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Innovation Design: Progressively developing a shared vision for PML. School Visioning. Network Visioning. Year One Planning. Year Two & Three Planning. Year Two common implementation, including associate schools. Individual school vision. Year One common implementation.
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Innovation Design: Progressively developing a shared vision for PML School Visioning Network Visioning Year One Planning Year Two & Three Planning Year Two common implementation, including associate schools Individual school vision Year One common implementation Common guiding vision for network Lab schools individually make meaning of PML vision December -- January Lab schools present, discuss, and agree on common guiding vision for network Mid-January Network, schools, and model design partner define scope of Year One common implementation by mid-February and spend late Feb-April 1 creating detailed plans and getting add’l support Network, schools, and model design partner review lessons learned and define scope of next year’s common implementation January 2012 January 2013
How the Innovation Team supports schoolvisioning • The Innovation team facilitates this process by helping schools envision how they would operate in a fully realized vision of PML. • How do we teach? • How, when, and where do students learn? • How do we plan curriculum? • How do we assess and grade? • How do we advise? • How do we engage families? • The Innovation Team helps with this by: • Introducing PML principles and the innovation process to staff, • Helping the school community learn about specific examples of personalized, mastery learning in practice • Helping the school community analyze and evaluate these examples to determine the rewards and risks of various changes to the vision of instruction and learning • Providing templates to answer key questions about what a fully realized vision would look like
Annual blueprints define changes in roles & practices in key areas
How networks, schools, and design partnersdetermine capacity needs and additional support Compare network plan to school, network, and partner capacity to help select component providers Component Providers: Coaches/trainers Some networks will want to hire additional coaches or trainers in particular areas, like outcomes-based grading Component Providers: Product Support Some networks will want to procure new technology and will need help deploying it and training teachers on how to use it well. Network Support: All networks will have an innovation coach, and his/her particular role may differ based on capacity needs at the school level
Design Process Feedback Schools make meaning of the vision in their own communities Networks create the vision first Networks create the vision first Schools make meaning of the vision Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities The timeline is very aggressive to complete stage 2 Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities Schools make meaning of the vision in their own communities
Year One iZone Communities at a GlanceTo accomplish this goal of personalized mastery learning there are many different stakeholders: • la Larger NYC DOE System Comm • Communities of Interest • Networks and schools in pipeline for Year 2 nerNetworksCCc • Communities of Engagement • 5 Networks • 25 Associate Schools • Potential Design Partners • Communities of Practice • 5 Networks • 25 Lab Schools (principals, teachers, students, families) • Selected Design Partners and Component Providers
Why networks? Children First Networks in NYC • The Networks lead the design process, select partners, identify capacity gaps and develop plan to implement vision across their schools. • Principals self-affiliate into networks • Principals may choose to affiliate based on common priorities such as grade levels, geography, and/or shared educational philosophies and beliefs • There are 60 Networks citywide that consist of approximately 25-30 schools per network • Self affiliation supports school-based empowerment • Networks are the primary building block for organizing school support because resources are easily accessible to schools • Network Teams support and understand each school’s educational philosophy, instructional goals and operational needs • Networks are small cross functional teams directly accountable to Principals and are rated annually based on student achievement results and Principal satisfaction • Networks enable the creation of professional collaborative communities of educators • The Network structure will allow the vision for personalized learning to scale to 200 schools in three years
The partner’s role in the Innovation Zone • Model design partners are the lead point of contact for networks and schools as they go through the design process. These partners play the following roles: • Facilitating design sessions within the network around a shared future-state network vision of personalized, mastery learning • Facilitating design sessions with lab schools and the network team to create a shared core of features for implementation in year one • Helping to create detailed implementation plans for these shared core features in specific areas of school practice • Helping schools self-assess their own capacity needs against those plans to determine additional necessary support and coaching • Supporting schools through the initial implementation of their project plan
Other Members of the iZone • Innovation Office • Provide a hub to educate, organize, and connect the community of practice so that progress is timely, measurable, supported, feasible, and aligned to the PML vision. • Work to remove policy and operational barriers for implementation • Lab schools • Schools within the network that immediately join the community of practice and co-design, with the network team, the network’s vision, shared core features, and implementation plans. • Associate schools • Schools within the network that are starting the change process at their schools and structuring clear ways to learn from lab schools so that they join the community of practice in Year 2. • Component providers • Bring both expertise in a facet of school design, and a commitment to the vision of personalized mastery learning in that area.
Next Steps • Take the next week to consider and decide if your organization is up for this important challenge. If so, email Katy Elkin (kelkin@schools.nyc.gov) by this Friday to arrange a time to discuss further logistics. • Following this conversation the iZone team will share details on the design process, accountability metrics, a scope of work and other relevant information. • From you, we will be asking for more details on your technological requirements, organizational capacity, any existing school performance data, and other specific information to help us prepare to partner together in coming months.
Matching Process Overview: Networks to Model Design Partners December 28 iZone sends vetted list of Partners to Selected Networks and Principals January 3 – 7 iZone hosts Launch meetings January 5 Network & Partner introductory meeting January 6 Networks submit list of 2-3 potential Partners to meet and Partners contact interested networks January 21 Network/Partner matches are finalized and announced January 16-20 iZone matches and follows up January 15 Networks submittop 2 partners January 7-15 Networks, Principals, and Partners meet
