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How to suggest a topic:

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For more information about Edcamp watch this video and explore the links:

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For more information about Edcamp watch this video and explore the links:

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https://digitalpromise.org/edcamp/

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Edcamp: Professional Development for Teachers by Teachers

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How do we engage decision makers to implement learnings into practice?

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Challenges around student data sharing

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Developing and embedding continuous improvement processes into the work

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Project data collection efforts and outcomes sharing

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Defining team routines and practices

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The role of shared leadership on project progress + sustainability

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Powerful intervention strategies for students

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Maintaining relationships post pandemic

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Equitable coaching efforts for post secondary student success

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Student enrollment shifts and funding implications

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Successes and challenges of adaptive racial equity work in schools

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How do we get buy in from decision makers?

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How have individuals, especially those who aren't the lead decision-makers in their organizations, managed when hubs have gone through significant transitions?

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https://padlet.com/DPGlobal/gx34e9tm5lkx3b4g

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https://padlet.com/DPGlobal/1lv6fba8i7z9x1da

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Collective action for systemic change that supports student success

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White dominant culture

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Challenges around staff turnover

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Creating regular and rigorous data routines

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Humanizing data

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I appreciate the comment about ‘student impact’. I hear so many change ideas where people do not if or how much their changes are impacting learning (or belonging)

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Planning time to integrate learning from the sessions into our design for next year

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What's the value proposition to funders and participants?
How do we reposition the network so it is sustainable long-term?
What are we sustaining? What are the things that are most important that we want to sustain?
How do we balance what we want to sustain vs. what our districts might prioritize sustaining?
Do you sustain the improvement science piece in addition to the classroom instructional practices?
How do we sustain work that requires the tools we have been providing or our data analysis? (packaging tools to empower schools to do the work on their own)
How do we build district capacity to take on the work in service of sustainability? What is the gradual release model?

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intentional about alignment of change ideas as a bases for connection

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maturity of the networks correlates to how connected schools are to each other

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making data public encouraged schools to participate and connect because they didn't want to be at the "bottom of the pile"

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team to team - sharing advice  (versus team to intermediary)
learning more about implementation and practical things related to digital learning - topical, immediate, relevant

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- What does sustainability mean to the districts we work with?
- Are districts willing to pay to continue our orgs' works with networks?
- Asking districts what they want to be true for all the schools and students and then backwards map

What are the challenges of maintaining sustainability of network connections across and within districts?
- Some contexts may let the focus on this go
- Stepping out of our role as data analyzers, planners to give districts/networks more control

Three pillars we want to sustain:
- Culture of CI: keeping mindsets alive
- Instructional practices
- Network piece (lower priority) sustainability as a possibility seems low

How do we build the capacity for maintaining culture of CI within the network?
- Districts use of data may be more high-level, disconnected from ground-level experiences of student experiences
- Capacity building with district teams
- We want to permeate the instructional culture beyond leadership
- Principal needs to be bought in to continuous improvement process

What structures and support exist to engage schools in CI work? Why weren't schools doing this before we started?

Near-peer model for supporting FAFSA completion. Support for teachers by giving them what they need to make work sustainable.

Three pathways for delivery:
We can invest resources and time in pathway 2 (CoP) - are the outcomes outpacing those for pathway 3?

What are the conditions we hope to build to engage schools in ongoing continuous improvement?
- Role of the principal in the "sponsor" role Actions the principals can engage in:
- giving attention to the work (prioritizing)
- sharing bright spots
- removing barriers
- making space so the teacher can do this
- strong data literacy

Where is the highest return on the lever when it comes to coaching? (coaching AP vs. principal vs. teachers)

We need to gradually release knowledge around data literacy:

- Meet with team leads a week before convenings and have them look at data

- Provide teams with a dashboard for analyzing data

- District data team runs data walks. Building capacity of that team to use protocols from improvement science to focus on particular areas.

What can you hand off in terms of the work to roles that already exist within a district? What routines and structures within a district already exist?

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find the "glue" that will get schools to connect - common theme, change idea, similar student demographic, etc.

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Conversations with district level folks about sustainability practices - how to spark interest in continuing to get teachers to convene

As you look at budgets and underspend, what might you invest in to build up a cadre of district people that could support sustainability work?

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use existing schools as "mentors" or teachers for the newly added schools