The idea of forming collective action networks is growing among educators as they realize that today’s complex problems can’t be solved by one person alone. But there’s more than one type of community and which is best depends on the type of problem to be solved.
Networked Improvement Communities may hold the key to ending decades of educational inequity that have resisted most other efforts at reform.
What will it take to make effective, lasting, and scalable education improvements? It’s not a silver bullet. Policymakers and practitioners must start working together to design solutions based on research and evidence.
Grantees of the Overdeck Family Foundation, sent to the 2016 Improvement Summit to gain perspective on a networked improvement approach, reflect on their experience at the event and share major takeaways for their ongoing work.
At the Carnegie Summit, panelists from the Gates Foundation and National Science Foundation shared their thoughts about how NICs integrate the collaborative structures and disciplined approaches necessary to accelerate educators’ efforts to improve.
At the Carnegie Summit, Hahrie Han shared insights from her research on participation and activism. One of the big questions she addressed is, how can we best mobilize people to work toward change together?
At the 2016 Carnegie Summit, Anthony S. Bryk gave a glimpse of what it looks like to struggle towards a common understanding of a problem and develop a working theory of improvement.
Carnegie Foundation President Anthony Bryk recounts his experience of facilitating a workshop activity that enabled participants to accelerate their collective problem-solving and helped them see the power of attacking a common problem as a structured network.
In this AEI report, Alan Ginsburg and Carnegie Foundation Senior Fellow Marshall (Mike) Smith analyze 27 RCT mathematics curriculum studies contained in the What Works Clearinghouse, and they find serious threats to the usefulness of all 27.
In this final post of the series on networked improvement community (NIC) initiation, Donald Peurach analyzes the relationships NICs have with the environments in which they operate.
The fifth post in our series on the initiation networked improvement community explores what lessons can be taken from other similar efforts outside of the education industry, primarily pop up businesses.
In the fourth post in our series on initiating networked improvement communities, we explore how the National Board for Professional Teaching Standards focused on building a culture of improvement.
This third post of our series on networked improvement community (NIC) initiation focuses on how to organize and lead a NIC to maximize individual engagement, while ensuring individual work is related to the shared aim.
In this Stanford Social Innovation Review article, Lisbeth B. Schorr explores how the conversation around evidence is shifting. The use of evidence is being redefined as there is growing emphasis on not just figuring out if something works, but where and why.
This second post in our series about networked improvement community initiation focused on how to build capacity of network members to use improvement science to learn from practice.
In the first post of our network initiation series, we outline the networked improvement community initiation framework, exploring each of the 5 domains.
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