resources and conditions that can foster them.