Gabrielle Alicino

Creating the time and space for authentic parent engagement in the design process

Jim Kline

Teachers and school leaders are busy people. I know this firsthand because I am one. And in the crux of the school year, I know how easy it is to go about tackling problems through the lens of students and teachers: two stakeholders that are critical in student learning. In reflecting on some of my biggest lessons learned through my work at TrueSchool, there is one question I can’t seem to let go: what is the ideal model for parent involvement in the school design process?

As a teacher in New Orleans, I rarely have the time to open my classroom doors and invite parents in for open-brainstorming sessions and the “how might we” exercises we do with our kids. Parents are working, I tell myself. Or parents are seemingly satisfied if they aren’t complaining, right? Not quite.

I remember one story, in particular, a few years ago from my project-based seminar. My seniors were pitching local policy proposals to our city council members, and one of my student’s mother was in the audience watching. After the presentations, she asked me what kind of mobilization and voter registration we were doing to ensure these ideas could live beyond our presentations. A light bulb went off – why was I treating this presentation as the ‘end point’ for their ideas?

This one comment sparked a two-year obsession to empower my students to push for real change in our community. A few legislative bills and one successful state law later, my students are leaving their mark every year in our community through advocacy and research. As a teacher, I needed the time, space and process to meaningfully engage my student’s parents in a way that wasn’t just “checking the box” for parent engagement.

At TrueSchool Studio, we put teachers in the driver’s seat to create innovative solutions for students. Too many of our school models are outdated and broken, and we have to work on pushing research to innovate from within our schools. Our model replaces the notion that outside professional development providers are the agents of change; in fact, we believe that teachers and leaders are the real R+D departments at schools all across the country. We innovate not for the sake of innovation, but for equity – because when one school discovers a new learning model, we all benefit. But what role do parents play in this R+D? What role should they play?

Over the past few years, TrueSchool has worked with hundreds of teachers, school leaders, parents, and community members in designing new learning models and solutions on the ground level, across traditional public, charter, magnet and independent schools. Whether it is at the beginning stages of the design process or generating implementation feedback, there’s been incredible growth among schools in creating the space and process for engaging parents in a meaningful way. One school in particular, the Immaculate Conception School in downtown Los Angeles, designed a workshop series to address communication gaps between parents and educators, all generated from community focus groups and stakeholder surveys.

Creating the space for parent voices is the first step, but TrueSchool also builds the know-how for educators like myself to discover and incorporate our parent’s ideas into better solutions for our schools, leading to better outcomes for all. We couldn’t be more excited by the potential and power of parents on our design teams, and above all else, creating time, space and the processes to solve our school’s most pressing challenges.

About Jim Kline
Jim Kline is a teacher leader at Sci Academy, one of the top performing charter schools in New Orleans. He teaches a project-based seminar in design thinking as well as leads the school’s college readiness initiative. He is passionate about project-based learning and the limitless potential of our teenagers. In the past few years, Jim’s students have changed a state law, advocated state representatives to reform education, and pressed city council members for meaningful oversight into our city’s criminal justice system. Jim’s education experience began in St. John Parish, Louisiana, as a high school civics teacher with Teach For America. Jim has also served as a Curriculum Specialist and Instructor for both Teach For America and The New Teacher Project (TNTP), and has won numerous teaching awards, including the St. John Parish District Teacher of theYear Award, and the New Schools for New Orleans Excellence in Teaching Award. He holds a B.A in Public Policy from Rutgers University, and a Masters in Educational Leadership from Teachers College, Columbia University.

More Than Me and TrueSchool Studio partnership extends free education to over 20,000 students in Liberia in the next two years

TrueSchool Studio is excited to announce its partnership with More Than Me –  a Monrovia based foundation and academy. Together we are embarking on a bold new plan with the Liberian Ministry of Education called Partnership Schools for Liberia to reform the country’s education system by providing every Liberian child, regardless of family background or income, access to a free education. Inspired by  New Orleans, which rebuilt its own decimated educational infrastructure by opening its schools up to the charter system following Hurricane Katrina, Liberia is partnering with organizations like More Than Me to help relaunch schools.

 

img_3928More Than Me (MTM) will operate 6 schools across Liberia and TrueSchool Studio will train 14 School Capacity Leads (SCL). The SCLs attended rigorous training at MTM University, developed and led by TrueSchool Studio. TrueSchool Studio has built the MTM University with the aim of establishing a model of teacher leadership development and teacher-led innovation in Africa and the developing world. Together, TrueSchool Studio and SCLs are co-creating strategies to improve teacher and student attendance and to build positive, safe, healthy, and effective school cultures with high expectations for student learning. TrueSchool Studio will continue to provide support and coaching alongside the SCLs to over 54 Liberian teachers in Fofee Town, Bogbeh, Hill Town, Moore Town, Golodee, and Bombomma communities in Liberia.

 

TrueSchool Studio’s Founder and CEO Amy Vreeland is already on the ground working with Liberian educators, “This is an unprecedented opportunity to truly transform an education system. Due to war and Ebola, Liberia’s children have been deprived an essential human right — access to a free, quality education. As the Liberian government has stated, this is a national emergency. We are addressing this need by immediately expanding the More Than Me model of safety, health, and quality education to 6 new partner schools. Within 5 years, we plan to reach 500 schools. We are also transforming the teaching profession in Liberia — we are building the next generation of visionary educators who will lead enduring change and improvement for students across the country. We’re not going to stop until Liberia serves as a model for the rapid improvement of a nation’s entire education system.”

 

The first cohort of SCL’s have graduated the first phase of TrueSchool Studio’s training at MTM University and  are now on-site at their schools. Some of the SCLs have moved as far as 7 hours outside of Monrovia. Community members will apprentice with local SCL’s until they become onsite community experts in education, safety, or health.

 

All stakeholders involved in Liberia’s education initiative understand the sobering realities they are up against. Liberia is the 6th poorest country in the world as measured by GDP per capita. With 14 years of civil war from 1990 to 2003 and the Ebola epidemic between 2014-2015, the country’s economy deteriorated significantly and 85% of the population is unemployed. This work will not only bring quality education to communities, but also quality jobs.

 

img_3077There is political will in Liberia, however, like never seen before. Communities are united to rebuild their schools — and rapidly. All actors involved are moving at an unprecedented pace. TrueSchool Studio, More Than Me, and Liberian educators are rebuilding schools grounded in very real student and community needs.


As Liberia embarks upon this bold mission to ensure that every child has access to a quality education we invite you to follow along on More Than Me, TrueSchool Studio, and Liberia’s progress with the hashtag #LiberiaIsASchool.  
To chart a new course for Liberia we need all minds on deck.

 

VOTE TrueSchool for Tory Burch Foundation Fellowship!

VOTE TODAY! 

The Tory Burch Foundation launched its inaugural Fellows Competition to select 10 entrepreneurs for a yearlong fellowship. Their mission is to empower women entrepreneurs to grow their businesses.

Over 500 applicants from across the nation applied. TrueSchool Studio is one of thirty finalists selected to compete for mentorship and coaching for one year, funds towards business education, and the opportunity to compete for a grant investment of $100,000.

With your help we can continue to grow our impact by empowering educators with the time, space and process to lead system-change solutions in their schools and regions. We have worked with over 1,100 educators, impacting over 50,000 students with innovative solutions to solve pressing challenges in their schools.

Help us grow, by voting daily!

  1. Visit Amy Vreeland’s Fellows Page.
  2. Click Vote.
  3. Enter your email address.
  4. Click Vote Now.

Your support will help us become a 2016 fellow and enable us to grow our reach to impact more educators + students! Please share this article or voting link with your friends and family to amplify our reach!

 

“The Mirage” or The Dream? A discussion of what might be if we think boldly…

TNTP’s “The Mirage” sets out to identify bright spots of teacher growth to determine what type, frequency and delivery of teacher professional development yield the most improvement. Researchers identified “improvers,” as 19-30% of teachers in 95% of schools they surveyed and compared their experience to “non-improvers.”* Surprisingly, both groups had very similar levels of engagement and satisfaction with professional development activities. The key differences between “improvers” and “non-improvers” are openness to feedback and awareness of personal strengths and weaknesses. TNTP’s deeper investigation revealed an underlying lack of trust or confidence in evaluation practices, no clear standards for improvement, and disjointed support efforts prohibit meaningful teacher growth.

“The Mirage” illuminates the lack of understanding about what makes professional development effective, and more importantly, ignites a broader discussion about where we go from here.

We believe the best way forward is to set a bold vision for reimagining the teaching profession and defining mindsets, skills, and competencies needed to educate 21st century students.

At TrueSchool we have hypothesized several core mindsets and competencies for education innovation. This is just a start to how we might frame teacher mindsets of the 21st century:

  • Demonstrate deep empathy with students and community
  • Identify and seize opportunities from change
  • Collaborate, create and problem solve as a team and community
  • Actualize a vision by taking a big goal and breaking it down into specific actions
  • Leverage existing resources and assets
  • Take risks, fail forward fast
  • Measure, track, and reflect on impact
  • Continuously iterate and adapt based on findings
  • Lead implementation, impact and sustainability at scale

As a nation, we have redefined what it means to be a student in the 21st century through the adoption of rigorous standards and a shifted focus to critical thinking and growth-oriented learning. Teachers need aligned standards that clearly define what mastery of teaching and instruction now require.

Schools can create the cultures to cultivate human potential and excellence, for both students and teachers. School leadership that promotes excellence, and encourages learning forward rather than attaining perfection, cultivates a growth mindset and creates safe space for people to test, challenge, and improve themselves. Schools can reorganize education by studying the current experience and needs of their students and crafting new roles for teachers that allow for specialization and diversification of responsibilities. For example, teachers could specialize in an area like data and evaluation, innovation, or curriculum and become the expert for their grade or school, assuming the responsibility to ensure all teachers are moving toward mastery of that competency and provide additional coaching or support.

Districts are key levers for transformational change at scale. As districts have a broad reach over access to resources and data for many schools, they can critically study all efforts that improve student and teacher growth, and facilitate cross-school collaboration to test and scale effective systems, tools, trainings, and innovations, to ensure that all schools deliver an excellent education to each student.

The findings of “The Mirage” undoubtedly ignite the need for a fresh look at how we evaluate and support teachers. If we reimagine the status quo and explore approaches that align the evaluation to what teachers need, just like we do with our students, we can create a more effective, rewarding, and just education system for students and teachers alike.

 

* TNTP identified teachers who improved significantly using multiple definitions of growth. They analyzed simple and detailed change in the district rating and grouped teachers into quartiles, assessing who was making the most and least growth over a two- to three-year period. TNTP tracked this type of movement across four different measures of growth: change in total observation scores, change in value-added scores, change in total evaluation scores and change in standardized overall evaluation scores. For a detailed explanation of TNTP’s methods for identifying “improvers” please see page 44 of “The Mirage.”

Los Angeles Sprint 2015 Information

Hello Los Angeles Sprint 2015 EDesigners!
This is where you’ll find all the information you need about the Sprint Studios and updates. If you have other questions or feedback, please reach out to Maggie at riddell@trueschoolstudio.com.

 

KEY LINKS

Studio 1 – Saturday September 19th, 8:30am – 3:00pm
Studio 2 – Saturday September 26th, 8:30am – 4:00pm
Studio 3 – Thursday October 1st, 5:00pm – 8:30pm

Please bring a laptop or tablet. Dress code is business casual. 

Studio is a fast-paced, facilitated professional learning experience that incorporates hands-on engagement, rapid prototyping, and collaboration within and across your school team.

During Studio you can expect:
  • Engagement in facilitated actions with your school team using your Toolkit
  • Support from your Mentor
  • Resources + support specific to your challenge from a Content Coach
  • Work time to reflect, analyze + dig deeper with your school team
  • Opportunities + actions for cross-school collaboration
  • An EDesign Portfolio to be completed over the course of Sprint to capture your actions, learnings, and action steps

 

WHAT TO EXPECT DURING INTERSESSION

Intersession 1: September 20th– September 25th
Intersession 2: September 27th– September 30th
Intersession 3: October 2nd– October 25th

Intersessions are periods in between Studio days for independent, team-driven R+D actions. EDesign Teams meet on their own schedules to get out into the field to engage with students, users, and stakeholders to learn about their experiences and gather their input.

During Intersession you can expect:
  • Clear action steps in your TrueSchool Toolkit to engage with stakeholders in your school community, including students, teachers, parents, and community members
  • Flexible support from the TrueSchool team
  • Check-in call with your Mentor

 

OPTIONAL PRE-READINGS
Feel free to read the articles below to gain context on the design process + potential for impact.
“Bootcamp Bootleg” from the Stanford d.school. (Pages 1-8)
“Design Thinking for Social Innovation” by Tim Brown & Jocelyn Wyatt, Stanford Social Innovation Review, Winter. 2010. (10 pages)
“Improving School Lunch by Redesign” by Courtney Martin, New York Times, Fixes Column, October 23, 2013. (4 pages)
“Innovation in Education: Not Just a Term for Startups” by Molly Levitt, EdSurge, March 28,2014. (2 pages)

 

SCHOOL TEAMS
Teams from 10 Catholic Schools from across Los Angeles are participating in Sprint this fall.
Ascension Catholic School
Immaculate Conception School
Our Lady of Holy Rosary
Precious Blood Catholic School
San Miguel Catholic School
St. John Bosco High School
St. Odilia School
St. Pius X – St. Matthias Academy
St. Raphael Catholic School
St. Turibius Catholic School

 

STUDIO 1 + 2 LOCATION
Cathedral of Our Lady of the Angels
555 West Temple Street
Los Angeles, CA 90012-2707

(213) 680-5200

STUDIO 1 + 2 ARRIVAL

After you park, follow the posted signs and take the elevator to the first floor. Studio will be in Meeting Rooms 6, 7, and 8. There is a security desk in the lobby with directions as well.

STUDIO 1 + 2 DIRECTIONS AND PARKING
Cathedral of Our Lady of the Angels
555 West Temple Street
Los Angeles, CA 90012-2707
(213) 680-5200

The Cathedral of Our Lady of the Angels is located on Temple, between Grand and Hill Streets in downtown Los Angeles. The entrance to the parking structure is located off both Temple and Hill streets. Parking will be validated. A security guard is posted at the entrance to assist in parking instructions during regular operating hours.Cathedral Parking

 

DIRECTIONS TO CATHEDRAL
From the North:
If you are taking the 101 South:
Take the 101 Hollywood Freeway South to downtown. Exit on Broadway and make two right

turns– Broadway, then Temple. After crossing Hill Street, turn right from Temple Street into the parking garage.

If you are taking the Harbor Freeway, 110 South:

Exit at Hill Street. After you cross over the 101 Freeway, the entrance to the parking structure will be located on your right.

From the South:
If you are taking the Harbor Freeway, 110 North:

Stay on the 110 North to downtown, approaching the 101, 5, and 10 freeway merge. Take the freeway exit marked “5 South, 1 San Bernardino–Freeway” (merge to the right). Do not take the 101 Freeway to Hollywood. You will travel on the merge lane for the 5 and 10 Fwys for about 100 yds, exit at Temple. At the end of the freeway ramp, turn left on Temple. Proceed over the Grand intersection and the Temple street parking entrance will be on your left before Hill street.

From the East (or North on 5):
If you are taking the Pomona 60 west or traveling north on the Santa Ana 5:

Take the Hollywood 101 Freeway north to downtown. You will pass through the tunnel, proceed approximately one mile to the Grand Avenue exit. Turn right on Grand Avenue, turn left on Temple Street, and turn left into the parking garage from Temple Street.

STUDIO 3 DIRECTIONS AND PARKING
Annenberg Community Beach House
415 Pacific Coast Highway *

Santa Monica, CA, 90402

*Important: In some navigational systems the address may appear as 415 Palisades Beach Road,Santa Monica, CA

Questions? Call 310-458-4904

From Los Angeles:

Take the 10 West, which will become Pacific Coast Highway when it reaches the beach. At the second traffic light, Beach House Way, turn left into the parking lot.

From Malibu:

Take Pacific Coast Highway south. Turn right at Beach House Way, into the parking lot.

From Santa Monica (downtown):

Head west towards Ocean Ave. Turn left at Ocean Ave. Turn right at Moomat Ahiko Way (afterColorado/the pier entrance) which will have signs for Pacific Coast Highway. Turn left at Beach House Way into our parking lot.

 

 

TRUESCHOOL TEAM CONTACT INFORMATION
Feel free to reach out to us if you have any questions, concerns, or feedback.
Maggie Riddell, Manager of Community + Programs

VOTE for TrueSchool – Big Idea Finalist

VOTE TODAY!

The annual New Orleans Entrepreneur Week (NOEW), presented by IBERIABANK, hosts one of the largest crowd driven pitch extravaganza – The Big Idea. 22 nominees are competing to secure a place in The Big Idea – Vote for TrueSchool via the NOLA.com voting platform. Nominated companies work across various industries – ranging from education to agriculture, all competing to win the grand prize of $25,000.

Big Idea This year, TrueSchool Studio, nominated by 4.0 Schools, has the opportunity to compete for the grand prize. 22 companies are nominated, but only 12 companies get to present at the Big Idea, and only three make it onto the stage for the final pitch. In order to make it to the Top 12 finalists, we need your help. Your continual vote each day will help us increase the impact we’ve made in education. Impacting over 550+ educators and empowering 20,000+ students, we continue to enable educators to drive innovation in their classrooms, schools, and systems.

 

Help us further our impact and mission by taking 20 seconds to vote daily!

1) Visit the voting page at NOLA.com, scroll down, and select TrueSchool Studio.

2) Fill out the CAPTCHA and click Vote.

Your support will make the biggest difference and an even greater difference if you share this article or voting link to your friends and family. Help TrueSchool Studio help educators help students.

Vote now and share this post on your social media sites.

Purchase tickets to NOEW The Big Idea here

Read more about NOEW here

Chicago Educators: Apply Now for the Summer Design Program 2015 (applications due by 5pm, March 23)

CLICK HERE FOR THE SDP15 APPLICATION

The Summer Design Program (SDP) enables educators to create and implement innovations to transform student learning in their classrooms or schools. Educator teams from public schools across Chicago engage in a series of sessions led by TrueSchool Studio and the Chicago Public Education Fund. Together, we clarify a school-based, student-centered challenge, identify new or known solutions in Chicago and elsewhere, and design a classroom or grade level innovation. School teams include the principal, at least one classroom teacher, and one additional member of the staff.

At the conclusion of the SDP, teams have the opportunity to earn financial resources and additional support to implement their innovations in the coming school year.

 

Core Commitments for participating in The Summer Design Program:

  • Team of 3, including the principal, at least one classroom teacher, and one additional member of the staff.
  • School leader attends one kick-off event.
  • Full team attends all three 1-day in-person sessions and one evening event.
  • Engage in team meetings, independent research, and collaborative preparation of projects during the weeks between in-person sessions (approximately 10-20 additional hours per person total).
  • Collaborate and coordinate as a team to submit deliverables on time.
  • Be open to feedback and adjust course as needed.
  • Share insights and findings, including interviews, written documents, photos, and videos to track progress, measure impact, and build knowledge around best practices.
  • To create a big, bold vision for your innovation and to act with focus and urgency.
  • Have fun!

 

Timing:

  • Monday, March 23:  Applications deadline
  • Early April: School selection
  • Saturday, May 16: In-person session one
  • Thursday, July 16: In-person session two
  • Thursday, July 30: In-person session three

 

Focus Areas for the Summer Design Program 2015:

Teams will have the opportunity to work to create solutions focused on addressing one of three identified challenges:

  • Personalized Learning: How might we rethink teaching and learning through the inventive use of our schools resources (e.g., time, space, staff) to more effectively meet the learning needs of each individual student?
  • Transitions: How might we ensure smooth and successful transitions from early childhood education to elementary school, of middle grades to high school and from high school to post-secondary?
  • Professional Development: How might we create more time for collaboration during the school day and identify opportunities to personalize growth opportunities for teachers based on their needs and interests?

“Build Better Edtech Products By Connecting Early And Often With Teachers”

Startup Stock Photos

Many edtech developers create what they believe is the best and brightest edtech solution only to find that teachers aren’t using it at the rates they expected – one of the reasons this can happen is when developers have not developed understanding of the teacher experience. Falkenthal of UP Global names the top reasons to engage with educators both early and often.She also includes the best strategic questions to ask teacher to elicit the feedback you need. 

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