Where do you go after completing the Real-Time Redesign process?
We see two primary pathways for working toward more equitable, resilient teaching and learning across a school system. It is important to note these are not mutually exclusive. Highly effective school systems often use both processes in complementary ways.
Regardless of the path you choose for your immediate next steps following a redesign process such as Real-Time Redesign, get specific on what the timeline and major activities look like to keep your school system moving in the direction of your vision.
This planning template accompanies the Activity: Pilot Next Steps strategy card.
These discussion questions accompany the Activity: Pilot Next Steps strategy card.
These discussion questions accompany the Activity: Pilot Next Steps strategy card.
These discussion questions accompany the Activity: Reflect on the Pilot strategy card.
Monterey Peninsula wanted to solve a problem in their district: “How might we increase flexibility and personalization to build a sense of belonging and connection within the context of our labor and policy constraints?” After seeking stakeholder input and brainstorming a range of options, the design team decided to pilot a process to engage students and teachers to design new systems for personalization and connection.
This pilot had several assumed benefits. It was a chance to make sure that those most impacted by teaching and learning – students and teachers – led the change. Bringing together students and teachers for this work created an early opportunity to build connections. Lastly, the design team was also excited to build a reusable process that could be replicated to drive similar changes in the future.
To start, the design team wrote a project plan that would help identify participants, prepare them to engage in a design thinking process, and help them focus their efforts. They identified two teachers, two administrators, and 12 students as participants. Then, the design team curated resources and created short training sessions to introduce the participants to the process and design principles. Finally, they created a timeline for participants and a process by which participants’ solutions could be integrated into the district’s broader approach to teaching and learning.
Mastery Charter Schools wanted to solve a problem in their network: “How might we build a blended learning model that fosters achievement and independence in our high school students?” After seeking stakeholder input and brainstorming a range of options, the design team decided to pilot the integration of ISTE Standards for Students into high school lesson plans.
This pilot had several assumed benefits. It would provide a clear anchor point for the district’s transition to a blended learning model, it would clarify what it looks like to build student ownership and independence in their learning, and it would give teachers much-needed guidelines and supports as they facilitate this change.
Mastery’s pilot focused on a couple of classrooms to start. Teachers were coached to integrate ISTE Standards for Students with selected course content. The design team specifically focused on two standards (Knowledge Constructor and Creative Communicator), as those most closely align with the network’s goal of boosting student independence and with the Ready for Rigor culturally responsive teaching (CRT) framework used in the network. Lastly, the design team created a project plan to map out the pilot timeline, engage school leaders and teachers, and get to work.
This template provides design teams with space to clearly define the parameters of a pilot plan (or small test) – including the format, who will interact with the pilot, what messaging and resources are required, and what measures will determine whether your pilot meets its goals. Teams may also document the progress of the pilot and capture reflections.
When building a prototype, it is important to get clear on what the solution looks like in practice. This exercise from IDEO helps teams define a clear prototype by creating a role play.
