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Creating a CPED Networked Improvement Community to Enhance EdD Practice-Based Inquiry, Community Connections and Partnerships
1. Creating a CPED Networked
Improvement Community to
Enhance EdD Practice-Based
Inquiry, Community
Connections and
Partnerships
Presenters: Debby Zambo and Betsy
Kean
2. Objectives: In this Exchange
CPED members will:
• Consider the tools and processes of
Improvement Science;
• Engage in developing solutions to
incorporating Improvement Science
and Networked Improvement
Communities in EdD programs;
• Establish a Network Improvement
Community to turn these ideas into
actions.
3. The Case for Improvement
Science
Decades of successful use in multiple
fields leading to improvements in
practice
In past 14 years:
◦ Health Care: ~12,000 studies using
Improvement Science (IS)
◦ Education: 240 IS studies
IES is “beginning” to support this work
4. Principles of Improvement á lá
the Carnegie Foundation
Illustrates how Improvement Science through
networks can effect change
** To accelerate
improvements: Tap the
Wisdom of Crowds
5. IS inquiry
Is based on traditional methods of
research
Is highly analytical and disciplined
(rigor)
Links to existing knowledge base in
teaching/learning/social systems
Provides replication in different
contexts to expand use rapidly
Requires new intentionality (culture
shifts)
6. Your turn
Have you done IS?
What would you like to do first (or
next)?
7. Networked Improvement
Community
An intentionally designed social
organization with a distinctive problem-
solving focus; roles, responsibilities,
and norms for membership; and the
maintenance of narratives that detail
what it is about and why affiliating with it
is important.
8. Essential NIC Characteristics:
• Focused on a well-specified common
aim
• Guided by a deep understanding of the
problem, the system that produces it,
,and a shared working theory to improve
it
• Disciplined by the methods of
improvement science research to
develop, test, and refine interventions
• Organized to accelerate the diffusion of
interventions into the field and effective
integration into varied contexts
9. Learning in NICs:
A level: Example: knowledge acquired by
front-line workers, e.g., a faculty member
learning to use IS tools (cf.: Action
Research).
B level: Example: clusters of workers in the
same workplace who together address the
same practice issues (cf.: Curriculum revision
team in an EdD program; Professional
Learning Communities in a school; Lesson
Study).
C level: Example: learning across
institutions (cf: expand learning throughout
sites within a system).
10. The Benefits of NICs:
• resource social capital
• investigate patterns and identify
improvement targets from network
data
• compare results and learn from one
another
• support translational research –
scholar
practitioners
11. A Call to Innovate:
In 2012,Tony Bryk, President of the
Carnegie Foundation for the Advancement
of Teaching, posed the following questions
to CPED members:
What if cadres of EdD candidates
across multiple institutions were working
on a problem, or parts of a problem, in a
Networked Improvement Community?
What if CPED institutions supported
Networked Improvement Communities
while also developing human and social
capacity for this work to grow?
12. The Problem: Despite this call
and the demonstrated benefits
of IS & NIC’s, we continue to
struggle to bring them into the
Consortium.
Why might this be?
13. Our Modest Proposal
Organize and initiate a NIC to explore
implementing IS/NICs into EdD
programs
Initial phase: June 2015 – October
2015
14. Possible Goals for our NIC
Members use IS tools and strategies
to understand their own EdD system
Members initiative and evaluate one
change incorporating IS/NICs into
their EdD program
The NIC begins to develop a theory of
practice improvement for
implementing IS/NICs into EdD
programs
15. CPED’s role in the (initial) NIC
CPED facilitators produce a summary
of PDSA cycles, change results,
unexpected outcomes, next steps
Assess of the role of CPED in
facilitating the work of the NIC
members
Lead discussion of next steps based
on experiences of the NIC
16. How you can help plan/do this
CPED NIC
Handout on CPED’s facilitating
activities and responsibilities
Assume that you wanted to
participate:
◦ Which of these seem helpful?
◦ Which would you change and how?
◦ What is missing?
◦ What questions do you have about
CPED’s role?
17. How you can help plan/do this
CPED NIC
Handout on members’ proposed
activities and responsibilities
Assume that you wanted to
participate:
◦ Which of these seem reasonable?
◦ Which would you change and how?
◦ What is missing?
◦ What questions do you have about this
plan?
18. Where do we go from here?
Questions?
See the planning sheet
Mark appropriate boxes