Presentation on theme: "Self-Assessment, Vision-Setting, and Planning Resources"— Presentation transcript:
1Self-Assessment, Vision-Setting, and Planning Resources OER InstituteSelf-Assessment, Vision-Setting, and Planning ResourcesCC BY Achieve 2013
2IntroductionThese slides and related documents are based on exercises completed by seven states at the Open Educational Resources (OER) Institute in Chicago in November 2012Information and exercises were created by Achieve and the U.S. Education Delivery Institute (EDI), to help states consider their current progress and begin to create a plan for implementing OER:
3For this effort, we suggest that there are five key areas on which to focus your planning Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
4To help you consider your plans… The OER Planning Framework includes templates to accompany the enclosed exercises to help your state begin to create a plan. These slides are meant to provide you with key definitions and ideas for completing the exercises.The planning framework is organized as follows:Reflecting on the current progress of OER initiatives – p.2Setting a vision for OER – p.4III. Creating a plan for implementation and building the OER system – p. 6IV. Communicating with and training educators – p. 12V. Monitoring progress and collecting feedback – p. 16
5Table of Contents Self-assessment……………………………………………….Slide 6 Setting a vision for OER…………………………………….Slide 9Creating a plan for implementation………………….Slide 19Building an OER system…………………………………….Slide 35Communicating with and training educators…….Slide 39Monitoring progress and collecting feedback……Slide 46Identifying next steps……………………………………….Slide 52:
6Begin by reflecting on the status of current OER work, using the following self-assessment Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
7Self-Assessment: Our Current Status on OER Initiatives Vote 1-4 indicating the extent to which you agree with the statements below (1=Strongly Disagree; 4= Strongly Agree)Setting a vision for OERWe have a clear idea of what we want to do regarding Open Educational ResourcesWe understand how we expect OER to impact classrooms and how OER fit into our larger plans for implementation of college and career ready standardsThe necessary people know, understand, and share our vision for our state’s OER systemCreating a plan for implementationWe have a clear plan for gathering materials, defining and ensuring quality, and making materials available to educatorsThe plan includes a clear timeline for implementation and we have adequate resources to implement itThe plan has a clear owner and the relevant people know and understand the planBuilding an OER systemWe have created or have access to a venue for sharing open educational resourcesWe have identified sources and methods for collecting and/or creating appropriate open educational resourcesWe know how we will assess the quality of resources (including rubrics, responsible parties)We understand how our OER system will interact with those in other statesCommunicating with and training educatorsWe have identified the most important stakeholders to be engaged and informed of OER; we know what our key messages will be and have considered how those messages will reach each of our stakeholder groupsWe have considered how we will communicate the availability of the tool and train those in the field on using the technology and assessing qualityMonitoring progress and collecting feedbackWe have mechanisms in place to regularly monitor our progress on implementing our OER planWe have identified feedback loops to collect information as to whether OER are having their intended impact in the field
8Exercise: Reflect on the current status of OER initiatives WhatHowMaterialsTimeReview the first row of the self- assessment and consider where your state falls on a scale of 1-4.IndividuallySelf-assessment (slide 7)Planning framework template p. 35Discuss your votes and your rationale and try to come to consensus about the state’s current progress.In state teams10Repeat the process with the remaining four rows of the self- assessment.In state teams25Reflect on your final votes, discuss:In state teams10Do they indicate any particular areas of strength for your team?Any challenges?Based on these results, where should your team focus your work moving forward?:
9For this effort, we suggest that there are five key areas on which to focus your planning Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
10A vision will help you answer the question “what are we trying to do?” 1Setting a vision for OERA vision will help you answer the question “what are we trying to do?”A strong vision has several important characteristics:It is lofty or ambitious in natureIt creates a sense of urgency among stakeholdersLeaders believe it is attainableIt captures the moral imperative of the workIt can be summarized into one or more metrics that can be tracked over timeIt is shared widely and at all levels
11And can be translated into targets that are SMART 1Setting a vision for OERAnd can be translated into targets that are SMARTSpecificDoes it have a clear definition?Is it straightforward to understand?Can it be easily generated without complex calculations?MeasurableIs it easy to measure? Do people agree on measurement?Do we have or can we collect the data required?Can it be benchmarked against outside data?AmbitiousDoes the target feel like a “stretch” from the current level of performance?Will it inspire your system to rise to a new challenge?RealisticIs it connected to the strategy?Are there benchmarks that suggest a target like this has been achieved elsewhere?TimelyDoes it have a clear deadline?Can it be measured at a frequency that will allow us to solve problems and track success?DCO-AAA
121Setting a vision for OERFor example…Donald Berwick, doctor and CEO of the Institute for Healthcare Improvement (IHI):“Here is what I think we should do. I think we should save 100,000 lives. And I think we should to that by June 14, 2006 – 18 months from today. Some is not a number; soon is not a time. Here’s the number: 100,000. Here’s the time: June 14, 2006 – 9 a.m.”IHI recommended six specific interventions for hospitals to help them achieve that vision.Source: Chip Heath and Dan Heath, Switch, 2010, p
13For example… Donald Berwick on June 14, 2006, at 9:00 a.m.: Setting a vision for OERFor example…Donald Berwick on June 14, 2006, at 9:00 a.m.:“Hospitals enrolled in the 100,000 Lives Campaign have collectively prevented an estimated 122,300 avoidable deaths and, as importantly, have begun to institutionalize new standards of care that will continue to save lives and improve health outcomes in the future.”Source: Chip Heath and Dan Heath, Switch, 2010, p
14A vision is notably different than a mission statement 1Setting a vision for OERA vision is notably different than a mission statementVision StatementA vision statement is inspirational and tells you where work is headed.It communicates the aspiration, purpose, and values.It answers the questions:What are we trying to do?Why are you doing what you are doing?What will be the impact on teachers and students?Mission StatementA mission statement describes the fundamental purpose and primary objectives.It articulates purpose and defines how that purpose will be achieved.It answers the questions:How do we intend to achieve our vision?What does the work look like?What are the key measures of success?
15Additional examples of vision statements 1Setting a vision for OERAdditional examples of vision statementsHilton Worldwide:Our vision is to fill the earth with the light and warmth of hospitality.Nike:To bring inspiration and innovation to every athlete in the world.**If you have a body, you are an athlete.Marine Corps:The Marine Corps of 2025 will fight and win our Nation’s battles with multicapable MAGTFs, either from the sea or in sustained operations ashore. Our unique role as the Nation’s force in readiness, along with our values, enduring ethos, and core competencies, will ensure we remain highly responsive to the needs of combatant commanders in an uncertain environment and against Irregular threats. Our future Corps will be increasingly reliant on naval deployment, preventative in approach, leaner in equipment, versatile in capabilities, and innovative in mindset. In an evolving and complex world, we will excel as the Nation’s expeditionary “force of choice.”Source:
16Additional examples of vision statements 1Setting a vision for OERAdditional examples of vision statementsArkansas’s Vision for Common Core:All students in every Arkansas classroom will be engaged daily in rigorous learning experiences that build on students’ talents, challenge their skills and understandings, and develop their ability to reason, problem solve, collaborate, and communicate. Students will monitor their learning and direct their thinking to become productive and contributing team members. Students will grapple with complex texts and problems, construct viable arguments, and persist until solutions are identified and substantiated. Through these learning experiences, students will be confident in their preparation for success in their post-school lives, including college and career.Adults who are also continuously learning will support students as they prepare for college and careers. They will understand the purpose of and utilize formative assessments to provide feedback and support to student learners. Instruction will be founded on best practices grounded in research or evidence. Stakeholders will convey and support the vision by providing learning opportunities through in-school and out-of-school settings that strengthen and assist student learners.Source:
171Setting a vision for OERThe vision and the associated activities you expect will achieve your vision will become the foundation of your planA strong vision has several important characteristics:VisionActivityActivityActivityActivityActivityActivityActivityPlan
18Exercise: Setting or articulating a vision for OER in your state First, discuss…Then complete the activity…Keeping in mind the state’s current work on instructional materials, reflect on your ideal vision of OER in your state. Record your answer on a sticky note.What plans and priorities already exist that you know of about curriculum, instructional materials, assessments, accountability, Race to the Top, etc.?Are there opportunities to coordinate the OER work with these existing plans?Discuss the various responses, what you like about others, and what you would change. Try to unite them into one common vision for your state and record that.Discuss in your state team and record notes on p.5 of the Planning Framework template:What impact do you expect OER to have on teachers? On students?How will you measure success for each group?Who do you need to share this vision with?How will you get them to buy in to the vision?:
19For this effort, we suggest that there are five key areas on which to focus your planning Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
20We believe that a plan is necessary for successful implementation 2Creating a plan for implementationWe believe that a plan is necessary for successful implementation“A goal without a plan is just a wish.” - Antoine de Saint-Exupery:
21Characteristics of a strong implementation plan 2Creating a plan for implementationCharacteristics of a strong implementation planA strong implementation plan should…Articulate a visionIdentify the relevant strategies or activitiesAssign leadershipSet targets and milestonesIdentify the chain through which strategies must reach the fieldAnticipate and prepare for risksIdentify feedback loops for managing performanceDescribe the resources and support required
22You have already started the vision piece of this work 2Creating a plan for implementationYou have already started the vision piece of this workA strong implementation plan should…Articulate a visionIdentify the relevant strategies or activitiesAssign leadershipSet targets and milestonesIdentify the chain through which strategies must reach the fieldAnticipate and prepare for risksIdentify feedback loops for managing performanceDescribe the resources and support required
23It may help to consider these questions when creating your activities 2Creating a plan for implementationIt may help to consider these questions when creating your activitiesAccessWhat portal or venue will you use to share resources? Is there an existing venue you can use?How will you handle licensing/copyright? How “open” will materials be?How will you address technology infrastructure challenges?ResourcesHow will you gather/create materials?How will you work with vendors in the environment of openness and common standards?QualityHow will you define quality? What rubrics will you use?How will you evaluate quality? Who will be responsible for evaluating?PolicyHow will you work within or address curriculum and textbook adoption policies and funding restrictions?Potential CollaborationDo you plan to collaborate and share resources with other states? If so, how?
24Exercise: Identifying and addressing our planning challenges WhatHowMaterialsBrainstorm: What are the major strategies or activities we have or need to put in place in order to achieve our OER visionUse the list of questions in the planning framework template p. 7 as a guideDiscuss the following:In state teamsPlanning framework templatep. 7What policy barriers might we face in implementing these activities?What other barriers or challenges are associated with each?Keeping in mind the cross-state sessions, what key actions might we take to address those challenges?What allies or stakeholders should we call upon?:
25You’re now a step closer to building a strong plan 2Creating a plan for implementationYou’re now a step closer to building a strong planA strong implementation plan should…Articulate a visionIdentify the relevant strategies or activitiesAssign leadershipSet targets and milestonesIdentify the chain through which strategies must reach the fieldAnticipate and prepare for risksIdentify feedback loops for managing performanceDescribe the resources and support required
262Creating a plan for implementationA delivery chain will help you explore the activities in your plan more deeplyA delivery chain is the set of actors (people or organizations), and the relationships between them, through which a given system activity will be implemented.A delivery chain has one question at its core:Starting from the policy intent of a leader in your system and ending with the front-line behaviors and practices that this policy is designed to influence, how – and through whom – does a system activity actually happen?
272Creating a plan for implementationThe first step in constructing the delivery chain is to identify all of the key actorsSample delivery chain: Professional Development for CCSSStateRegion/ CountyDistrictSchoolClassroomChiefRegional committeesCurriculum directorsPLC FacilitatorsTeachers11515040065,000Curriculum/ instruction teamPrincipals1700
282Creating a plan for implementationNext, draw the single most important line of influence between the system and the studentSample delivery chain: Professional Development for CCSSStateRegion/ CountyDistrictSchoolClassroomChiefPLC FacilitatorsTeachers140065,000ManageTrain by 9/2013Curriculum/ instruction teamTrain by 5/2012Regional committeesCurriculum directorsPrincipalsTeachersTrain by 9/2011Train by 12/201111515040065,000Be sure to identify the specific relationships represented by the arrows
29Give incentives to choose “approved” providers by 9/2011 Creating a plan for implementationThen, identify and draw secondary lines connecting other actors that need to be involvedSample delivery chain: Professional Development for CCSSStateRegion/ CountyDistrictSchoolClassroomChiefPLC FacilitatorsTeachers140065,000ManageTrain by 9/2013Curriculum/ instruction teamTrain by 5/2012Regional committeesCurriculum directorsPrincipalsTeachersTrain by 9/2011Train by 12/201111515040065,000Give incentives to choose “approved” providers by 9/2011Principals700Approve by 9/2011Approved providers25Contract by 6/2012ManagePD instructors25Teachers65,000Train by 9/2013
30You’re now a step closer to building a strong plan 2Creating a plan for implementationYou’re now a step closer to building a strong planA strong implementation plan should…Articulate a visionIdentify the relevant strategies or activitiesAssign leadershipSet targets and milestonesIdentify the chain through which strategies must reach the fieldAnticipate and prepare for risksIdentify feedback loops for managing performanceDescribe the resources and support required
312Creating a plan for implementationOnce created, the delivery chain can help you with other parts of the planning process, such a identifying challengesWeaknesses in chainPotential solutionsIndividual relationshipsWeak personal relationshipsLow leverageIdentify and replicate stronger relationships of this typeIdentify alternate routes to the end of the chainComplexityToo many actors necessary to get something done“Rationalize” chainFunding flowsMismatch between resource flows and delivery chainRedesign chain to take advantage of leverage from resource flowsFeedback loopsFew or no feedback loopsCreate feedback loopsUse feedback loops to exert influenceChoke points Over-reliance on a few key actorsBuild capacity/cooperation of key actors
32Exercise: Creating a delivery chain for one key activity WhatHowMaterialsTimeIdentify one key activity on which your team will focusIdentify the beginning and the end of the delivery chain for that activity, record them on cards or sticky notesBrainstorm the other actors in the chain, record them on cards or sticky notesDraw lines indicating the relationship between each; describe the relationships between eachDiscuss:In state teamsColored cards or sticky notesMarkersFlipchart paper60Are there any potential areas of weakness in the chain? Chokepoints? Broken connections?How would you address those challenges?:
33You’re now a step closer to building a strong plan 2Creating a plan for implementationYou’re now a step closer to building a strong planA strong implementation plan should…Articulate a visionIdentify the relevant strategies or activitiesAssign leadershipSet targets and milestonesIdentify the chain through which strategies must reach the fieldAnticipate and prepare for risksIdentify feedback loops for managing performanceDescribe the resources and support required
34Exercise: Describing your activities WhatHowMaterialsTimeFor each of the priority activities you identified in Exercise IIIa, identify:Responsible ownersMethods for reaching the field (delivery chain)Methods for measuring successPotential risks or challenges and plans for mitigating themNecessary resourcesConnection to the broader work of implementing college and career ready standardsIn state teamsFlip chart paperMarkersPlanning framework template p.960:
35Finally, you should articulate the timeline – including key milestones – for your OER project The timeline will help you monitor whether your plan is on-trackIt may be useful to start with an end date, then work backward from thereConsider the following when establishing your timeline:Are any of your activities time-sensitive?What timelines already exist for rolling out instructional materials or professional development that you should be aware of?:
36Exercise: Plotting your timeline WhatHowMaterialsTimeFor your overall plan, consider and record on the template:Who is responsible for the overall OER strategy?What is the timeline for implementing priority activities?In state teamsFlip chart paperMarkersPlanning framework template p. 1160:
37For this effort, we suggest that there are five key areas on which to focus your planning Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
38Finally, you will begin to put your plan into action This involves taking each element of your plan and putting it into actionFrom making decisions about:AccessResourcesQualityPolicyPotential collaborationTo creating, communicating, and changing:AccessResourcesQualityPolicyPotential collaboration
39For this effort, we suggest that there are five key areas on which to focus your planning Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
404Communicating with and training educatorsConsider what you want educators to be able to do, then consider how you can train them accordinglyQuestions to considerWhat role do you want teachers to play?Will they need to evaluate resources?Contribute resources?Access?What role do you want school and district leaders to play?Will they need to train teachers?Spread awareness of OER?Are there other educators who need to be involved? How?Therefore what kind of training will each need?What training opportunities already exist or are scheduled that you can build upon?What will each group need to know and be able to do in order to fulfill those roles?
41Then consider other stakeholders who need to be aware of OER 4Communicating with and training educatorsThen consider other stakeholders who need to be aware of OERTypes of stakeholdersQuestions to considerInternal (inside your agency)External (other players at the state level)The field (players in the delivery chain)Who is directly responsible for helping the work get done?Who has indirect influence on the work or is influenced by it?
424Communicating with and training educatorsTailor your communications approach based on the stakeholders current level of supportInvest to win them overMake them your championsHighHow critical are they to the work?Make sure they do not block the effortReach out if it will be helpfulLowLowHighWhat is their level of support?
434Communicating with and training educatorsWhen tailoring your message to stakeholders, consider the following questionsWhy are we changing?Where are we going?What will it change?Why choose this course?What does this mean for you?
44Exercise: Identifying the key roles of educators and planning to train them WhatHowMaterialsTimeConsider how teachers should be engaged in the OER work:What role do you want them to play?What do they need to know, understand, or be able to do in order to play that role?What kind of training do they need in order to play that role? Are there existing training opportunities you can take advantage of?Repeat the process for school and district leadersConsider any other groups that will play key roles and need to be trainedIn state teamsFlip chart paperMarkersPlanning framework template p. 1360:
45Exercise: Planning for communications to key stakeholders WhatHowMaterialsTimeBrainstorm the stakeholders who will need to be aware of OER or communicated with in some wayFor each stakeholder, identify:What is this stakeholder’s current level of engagement? High, medium, or low?Ideally, what would the engagement of this stakeholder look like?How will you engage this stakeholder?What is your core message to this stakeholder?How will you know the messages are reaching the stakeholder?In state teamsFlip chart paperMarkersPlanning framework template p. 1560:
46For this effort, we suggest that there are five key areas on which to focus your planning Setting a vision for OERCreating a plan for implementationBuilding an OER systemCommunicating with and training educatorsMonitoring progress and collecting feedback12345
475Monitoring progress and collecting feedbackThere are four main types of metrics that you can use to measure progressDescriptionSample metricsProcesses and milestonesExtent to which the processes and milestones occur as they were intended to doOER system available to educators when plannedNumber of teachers and/or principals receiving training on OERUsersatisfactionExtent to which front line and/or end users have a positive view of the strategy’s impact on their workNumber of teachers and/or principals expressing satisfaction with available open educational resourcesChange in front line practiceExtent to which those near the “end” of the delivery chain change their practices as intended by the strategySelf-reporting or observations of changed practice by teachers who use OER (versus those who have not)Self-reporting of use of OER by teachers who received training (versus those who have not)Impact on student outcomesExtent to which students who are exposed to changed practices demonstrate better results than those who are notFormative or summative assessment data, comparing teachers who regularly use OER with those who do notDCO-AAA
485Monitoring progress and collecting feedbackYou can use the delivery chain you created earlier to inform the type of data you want to collectExample measures from delivery chain (professional development, see slide 28-30)Potential ways to collect dataNumber of districts undergoing training1Fold into district monthly reportingNumber of teachers trained by school officials2Fold into district monthly reportingCollect directly from schoolsNumber of teachers trained by approved providers3Include a requirement for reporting on this information in vendor contractsNumber of teachers satisfied with training4Add relevant questions to existing school climate surveyNumber of teachers trained whose observed practices are changing5Extrapolate from sample focus groups of principals, as well as existing principal advisory groupDifference in formative assessment gains for students with trained teachers vs. untrained6Formative assessment data combined with survey self-reporting of adoption in classrooms
495Monitoring progress and collecting feedbackOnce you have established metrics, you should consider how you will review progress on those metricsRoutines are a good way to regularly monitor progressWhat are routines?Regularly scheduled checkpoints to assess if implementation is on trackEngine that drives the work forward: Without routines, the work could stall or eventually fall off the agendaA source of structure and discipline to create order in complicated implementation workWhat purpose do routines serve?Monitor performance: Understand if the work is on track to deliver on the vision, based on data on implementation milestones and student outcomesDiagnose problems: Surface issues that are inhibiting progress and analyze data to pinpoint causesAddress problems: Provide a venue to discuss and decide how to overcome challengesDCO-AAA
50Characteristics of strong routines 5Monitoring progress and collecting feedbackCharacteristics of strong routinesAgreeing on a common purposeGoals and outcomes (particularly teacher or student outcomes) anchor the discussionAgenda, key messages and discussion questions, and relevant data are clear, concise, and well-preparedArriving at a shared view of performance and progressA wide range of evidence is presented in a way that is clear, sharp, and consistent, including:Outcome dataLeading indicator dataEvidence on the quality of implementationIdentifying and solving problemsAll participants reflect on what barriers exist and what it will take to overcome themEncouraging learning and collaborationOpportunities exist for learning and sharing across peers, including common challenges and best practicesIdentifying and committing to clear next stepsNext steps with responsible parties are identifiedNext steps are tracked and become evidence of progress and performance in future routinesDCO-AAA
51Exercise: Discussing methods for monitoring progress and collecting feedback WhatHowMaterialsTimeConsider how you will measure the success of your OER work overall (should be inspired by the vision)Determine any feedback loops you will use to know whether your activities are having their intended impact (should be pulled from the individual activity descriptions (Exercise IIIb), if you have completed themDiscuss:How often will we check in on our success?How will we check in (in person, by , written note, phone call, other)?Who should be involved in these check-ins?Who is responsible?What data will be reviewed?In state teamsFlip chart paperMarkersPlanning framework template p. 1780:
52Exercise: Identifying our next steps WhatHowMaterialsTimeReflect on your discussions you have had while completing these exercises:What are our immediate next steps to complete this plan and put it into action?Are there particular people we need to talk to? Discussions to have? Decisions to be made?Who is responsible for ensuring these next steps are completed? Are there deadlines?In state teams15Flip chart paper
53A reference for more information Achieve and EDI created a workbook for Common Core implementation more broadly, which has additional narrative, examples, and exercises for planning and implementation::