Being Connected: The State of TWIN-CS Network Structure MINSONG KIM (minsong.kim@bc.edu) The Roche Center for Catholic Education Boston College June 26, 2016
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
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
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
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
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
1. Who we are Who did you talk to about implementing the TWI model? Survey Question asked: During the past school year (2014-2015), 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
1. Who we are Who did you talk to about implementing the TWI model? Principals Survey Question asked: During the past school year (2014-2015), 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
1. Who we are Who did you talk to about implementing the TWI model? Mentors Survey Question asked: During the past school year (2014-2015), 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
1. Who we are Who did you talk to about implementing the TWI model? Survey Question asked: During the past school year (2014-2015), 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
1. Who we are Who did you talk to about implementing the TWI model? Survey Question asked: During the past school year (2014-2015), 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
1. Who we are Who did you talk to about implementing the TWI model? Minsong Kim
1. Who we are Who did you talk to about implementing the TWI model? Survey Question asked: During the past school year (2014-2015), 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
1. Who we are Who did you talk to about implementing the TWI model? Minsong Kim
1. Who we are Who did you talk to about implementing the TWI model? Survey Question asked: During the past school year (2014-2015), 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
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
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
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
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
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
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
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
How we are doing it (cont.) Consider removing “other” column Minsong Kim
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
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