CAP-Ed Programs
21CSLA Principals’ Collaborative Support Network
CAP-Ed's Partnership with California State University Chico supports principals in the 21CSLA Principals’ Collaborative Support Network in Northern California
“As an inquiry group, the network can provide the kind of support and feedback principals need.” – Network principal
“These sessions always give me something to think about. Sometimes I just feel less alone hearing that administrators in other small school districts are going through the same thing I am, and sometimes there are ideas that I consider and potentially put into practice.” - Network principal
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Superintendents’ Executive Leadership Forum (SELF) since 2006
CAP-Ed's original leadership program
California Superintendents’ Collaborative Network
A program of the Center for Applied Policy (CAP-Ed) at UC Davis
We developed the California Superintendents Collaborative Network over the course of 17 years engaging with district leaders to connect research to practice. Our primary objective is to form an ongoing network of practicing superintendents who are deeply committed to creating coherent and effective systems of instruction in their districts; a network of superintendents who have a genuine willingness to collaboratively explore a variety of implementation strategies that support teaching and learning of all students using a “problems of practice and theories of action” model of collective inquiry.
San Benito Research Practice Partnership
CAP-Ed’s Partnership with the San Benito High School District
Prof. Megan Welsh and Dr. Christina Murdoch have partnered with the San Benito High School District (SBHSD) to establish a three-year research practice partnership (RPP). The goal of the work is to embed inquiry directly into how the district equitably supports all students. The collaboration began with Superintendent Dr. Shawn Tennenbaum’s membership in the Center for Applied Policy in Education’s California Superintendents Collaborative Network. SBHSD Assistant Superintendent Elaine Klauer, Director – Specialized Student Services and Special Education Dr.
Systems Transformation Collaborative
The three-year Systems Transformation Collaborative led by Dr. Michael Fullan accelerates the ability of 75 schools in California districts to substantially improve student achievement for all students. This program deepens leadership skills at all levels to mobilize commitment and energy to achieve shared goals with a laser-like focus on improved instruction.
Instructional Rounds
Instructional Rounds can help education leaders and practitioners develop a shared vision of high-quality instruction across classrooms, schools and districts.
Derived from the model of medical-rounds used by physicians, this approach to professional learning creates instructional rounds networks.
Problems of Practice: The Necessary Steps
What is a problem of practice? A problem of practice is an area that a school or school district identifies that focuses on the instructional core, is directly observable, is actionable, and connects to a broader strategy of improvement. Identifying a problem of practice is the first step and element of instructional rounds. After the problem of practice is identified, the theory of action, or the tentative solution to the issue, can be applied to begin addressing the problem.
Exploring the Problems of Practice
Necessary Steps
What is a problem of practice? A problem of practice is an area that a school or school district identifies that focuses on the instructional core, is directly observable, is actionable, and connects to a broader strategy of improvement. Identifying a problem of practice is the first step and element of instructional rounds. After the problem of practice is identified, the theory of action, or the tentative solution to the issue, can be applied to begin addressing the problem.
What is a Theory of Action?
Three Main Requirements
The Causal Role: The theory of action must begin with a statement of a causal relationship
When learning from instructional rounds, it is important for individuals to develop their own personal theories of action and then share them with their colleagues.
If the adults who work in schools are actively learning about the causal relationship between their work and the work between other teachers and other students, then support for improved instructional practice will increase and the work of teachers and students will become more effective.
