Preconference & Huddle
PRE-CONFERENCE AND HUDDLE SESSIONS
Extend your learning and networking experience with events both before and after the main event! Join our Pre-conference on March 24 and Huddle Day Sessions on March 27, offering the ideal platform to connect with like-minded peers, engage in meaningful discussions, and explore tailored topics of interest.
Notably, Pre-conference and Huddle Day Sessions are available for separate purchase, granting you the flexibility to curate your own personalized learning and networking journey. Take full control of your experience by selecting the sessions that align best with your goals and interests. All times listed in PST.
HALF-DAY COURSES
These courses will run on Sunday, March 24
Session Description:
Increasingly, schools have ambitious equity-based goals aimed at fostering meaningful learning outcomes for all students. There is also growing recognition that strong relationships, trust, and culture are deeply intertwined with these goals. As educators face the challenge of making schools places of growth and belonging for all students and families, there is a long history of inequity and racism that must be confronted. At the same time, schools must contend with deeply entrenched organizational norms and routines that continue to reproduce oppression and an ethos of individualism, competition, and subordination.To advance equity, schools must take on the challenge of disrupting these cultural patterns; importantly, they need specific processes that can help us (re)learn how to be with each other differently, as we work towards a larger vision of healing, interconnectedness, meaningful learning, and social change. Scholars and practitioners have identified circle practice as a set of processes that can successfully support educational communities in this struggle. Circle processes have been traced to Indigenous communities in Canada, New Zealand, and the United States (Winn, 2018), and are grounded in elements such as focused storytelling, use of a talking piece, opening and closing rituals, and a set of group agreements. Together, these processes constitute powerful organizational routines that can, over time, challenge hegemonic values and center ways of being together that are egalitarian, trust-building, and liberatory.
Objectives
Participants will:
- Learn about our collective journey with circle practice, which began in 2013 after founding a district middle school in Los Angeles
- Engage in a full circle experience together, providing a firsthand glimpse into the relational possibilities circles can offer
- Build a shared micro and macro understanding of these processes through guided reflection and mini-lectures grounded in storytelling and restorative justice scholarship
- Learn insights from various vantage points — including founding teacher, counselor, and principal — and highlight how we’ve approached and iteratively developed our practice
- Engage in individual and small group action planning in order to bring next steps home
Who is this session ideal for:
Teachers, school leaders, district leaders, higher education faculty or administrators, network leaders
Presenters:
Leah Raphael, Consultant/Doctoral Candidate, Raphael Educational Consulting/UCLA
Fernando Ledezma, School Counselor, Los Angeles Unified School District
Marca Whitten, Teacher, Los Angeles Unified School District
Session Description:
Strong knowledge management (KM) practice is foundational to spreading and scaling the learning emerging from continuous improvement efforts. Yet, in many systems, KM is approached as a discrete technical step executed by central experts and focused primarily on the capture and storage of information. Effective teams, organizations, and networks flip this script and redefine what it means to manage knowledge. They approach KM democratically, decentralizing knowledge ownership and engaging all stakeholders in an integrated set of processes to generate, consolidate, capture, share, and apply new learning. All stakeholders — including frontline staff, students, parents, and community members — have the opportunity to not only give input but also meaningfully contribute to decisions about which ideas are worth capturing and scaling. Democratic participation strengthens knowledge generation and builds buy-in and capacity for knowledge application, yielding better outcomes and more efficient improvement across the system. In this pre-conference course, attendees will begin putting this vision into action, exploring and applying the Center for Public Research and Leadership’s KM framework to develop contextually-appropriate and sustainable KM routines for their team, network, or organization. Participants will walk away with a codified KM vision and a suite of tools and resources to aid in the communication and ongoing refinement of that vision with members of their home community.
Objectives
CPRL facilitators will support participants as they:
- Define knowledge and dig into CPRL’s framework through a hands-on simulation
- Map their current KM strategy and identify strengths and pain points
- Collaborate with peers to develop context-specific structures and routines that address identified pain points
Who is this session ideal for:
Individuals or teams new to KM and those experienced in KM but experiencing one or more obstacles to strategic implementation. If joining as a team, consider bringing (1) at least one team member who serves as the workstream lead with the ability to make decisions about knowledge management, and specifically, the allocation of resources (people, time, money, and knowledge), and (2) at least one team member who is proximate to the primary source of knowledge generation (e.g., coaches that work with network participants).
Presenters:
Ayeola Kinlaw, Independent Consultant, Center for Public Research and Leadership
Meghan Snyder, Director of Research Strategy and Policy, Center for Public Research and Leadership at Columbia University
Elizabeth Chu, Executive Director, Center for Public Research and Leadership
Session Description:
Student success systems are a way of organizing a school community to better support the academic progress, career and college transitions, and well-being of all students. By focusing on relationships, actionable data, and evidence-based practices, student success systems help educators and communities build a sense of belonging and school connection among students, address school-wide achievement patterns, and meet individual student needs. These features make student success systems imperative for all students to graduate high school ready for post-secondary schooling or training. The GRAD Partnership, a nationwide collaboration, is partnering with states and districts to make student success systems the ‘new’ normal across the country. During this session, presenters will provide an overview of student success systems, including its four integral components and strong evidence base within the field. Participants will reflect and discuss the current state of these systems within their own context.
Objectives
Participants will:
- Gain a deeper understanding of student success systems and explore how these systems can be implemented to improve student outcomes
- Discuss and unpack examples of best practice in implementing student success systems
Who is this session ideal for:
School leaders (principals and superintendents) and district leaders
Presenters:
Dr. Robert Balfanz, Director, Everyone Graduates Center
Patricia Balana, Director, GRAD Partnership
Jenny Scala, Principal Researcher, AIR
Krys Payne, Executive Director, Network for College Success, GRAD Partnership
FULL DAY COURSES
These courses will run on Sunday, March 24
Session Description:
Join us for an interactive exploration of improvement science and embark on a journey of learning through action! The Carnegie Foundation for the Advancement of Teaching works to empower education leaders and practitioners with the skills to redress inequities in opportunities, engagement, and outcomes by applying improvement science in their schools, organizations, and networks. This pre-conference course is ideal for participants seeking an overview of the basic tenets, dispositions, and tools of improvement science. The workshop includes hands-on activities with key improvement tools and social processes as well as a case study of how this approach has been applied in education.Improvement science is an approach to making change that combines analytic discipline and practical on-the-ground tools to accelerate progress on pressing educational problems of performance and equity. This workshop will introduce participants to methods within improvement science that support change agents in deeply understanding problems and their root causes, testing ideas for change, and using data and measurement to inform practice and innovations. practical field knowledge capable of reliably producing quality outcomes across diverse contexts. Participants will leave this workshop with a deeper understanding of how to take on this problem solving approach to advance equitable outcomes in their contexts.
Objectives
After this course, participants will be able to:
- Identify key concepts and principles that underpin the improvement science approach to change
- Understand how aim statements and theories of practice improvement discipline improvement efforts
- Explore the role of measurement within the context of improvement, emphasizing practical applications
- Describe how change ideas are developed, iteratively tested, and spread to achieve quality results, reliably, at scale
Who is this session ideal for:
Individuals and teams that are new to improvement science
Presenters:
Associates from Carnegie Foundation for the Advancement of Teaching
Session Description:
Schools have made significant headway in collecting data on student learning in the interest of informing change. But how do we embed data collection and data use in ongoing processes to continuously improve practices and performance? How do we focus on the right indicators that help us understand inequitable outcomes and work to remediate them? The nature of the data and the processes in which they are used need to be shaped to support continuous quality improvement. This pre-conference course explores how to develop and use measurement and data to support improvement.
Objectives
After this course, participants will be able to:
- Understand how to use data and measures to see systems more clearly, understand problems more deeply, and attend to variation in performance
- Consider what types of measures should be used to constitute a system of measures that can support improvement by determining which change ideas are most effective
- Understand how to work with partners and within NICs to design, develop, refine, and implement common measures focused on a specific theory of improvement
Who is this session ideal for:
Educators and other district staff employing improvement science methods in their local contexts to address persistent problems of practice, teachers, faculty, improvement partners, and researchers involved in networked improvement communities who have some basic knowledge/experience with improvement.
Presenters:
David Sherer, Senior Associate, Evidence and Analytics, Carnegie Foundation for the Advancement of Teaching
Angel Li, Associate, Evidence & Analytics, Carnegie Foundation for the Advancement of Teaching
Jared Anthony, Director, Postsecondary Commission, Carnegie Foundation for the Advancement of Teaching
Jenna Hua, Post Baccalaureate Fellow, Carnegie Foundation for the Advancement of Teaching
Session Description:
Improvers often struggle to confront the complexity involved in working as an improvement network. Because of this, it can be difficult for leaders to gauge the extent to which the network is making progress towards its aim. Improvement efforts commonly face challenges related to:
- Developing the analytic capacities required for implementing a theory of improvement
- Generating and sustaining social learning in a network
- Navigating the complex environments in which they are working to scale improvement
This course assumes a basic prior knowledge of improvement science. Participants will be introduced to the Evidence for Improvement framework, a set of approaches, techniques, and tools to aid in confronting the inherent complexity of networked improvement. The course will also introduce the role of the analytic partner and highlight the specifics of analytic capabilities relevant to network leadership. Participants will experience hands-on or simulation activities focused on real challenges faced by improvement networks.
Objectives
After this course, participants will be able to:
- Understand the Evidence for Improvement framework
- Describe how the EFI Framework can support equitable processes and goals
- Identify key approaches, techniques, and tools used by analytic partners and have an introductory understanding of how they are used
- Describe how and why analytics is important to a well-functioning improvement effort
- Articulate the role of analytic partners and how it differs from the role of traditional evaluators
Who is this session ideal for:
Leaders of improvement networks and their analytic partners (either internal analysts or external partners) who would preferably attend as pairs or small teams,staff of philanthropic foundations who are interested in learning more about the analytic needs of improvement networks, evaluators who would like to learn more about how their skills, knowledge, and expertise could be best utilized by an improvement network.
Presenters:
Kelly McMahon, Senior Associate, Evidence & Improvement Lab, Carnegie Foundation for the Advancement of Teaching
Norma Ming, Managing Director, Evidence & Improvement Lab, Carnegie Foundation for the Advancement of Teaching
Erin Henrick, President, Partner to Improve
Session Description:
Understanding variation – over time, across students, between schools – is a key skill all Improvers need to accelerate learning in their contexts. In this workshop we will learn some practical methods for analyzing variation in data and the implications for how to organize improvement. This will be a hands-on session; participants will spend a majority of the time analyzing and creating displays using a given dataset. As a result, in order to get the most out of the workshop, participants should be comfortable using excel and/or Google sheets.
Objectives
After this course, participants will be able to:
- be familiar with how understanding variation can accelerate improvement efforts
- practice using Shewhart Charts to discover common and special cause variation
- identify ways that understanding variation would be useful in their own context
Who is this session ideal for:
People who are already familiar with improvement sciencePeople who are actively involved in coaching or providing data support for improvement teams in a network or organizational setting.
Prerequisite:
Comfortable using Excel or Google sheets, access to laptop
Presenters:
Brandon Bennett, Improvement Specialist, Improvement Science Consulting; National Faculty, Carnegie Foundation
Alicia Grunow, Co-Founder and Improvement Specialist, Improvement Collective; National Faculty, Carnegie Foundation
Sandra Park, Co-Founder and Improvement Specialist, Improvement Collective; National Faculty, Carnegie Foundation
Session Description:
This is a highly experiential session, immersing participants in activities intended to build understanding of coaching as support for continuous improvement. Participants will compare two different styles of coaching, build their understanding of feedback as a mechanism, and explore how to build trust and relationships.
Objectives
After this course, participants will be able to:
- Understand coaching as support for the thinking of the client as they work their way through and practice an equity-focused problem of practice
- Recognize that the actions of the coach must match the needs of the client
- Understand what the research on feedback means for the work of the coach
- Understand the reciprocal relationship of trust and coaching
Who is this session ideal for:
This session is for anyone who wants to acquire coaching knowledge and skills that will help them support others in thinking about, and implementing, continuous improvement. No previous coaching experience is necessary, and you don’t have to have coach in your job title to benefit.
Presenters:
Isobel Stevenson, Program Coordinator, Partners for Educational Leadership
Kerry Lord, Director of Programs, Partners for Educational Leadership
Rydell Harrison, Program Coordinator, Partners for Educational Leadership
Session Description:
Research tells us that students are more engaged when learning aligns with their interests, needs, and lived experience. When educators partner with students to create new approaches to teaching and learning, and make space for students to share feedback and collaborate, students become more engaged. The research is clear: student experience matters, is measurable, and directly contributes to the academic success and well-being of young people.The National Equity Project, University of Chicago Consortium on School Research, and PERTS have partnered for the past 7 years as part of the Building Equitable Learning Environments (BELE) Network, leveraging the science of learning and development to create equitable learning environments in K12 schools around the country. This session, presented by a team from the National Equity Project, will share the research and conceptual frameworks that guide our work, the measurement tools we’re utilizing, and our innovative approach to liberatory design. Learn practices that support leaders and educators to better understand the needs of students and make impactful design adjustments to create more vibrant, purposeful, and engaging learning spaces for their students.
Objectives
After this course, participants will be able to:
- Understand the importance of centering student experience in improving learning conditions for all students
- Learn methods of measuring student experience, and how a design cycle (PDSA or others) can be applied to improving student experience
- Learn to apply liberatory design mindsets and modes—empathy, co-design, problem framing, system probes, prototyping and testing, reflection, and iteration—to find workable solutions to any equity challenge
- Gain a useful “North Star” framework of human learning and development to guide their work with people of any age in any sector
Who is this session ideal for:
Any education leader including, Superintendents, Deputy, Assistant Superintendents, Network Chiefs, Chief Academic Officers, Principals and Teachers.
Presenters:
Victor Cary, Senior Advisor, National Equity Project
Roxanne Kymaani, Senior Equity Leadership Consultant, National Equity Project
Session Description:
Continuous improvement is a high-impact design for educator professional learning that leads to changes in student achievement. Learning Forward’s equity-centered Improvement Networks foster inter- and intra-district collaboration by leveraging the principles of continuous improvement, implementation science, learning teams, and the Standards for Professional Learning to design and implement professional learning that leads to changes in student learning and achievement and improved educator practice (Bowman, 2021; Bryk, et al.; Hirsh & Crow, 2018). The Standards for Professional Learning describe the content, processes, and conditions for professional learning that lead to high-quality leading, teaching, and learning in schools. Professional learning is a critical equity lever because when more educators experience high-quality professional learning, more students experience high-quality teaching and learning. Educators who are part of learning systems and members of learning teams that consistently use the definition, criteria, rationale, and responsibilities for continuous improvement, are engaging in high-quality professional learning (Learning Forward, 2022).
In this session, participants will use innovation configuration maps that describe the high-leverage actions and behaviors associated with system-wide continuous improvement. Through structured conversations, participants will reflect on their use of continuous improvement cycles to address problems of practice and articulate their next steps to demonstrate shared responsibility for improving learning for all students. Participants will also learn how to advocate for continuous improvement as an accepted and effective form of professional learning and data gathering.
Objectives
After this course, participants will be able to:
- Learn the high-leverage actions and behaviors associated with system-wide continuous improvement
- Reflect on the strategies and actions taken to apply cycles of continuous improvement to address problems of practice
- Describe the next steps to demonstrate shared responsibility for improving learning for all students
- Align the practices of high-quality professional learning and collaborative continuous improvement to advocate for the use of continuous improvement in all learning environments
Who is this session ideal for:
District leaders, school-site leaders (principals, assistant principals), instructional coaches
We recommend participants attend with at least one team member.
Presenters:
Michelle A. Bowman, Ed.D., Senior Vice President Networks & Continuous Improvement, Learning Forward
Shannon Bogle, Director, Networks and Academy, Learning Forward
Session Description:
How do you really improve results within fragmented, complex school systems? This pre-conference will focus on embedding improvement as the engine for getting the important work done. Learn alongside executive leaders and improvement coaches who are committed to engaging those closest to the work to remove systemic barriers, ensure access, and demonstrate improved results, system wide. Learn from a decade of leader experiences and insights from the field. Pat Greco, and leaders from her Menomonee Falls team, are recognized improvers now working with Studer Education, the team they learned from. This session will feature improvement now spreading across the country in school districts and organizations. This session will feature the improving systems developing and maturing within three school districts (Tea Area School District, South Dakota; Hemet School District, California; and Campbell School District, CA). Together, executive leaders and experienced improvement coaches, will share the core principles and “doable” processes used to align efforts from the boardroom to the classroom. They will share the evidence of impact on student learning, healthy team culture, and organizational performance. The day is designed to guide participants through the leader’s ‘always actions’ aligned to the Nine Principles for Organizational Excellence needed to shift culture and engage the engine of improvement to impact results.
Objectives
After this course, participants will be able to:
- Engage an elected board to understand, appreciate, and drive improvement through resource allocation and policy adoption
- Coach a collaborative leadership team, through the continuous change of state accountability, to lead as a team, with both their hearts and minds aligned to impact
- Build aligned strategy to community aims, scorecards of key metrics and high-leverage actions that drive improvement at the district, school, and classroom level
- Report scorecard progress using a simple, 30-60-90 day cycles that support improvement to achieve results; role of the board to sustain improvement over time.
- Coach teachers to plan, do, study, and act with students, so that each student knows and advocates for their own progress
- Ensure that improvement is everyone’s job, from superintendent to food service employee, from student to board member
Who is this session ideal for:
School and system leaders, K-12 improvers and coaches
Presenters:
Patricia Greco, Superintendent Emeritus, School District of Menomonee Falls (Studer Education)
Jennifer Nebelsick Lowery, Superintendent, Tea Area School District, South Dakota
Christi Barrett, Superintendent, Hemet School District, California
Nereyda Gonzalez, Assistant Superintendent, Educational Services, Hemet School District, California
Jennifer Martin, Associate Superintendent, Quality, Hemet School District, California
Shelly Viramontez, Superintendent, Campbell School District, California
Whitney Holton, Associate Superintendent, Instruction, Campbell School District, California
Casey Blochowiak, Imp Coach Studer Education, Previous Instructional Leader Menomonee Falls
Tina Posnanski, Coach Director, Studer Education
Sue Lee, Improvement Coach, Coach Director
Kathy Oropallo, Organizational Coach, Studer Education, Florida
Session Description:
This session is designed for organizational leaders who have hit a wall turning smaller-scale improvement work into lasting results. Participants in this pre-conference course will experience the use of system design principles to accelerate and sustain improvement. Through a simulation with Legos, participants learn key concepts and organizational approaches that enable aligned, small changes on the front-line to add up to big changes in results. This fun and insightful activity will allow participants to apply lessons learned from a century of quality improvement work outside the education context to the challenges they face as school and district leaders.
Objectives
Through the course of the session, leaders will:
- Be introduced to principles, methods, and tools to (re)design three interconnected systems (work, improvement, management) to meet every student’s needs
- Experience the power of aligning everyone’s efforts toward common goals while using a shared approach to improving their system as a whole
- Learn approaches and tools to recognize and solve the systemic roots of pervasive problems of practice
- Reflect on the importance of establishing the organizational culture required for system transformation, including: respect for every individual, leading with humility and curiosity, applying servant leadership, and developing staff to see and solve problems they experience
Who is this session ideal for:
This session is ideal for leaders who are in a position to: lead system transformation such as district executive leadership teams (i.e., district Superintendents, Assistance Superintendents, and Directors), influence system transformation such as leaders of intermediary/support organizations (i.e., state agencies, County or regional offices, or non-profit institutions).
Presenters:
Christina Dixon, Independent Improvement Advisor and Consultant
Shelah Feldstein, Senior Improvement Specialist, WestEd
Jon Dolle, Director of Improvement Science, WestEd
Tomas Molfino, Improvement Specialist, WestEd
Christine Han, Improvement Specialist, WestEd
Kevin MacPherson, Improvement Specialist, WestEd
Isiah Iniguez, Improvement Specialist, WestEd
Erica Boas, Improvement Specialist, WestEd
Josh Stern, Improvement Specialist, WestEd
HUDDLE DAYS
More Huddle Days to be added! Would you like to host? Reach out to Erika Nielsen Andrew at enielsenandrew@carnegiefoundation.org!
HALF-DAY HUDDLES
Huddles will run on Wednesday, March 27
Huddle Description:
Join us for a fun half-day huddle, where teams come together to reflect, integrate, and plan after attending the Summit. This engaging session provides an opportunity to play with your newfound knowledge by using the mindsets, principles, and tools of continuous improvement while you share insights, discuss key takeaways, and brainstorm strategies for implementation. With collaborative activities and interactive discussions, this huddle not only helps you absorb and translate your learning into action but also practice your improvement science muscle.
Who is this Huddle Day ideal for:
This huddle is ideal for teams who have attended the Summit and want to maximize the value of their experience. It is designed for teams from diverse backgrounds and projects who are eager to reflect on, integrate, and play with the information they learned at the Summit while also practicing the mindsets, tools, and principles of improvement science.
Huddle Host:
Julie Smith Co-Founder, Community Design Partners
Huddle Description:
How might NSI organizations partner, collaborate, and or combine to produce efficiencies and become more powerful than the sum of our parts, given the coming transition from fully funded Gates Foundation NSIs? Organization senior leaders are invited to come and discuss models or mergers and collaborations from which we can learn, and to workshop ideal combinations of our various capabilities and supports to districts. Partners in School Innovation & Core Districts will sponsor and facilitate together.
Who is this Huddle Day ideal for:
Leadership team members of nonprofit organizations engaged in the NSI work who are looking for answers to the challenge of growth and sustainability.
Huddle Hosts:
Derek Mitchell, CEO of Partners In School Innovation
Juli Coleman, Chief of Improvement; School Networks, CORE Districts
Huddle Description:
What might it take to transform early childhood education and improve outcomes within our educational system? That is the question we will explore to learn more about how our systems in the early years of a child’s life are setting the trajectory for success. The Huddle day is designed to surface our current systems, opportunities for improvement, and promising changes that could transform outcomes at critical points in early childhood education (Birth – Grade 3). We will engage participants in activities and discussions around root causes, key drivers, and measurement that could align the field for more focused improvement.
Who is this Huddle Day ideal for:
The Huddle is ideal for individuals or organizations working on challenges in early childhood. This may include, but is not limited to the early literacy and math acquisition, kindergarten readiness, K-3 literacy and math improvements, and individuals looking to improve childcare and early healthcare for children (birth to Grade 3). This Huddle is open to all, however participants working on challenges in the early childhood space may be best suited to engage in the discussion, sharing, and activities.
Huddle Hosts:
Jarrod Bolte, CEO, Improving Education
Marc Stein, Executive Director – CoLab, Improving Education
Maura Kennedy, Director – All Children Ready, Improving Education
Shana Barnes, Coordinator, Improving Education
Huddle Description:
High Tech High and Improvement Collective are launching work to tackle chronic absenteeism. Already working on chronic absenteeism? Want to start? Join us for an informal session where we collectively determine some of the lay of the land. Share what you are working on and learn about others’ work.
Who is this Huddle Day ideal for:
People working on chronic absenteeism at any level of the system: School staff, district staff, network hubs, national intermediaries
Huddle Hosts:
Ben Daley, President, High Tech High Graduate School of Education
Ryan Gallagher, Director of Improvement, High Tech High Graduate School of Education
Sandra Park, Improvement Collective
Alicia Grunow, Improvement Collective
Huddle Description:
An opportunity for Learning Leadership Network (LLN) members to come together to make sense of Summit learning together. This might include consultancies, affinity groups, or general topic discussions.
Who is this Huddle Day ideal for:
Members of the Learning Leadership Network (half-day).
Huddle Hosts:
Tinkhani White, Associate, Networked Improvement Science
Edit Khachatryan, Senior Associate, Carnegie Foundation, Networked Improvement Science
Simone Palmer, Senior Associate, Carnegie Foundation, Networked Improvement Science
Huddle Description:
Accountability systems are intended to drive improved results for students, but all too often schools experience processes that are intended to guide improvement as directives requiring compliance rather than supports for strategic change. Educational leaders are increasingly recognizing the need to change the systems of support for schools persistently identified as low-performing to more effectively empower and equip those schools to achieve better outcomes for students. In this context, leaders are turning to improvement science methodologies to engage and empower schools to learn how to get better at getting better. Join us for conversation and collaboration with state and district accountability leaders as we grapple with the opportunities and challenges of infusing improvement science into existing accountability systems and structures.
During this session, participants will have an opportunity to share their local approaches to integrating improvement science principles into their accountability structures, including successes and challenges they’ve encountered and how they’ve addressed them. This forum provides an opportunity for leaders to glean insights from similar efforts in other systems and exchange knowledge with peers facing similar challenges. Additionally, participants will have time to reflect on their learnings from this session and the Summit as a whole and consider how they can apply these insights when they return to their respective educational environments.
Who is this Huddle Day ideal for:
State leaders, regional/county leaders, district leaders, or policy makers
Huddle Hosts:
Tinkhani White, Associate, Networked Improvement Science
Edit Khachatryan, Senior Associate, Carnegie Foundation, Networked Improvement Science
Barbara Shreve, Senior Associate, Carnegie Foundation
Huddle Description:
The huddle will consist of three parts: A gallery walk of ecosystems featured in the Future of Learning Report, a world-cafe session with experts on the science of learning behind the need for ecosystems and on successful approaches to building them, and participants will envision a vision for making this model in their own community a reality.
Who is this Huddle Day ideal for:
The huddle is ideal for leaders in education systems who are looking for inspiration and support as they strive to open up the walls of the classroom and engage whole communities to provide the kind of learning that allows young people to thrive. Open to all who are interested in engaging in ecosystemic learning.
Huddle Host:
Bobbi Macdonald, Senior Partner Ecosystems Growth, Education Reimagined
Fernande Raine, Founder, History Co:Lab
Val Brown, Director of Future of Learning, Carnegie Foundation for the Advancement of Teaching
Alin Bennett, VP of Field Practice and Advancement, Education Reimagined
Huddle Description:
Whether you are working directly in a school, district, college access organization, university, foundation, or any other type of organization – if you are seeking to improve equity across postsecondary outcomes, this huddle is for you! During our time together we will be (1) debriefing what we’ve learned through the Summit, (2) individually (or as a team) reflect on what you’ve learned and create an strategy for how you plan to take your ideas and turn it into action, (3) collaborate and collect feedback across expertise and programs, and (4) make a commitment for what you plan to do upon return to your home city!
Who is this Huddle Day ideal for:
This Huddle is designed for leaders who are seeking to use what they have learned at the conference and apply it to Postsecondary Access and Success Programs. This will be a great opportunity for those who are newer to continuous improvement to practice their skills and for the more advanced participants it will be an opportunity to refine their practice
Huddle Host:
Kimberly Hanauer, President & CEO, UnlockED
Matthew Swenson, Senior Director of College Access and Network, New Tech Network
Edgar Montes, Ed.D, Director, CARPE Collaborative | College Access Network, High Tech High Graduate School of Education
Sofía Tannenhaus, Ph.D, Improvement Coach CARPE Collaborative & CARE Network, High Tech High Graduate School of Education
Laila Sarah, Director, Transition Programs/Project Director, Arizona Meta Network
Huddle Description:
Following the keynote session we will convene a 30 minute session for people new to the Summit and/or attending by themselves so that they can create a community of mutual support. Then on Wednesday morning we will convene to provide participants with activities that both introduce them to some key ideas around improvement science, and that they can use in their home districts. These are activities that we have used in various settings to give people experience of doing the work that builds their understanding. On Wednesday afternoon we will arrange groups and provide a framework so that participants can support each other, reflect and receive coaching from us, on their problems of practice.
Who is this Huddle Day ideal for:
Participants who are attending the Carnegie Summit by themselves and/or first-time attendees.
Huddle Host:
Isobel Stevenson, Partners for Educational Leadership
Rydell Harrison, Partners for Educational Leadership
Kerry Lord, Partners for Educational Leadership
Andrew Volkert, Partners for Educational Leadership
Huddle Description:
oin us on a visit to Design 39 Campus to see where design thinking comes to life for all learners! Design 39 is a TK-8th grade school in Poway Unified that emphasizes learner agency, collaboration, and authentic problem-solving through innovative design thinking processes. The visit offers a unique glimpse into how Design 39 fosters a culture of creativity, curiosity, and community. The visit will be co-facilitated by Learner-Centered Collaborative, a national non-profit that partners with educators to define whole-learner outcomes, design meaningful learning experiences, and create the enabling conditions for learner-centered education.
Who is this Huddle Day ideal for:
All attendees, including administrators and teachers, policy makers, researchers, professional development providers, education innovators, and philanthropists/grant-makers.
Huddle Host:
Kelly Eveleth, Learning Experience Designer, Design 39
Stacey Lamb, Learning Experience Designer
Devin Vodicka, CEO, Learner-Centered Collaborative
Katie Martin, Chief Impact Officer, Learner-Centered Collaborative
Huddle Description:
“Measurement for improvement” has the potential to catalyze critical conversations and fuel inquiry, and yet it is also a common stumbling block in continuous improvement in schools. This huddle will provide a space to process and discuss how the ideas, stories, and wonderings from the Carnegie Summit help to highlight the affordances and challenges of improvement measurement in inquiry, learning, and action. We will reflect on our collective experiences in this work to take a real look at known issues to chart a learning path forward for each of us in our contexts, and for this broader field of work.
Who is this Huddle Day ideal for:
Those who lead (or think hard about, or just love!) the measurement aspects of continuous improvement/ improvement science. These might include data and analytics folks at nonprofits or school districts, and researchers involved in Research Practice Partnerships, to name a few, but certainly not limited to these roles.
Huddle Host:
Sola Takahashi, Senior Research Associate, WestEd
Christine Han, Improvement Specialist, WestEd