Our approach reshapes the way a school thinks about "work." Our focus on defining and acting on "the right work" produces improved performance in every student. At professional development trainings, we focus on what the learner needs to have achieved at specific times in the school year and strategies for preparing schools to provide those experiences to learners.
When we are contacted by a district, we try to meet with the decision-makers and that district to find out exactly what they would like to have happen with their teachers and students. If it appears that we can address that set of expectations, we will make a proposal or a set of post-proposals with different cost structures. If the proposal meets with the school district’s approval, we will write a contract and determine when, where, and how services will be provided.
At the midterm and the end of each year, we will provide the district with an evaluation of their involvement in our program with a focus on what we think happened and on what the schools think was most beneficial. If the district chooses to renew the contract, we will spell out new expectations and identify how the program would change for people who in are in Year Two of the program. If the district chooses to add more schools for the program, we would call for a Year Two program for those that have been in the program and a Year One program for those that are just starting.
The focus of our program is to move the schools to self-sufficiency in terms of identifying and implementing best practice. In most cases, this takes from 3-5 years.
"We put students through scrimmages, where they either know the content or they know the process, to see if they can do the other.
For example, if I want to test content, I'll make sure they know the process. If I want to test process, I'll make sure they know the content. And then I'll put them through a real-time scrimmage which duplicates the test."