1. Work Group on Student-Centered Superintendent's Conference Room
Learning in High School
December 3, 2013
2:00-3:30pm
Superintendent's Conference Room
960 Main Street, 8th Fl
Hartford, CT

2. Professional Learning Community Updates
Bulkeley and Pathways PLC Coordinators
Learnings from site visits/ conferences/research
Classroom implementation plans

3. Sample Resources
Florida Virtual High School curriculum -
Middlebury interactive language –
TenMarks for math -
Our project site -

4. Developing our Theory of Action
What is a Theory of Action?
A set of underlying assumptions about how we will move our organization from its current state to its desired future.
It must align intended theory with the realities of work within an organization
Connects strategy to the actions and relationships critical to student learning
Identifies the mutual dependencies that are required to complete the complex work of instructional improvement
Grounded in research and evidence-based practice

5. Theory of Action
Begins with a causal statement between what we do and what constitutes a good result for the organization.
High leverage for achievement and equity
Powerful enough to transform programs and practices

6. Broad Theory of Action

7. Better Theory of Action

8. Best Theory of Action

9. Theory of Action Proposed Strategy: If we do this (Describe in detail)
Then “X” will happen (Explain in research base or theory base why this will work)
And we will see this result in

10. Draft Theory of Action
If we build the capacity of teachers to develop student-centered, blended learning instruction; cultivate 21st century and self-efficacy skills in students; foster collaboration with parents and the community; and if we provide schools with the conditions necessary for successful implementation,  then we will see improved student outcomes, increased district capacity, and strong community engagement.

11. Action Research Cycle

12. Measuring our Action Research Progress
observation schedules – of children, students or themselves;
audio and video tape recording;
structured or semi-structured interviews;
class records;
statistical indicators;
field notes;
an analytic memo;
photography;
repertory grids;
questionnaires
? might be children’s engagement during science sessions. Each method will give access to different aspects of the situation. There will still be areas not illuminated, but more is known than if only one method is used. Also, cross-referencing of data from different methods adds to the overall reliability of the research process.

13. HPS Action Research Plan Concepts
Logic Model -> Theory of Action -> Action Research -> Outcomes
Student focus group questions -
PLC Weekly Reflection

14. Group Discussion
What external obstacles or challenges might impact our blended learning efforts (e.g. state or local policies, funding, perceptions)? What steps can we take to mitigate?
What internal challenges might we confront as we seek to advance blended learning across the district (e.g. student access at home, facilities, choice of products)? How significant are these obstacles/how to mitigate?

15. Community Engagement Student Focus Groups
Parent Focus Groups/SGC meetings
Reports to BOE
Community discussions (April)
Website /newsletter stories
Other ideas

16. Next steps Next Meeting/Community Discussion: April 2014
Interim site visits to schools for Work Group Members