Professional Learning Teams 10/18/11. East Hartford High School 2011-2012. Today’s Agenda. Type 1/Reflection (5 minutes) Overview of “Theories of Action” and examples (5 minutes) PLT Plan & Resources (5 minutes) PLT Work Time (45 minutes). What is a Theory of Action?.
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East Hartford High School
An Explicit Theory of Action:
Makes the implicit beliefs and assumptions that guide our leadership actions clear, actionable, and provable
Provides focus and coherence regarding the work of the organization for improvement in the Instructional Core
Identifies the critical actions necessary to improve instruction and student learning and therefore prioritizes adult work
Provides a basis for testing our presuppositions about what will work against the evidence of day-to-day practice and actual learning outcomes
Promotes reflection on the process by which we learn about our work and can improve our learning over time
Three-part cause/effect (i.e. “if/then”) logic sequence connecting strategic work with its hypothesized impact on adult practice and student learning
Establishes a “through-line” from strategic work to the classroom’s Instructional Core
Subject to validation or revision through evidence-gathering over time
Provides successive levels of detail and precision: from broad vision to concrete, actionable strategies
If (identify adult action), then (a subsequent adult or student action), resulting in (student outcome).
If East Hartford educators:
Engage in high-quality, focused professional development,
Engage in collaborative efforts to focus on shared problems of practice, and
Supervise, support, encourage, and monitor the fidelity of high-quality classroom instruction,
Then teachers will demonstrate evidence of improving academic rigor and active student engagement,
Resulting in increased student achievement.
Dr. Mark Zito, Superintendent, East Hartford Public Schools