1. Being Connected: The State of TWIN-CS Network Structure
MINSONG KIM
The Roche Center for Catholic Education
Boston College
June 26, 2016

2. Objectives Understand relational networks in the context of TWIN-CS
Gain insights on the characteristics of TWIN- CS communities of practice (CoP)
Students will (audience will) understand
Gain (develop) insights
Minsong Kim

3. Communities of practice
Groups of individuals sharing a common purpose and learning to pursue this together
Add some visual (describe)
--easy anecdotal example (visual for people to catch attention)
--be quick here
Minsong Kim

4. Communities of practice
A social entity addressing a common interest domain
Sustained relationships
1. Mutual Engagement
(WHO we are)
Shared ways of engaging
Shared understandings
2. Joint Enterprise
(WHAT we’re doing)
Flow of information and knowledge
Use of specific tools, devices, and routines
Shared ways of communicating
3. Shared Repertoire
(HOW we’re doing it)
CoPs are groups of individuals sharing a common purpose and learning to pursue this together.
POINTS TO EMPHASIZE: talking thru in a quick manner (quick framing) no long lecture…
Minsong Kim

5. Communities of practice
A social entity addressing a common interest domain
Sustained relationships
1. Mutual Engagement
(WHO we are)
Shared ways of engaging
Shared understandings
2. Joint Enterprise
(WHAT we’re doing)
Flow of information and knowledge
Use of specific tools, devices, and routines
Shared ways of communicating
3. Shared Repertoire
(HOW we’re doing it)
CoPs are groups of individuals sharing a common purpose and learning to pursue this together.
POINTS TO EMPHASIZE: talking thru in a quick manner (quick framing) no long lecture…
Minsong Kim

6. Communities of practice
A social entity addressing a common interest domain
Sustained relationships
1. Mutual Engagement
(WHO we are)
Shared ways of engaging
Shared understandings
2. Joint Enterprise
(WHAT we’re doing)
Flow of information and knowledge
Use of specific tools, devices, and routines
Shared ways of communicating
3. Shared Repertoire
(HOW we’re doing it)
CoPs are groups of individuals sharing a common purpose and learning to pursue this together.
POINTS TO EMPHASIZE: talking thru in a quick manner (quick framing) no long lecture…
Minsong Kim

7. 1. Who we are Who did you talk to about implementing the TWI model?
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
Teachers
Minsong Kim

8. 1. Who we are Who did you talk to about implementing the TWI model?
Principals
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
Minsong Kim

9. 1. Who we are Who did you talk to about implementing the TWI model?
Mentors
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
Minsong Kim

10. 1. Who we are Who did you talk to about implementing the TWI model?
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
BC Design Team
Minsong Kim

11. 1. Who we are Who did you talk to about implementing the TWI model?
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
Minsong Kim

12. 1. Who we are Who did you talk to about implementing the TWI model?
Minsong Kim

13. 1. Who we are Who did you talk to about implementing the TWI model?
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
Minsong Kim

14. 1. Who we are Who did you talk to about implementing the TWI model?
Minsong Kim

15. 1. Who we are Who did you talk to about implementing the TWI model?
Survey Question asked: During the past school year ( ), who did you talk to about implementing the TWI model?
Clearly visible core-and-periphery structure
Consider adding:
Animation in: use block arrows to animate in and point to the blue and red and black, etc.
Minsong Kim

16. 2. What we are doing
How would you characterize relationships among the members of your school's TWI Implementation Team? Between your school and other schools in the Network?
Strong
Impl
Team
(2013)
(2015)
Across
Network
Trusting
59%
67%
21%
Advice Oriented
43%
55%
24%
Knowledge Sharing
41%
60%
Data Driven
27%
33%
14%
Takeaways (Learning characteristics)
Learning relationship is stronger within schools.
Perceived strength is notably greater within Implementation Teams than across network
Less degree of data-driven relationship.
Relatively high degree of uncertainty across network, compared to Implementation Teams
CONSIDER REMOVING “UNSURE” PORTION
--TALK ABOUT IMPL 2013~2015 FIRST
--THEN HAVE ACROSS NETWORK (2015) APPEAR AGAIN
TAKEAWAY (GLOW – WE’RE DOING WELL)
(GROW) WE NEED TO GROW MORE AS A NETWORK
Minsong Kim

17. 2. What we are doing
How would you characterize relationships among the members of your school's TWI Implementation Team? Between your school and other schools in the Network?
Strong
Impl
Team
(2013)
(2015)
Across
Network
Trusting
59%
67%
21%
Advice Oriented
43%
55%
24%
Knowledge Sharing
41%
60%
Data Driven
27%
33%
14%
Takeaways (Learning characteristics)
Learning relationship is stronger within schools.
Perceived strength is notably greater within Implementation Teams than across network
Less degree of data-driven relationship.
Relatively high degree of uncertainty across network, compared to Implementation Teams
CONSIDER REMOVING “UNSURE” PORTION
--TALK ABOUT IMPL 2013~2015 FIRST
--THEN HAVE ACROSS NETWORK (2015) APPEAR AGAIN
TAKEAWAY (GLOW – WE’RE DOING WELL)
(GROW) WE NEED TO GROW MORE AS A NETWORK
Minsong Kim

18. 2. What we are doing
How would you characterize relationships among the members of your school's TWI Implementation Team? Between your school and other schools in the Network?
Strong
Implement
Team
(2013)
(2015)
Across
Network
Trusting
59%
67%
21%
Advice Oriented
43%
55%
24%
Knowledge Sharing
41%
60%
Data Driven
27%
33%
14%
Takeaways (Learning characteristics)
Learning relationship is stronger within schools.
Perceived strength is notably greater within Implementation Teams than across network
Less degree of data-driven relationship.
Relatively high degree of uncertainty across network, compared to Implementation Teams
CONSIDER REMOVING “UNSURE” PORTION
--TALK ABOUT IMPL 2013~2015 FIRST
--THEN HAVE ACROSS NETWORK (2015) APPEAR AGAIN
TAKEAWAY (GLOW – WE’RE DOING WELL)
(GROW) WE NEED TO GROW MORE AS A NETWORK
Minsong Kim

19. 2. What we are doing
How would you characterize relationships among the members of your school's TWI Implementation Team? Between your school and other schools in the Network?
Strong
Impl
Team
(2013)
(2015)
Across
Network
Trusting
59%
67%
21%
Advice Oriented
43%
55%
24%
Knowledge Sharing
41%
60%
Data Driven
27%
33%
14%
Takeaways (Learning characteristics)
Learning relationship is stronger within schools.
Perceived strength is notably greater within Implementation Teams than across network
Less degree of data-driven relationship.
Relatively high degree of uncertainty across network, compared to Implementation Teams
CONSIDER REMOVING “UNSURE” PORTION
--TALK ABOUT IMPL 2013~2015 FIRST
--THEN HAVE ACROSS NETWORK (2015) APPEAR AGAIN
TAKEAWAY (GLOW – WE’RE DOING WELL)
(GROW) WE NEED TO GROW MORE AS A NETWORK
Minsong Kim

20. 2. What we are doing
How would you characterize relationships among the members of your school's TWI Implementation Team? Between your school and other schools in the Network?
Strong
Impl
Team
(2013)
(2015)
Across
Network
Trusting
59%
67%
21%
Advice Oriented
43%
55%
24%
Knowledge Sharing
41%
60%
Data Driven
27%
33%
14%
Takeaways (Learning characteristics)
Learning relationship is stronger within schools.
Perceived strength is notably greater within Implementation Teams than across network
Less degree of data-driven relationship.
Relatively high degree of uncertainty across network, compared to Implementation Teams
CONSIDER REMOVING “UNSURE” PORTION
--TALK ABOUT IMPL 2013~2015 FIRST
--THEN HAVE ACROSS NETWORK (2015) APPEAR AGAIN
TAKEAWAY (GLOW – WE’RE DOING WELL)
(GROW) WE NEED TO GROW MORE AS A NETWORK
Minsong Kim

21. 3. How we are doing it
Organizational Features Are Platforms for Learning Growth and Expansion
“Participating in webinars allowed me to feel good about reaching out to other TWIN members who are in the same boat as we are and working their way through the challenges. Thus, we can also work our way together towards success.”
Sustained Connections Are Vital for Productive Learning
“We aren’t alone”
“Face to face time”
“Listening to different perspectives has helped us a lot by allowing us to do things we haven’t thought of”
“Wealth of knowledge”
Shared ways of communicating
Use of specific tools, devices, routines (talk these points)
ANIMATE THESE!
Minsong Kim

22. 3. How we are doing it (cont.)
Informed decisions through research and data evidence are important ways to promote productive CoPs
Research-informed, data-driven implementation has not yet to materialize in practice.
“There seems to be a lack of a certain capacity to understand the value of data for improvement”
“I think we’re not measuring any research outcomes right now”
BC Design Team serves as the communication hub
Shared ways of communicating
Use of specific tools, devices, routines
Minsong Kim

23. How we are doing it (cont.)
Consider removing “other” column
Minsong Kim

24. Challenges & opportunities
More face to face time to sustain productive learning
Currently limited to the annual Summer Academy
Teachers may benefit from structured guidance to engage more in network activities
Teachers practice CoPs but largely in isolation.
Teachers are overwhelmed with daily classroom workload.
Mentors are proactive influencers but the scope of their influence varies
Clearer role definition and structure to their involvement
Opportunity to formulate a structured guidance for the teachers within and across schools
THIS WAS RESULT FROM A YEAR AGO… A SNAPSHOT FROM LAST YEAR… THINK ABOUT WAYS TO CONTINUE STRENGTHEN
USE THIS AS A SPRING BOARD THINKINGA BOUT THESE OPPS
Minsong Kim

25. What’s Next?
What would help individual members sustain cross network connections beyond the Academy?
What would help teachers engage more in network activities without over burdening them?
How do we transition towards more research-based and data-driven TWI implementation?
What are some ideal network structures for TWIN-CS as we continuously grow?
Minsong Kim