Sign up to receive our monthly newsletter, which includes insights, updates, and recommended reads from the Carnegie Foundation.
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 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.
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.
Based on his 2014 distinguished lecture at AERA, Carnegie President Anthony S. Bryk outlines his vision for a new “improvement paradigm” that will help our schools get better at getting better in Educational Researcher.
In this interview, two principals discuss the benefits of working in the SAIC network. They note the value in collaborating with other network members and using improvement science to identify and test effective strategies that can be spread with confidence.
Organizing in networks is not a new idea. But the joining together of improvement science and networks affords great promise for accelerating educators’ efforts to improve our nation’s schools. Learn more about networked improvement communities.
In response to Carnegie President Anthony S. Bryk's post on expanding the conversation about learning to improve, we received numerous responses. President Bryk replies to two of them in this post.
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.
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
Since 2008, Carnegie has been working to find a better way of learning how to improve. We have learned a great deal by doing, including that this work is a continuous improvement task. We invite you to join in on this ongoing process.
Recently, The Education Trust Writer-in-residence Karin Chenoweth wrote a review of Learning to Improve: How America’s Schools Can Get Better at Getting Better in The Huffington Post. Chenoweth notes the inability of education to learn from the collective knowledge and experience of educators. Drawing on the main ideas of the…
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.
Permanent link to page: https://www.carnegiefoundation.org/blog/the-problem-with-solutions/
