1 / 3

Points of Systemic Influence

Theory of Change in Complex Systems. Framework for Systems-Oriented Evaluation. Tipping Point. ____________________ (Initiative). _________________________ (initiative). Sustainable Adaptive Balancing. Step 1. Step 3. Trying Out Interventions . Points of Systemic Influence. Step 2.

kyoko
Download Presentation

Points of Systemic Influence

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Theory of Change in Complex Systems Framework for Systems-Oriented Evaluation Tipping Point ____________________ (Initiative) _________________________ (initiative) Sustainable Adaptive Balancing Step 1 Step 3 Trying OutInterventions Points of Systemic Influence Step 2 Baseline Understanding To what extent: Step 4 (Individual/ relationship) (Community: informal) (Community: formal) (Societal—City, state, national) (Learning & Capacity Building) (Networks/ Partnerships) bparsons@insites.org • www.insites.org

  2. Theory of Change in Complex Systems Framework for Systems-Oriented Evaluation Tipping Point _________________________ (initiative) Place-based Inquiry Science Education (PBISE) Step 1 Sustainable Adaptive Balancing Trying OutInterventions Step 3 Points of Systemic Influence Step 2 Baseline Understanding To what extent: Teachers & students are connected with other schools & teachers who are skilled at using and building PBISE. School norms support PBISE. (Evidence of well-being of schools & students is regularly monitored.) Enough schools are habitually using and building PBISE that norms are shifting in support of PBISE for schools. Benefits being realized. Schools test use of PBISE and determine changes in relationships and boundaries in daily life. Teachers learn to self-assess use of PBISEfactors. Are students & teachers aware of and practicing PBISE? Student-Teacher Step 4 Neighborhoods & leaders adjust to socialconditions in community and emphasis on PBISE. They consider and reflect on their ways of functioning. (Evidence monitored.) Neighborhoods & leaders commit to use and support PBISE. They leverage organized and adaptive dynamics. Desired benefits being achieved/supported. Neighborhoods/communities pilot new ways of functioning that are grounded in PBISE and social cohesion. Are community members encouraging PBISE? Do they encourage adaptive and organized dynamics? Neighborhood/Community (Informal) Organizations use student outcome and other data to adjust to social conditions in community with emphasis on presence of PBISE. Organizations leverage both adaptive and organized dynamics. Organizations commit to redesigned norms/structures/policies that support PBISE. They leverage organized and adaptive dynamics. Desired benefits being realized/supported. Organizations pilot new ways of operating that emphasize PBISE framework. They determine cost implications. Do businesses, nonprofits and other organizations support PBISE? Community Organizations (Norms, infrastructures, policy) Societal leaders & administrators balance attention to PBISE tailored to micro-contexts. They address norms, infrastructures, policies and dynamics over time based on monitoring data and related new knowledge. Norms, infrastructures, policies overall encourage presence of PBISE. Leverage both organized and adoptive dynamics. Outcomes supported. Norms, infrastructures, policies targeted for change with engagement of multiple voices, perspectives, and valuing of PBISE. Are norms, infrastructures, policies based on support of PBISE? Are policies attentive to both organized and adaptive dynamics? District & State Policymakers & Administrators Communities of practice grounded in peer-to-peer learning and application are common; include reflection on use of PBISE in different contexts. (Norms, policy, infrastructures) New knowledge development, dissemination, and integration woven into practice with learning activities and communities of practice used to shore up challenging areas. (Stakeholder knowledge and practice regularly assessed.) Learning activities redesigned and tested with attention to PBISE and use of interactive, peer-to-peer learning and learning from teachers, students & community. Do learning activities across stakeholders address PBISE? Do they model both adaptiveand organized dynamics? Stakeholder Learning & Capacity Building Partners, networkers use data feedback to strategically shift connections to respond to contextual changes to ensure primary attention to PBISE. Shifts are based on systems thinking. Key partners, networkers have multiple interconnections that encourage attention to PBISE in a micro & macro level. Attention to PBISE framework is fundamental to connections. Networks, partnerships test change in norms, infrastructure, and policies among their members. Are networks/partnerships designed to encourage PBISE? Do networks/partnerships leverage adaptiveand organized dynamics? Networks/ Partnerships bparsons@insites.org • www.insites.org

More Related