This fourth module concludes TLA’s in-depth analysis of the three-year Empower Teacher and School Leader (TSL) Grant at Lindsay Unified School District (LUSD). Each module has aligned to specific research questions and contributed to a broader examination of the personalized professional learning program and the performance-based compensation strategies (PBCS).
In taking a modular approach to our analysis of the three-year Empower Teacher and School Leader (TSL) Grant, TLA addressed specific research questions and built towards a broader examination of the personalized professional learning program as well as Lindsay Unified School District’s (LUSD’s) performance-based compensation strategies (PBCS).
Findings from previous examinations of the Lindsay Unified School District (LUSD)’s personalized professional learning program informed the design of our modular, in-depth analysis of the three-year Empower Teacher and School Leader (TSL) Grant. Each module aligns to specific research questions and builds towards a broader examination of the personalized professional learning program and the performance-based compensation strategies (PBCS) implemented within the district.
Lindsay Unified School District (LUSD) has made a commitment to ensuring that all learners have the very best learning experiences every day. Through its Strategic Design, the district has articulated a clear vision for personalized, performance-based learning for both children and adults. Consequently, LUSD began a personalized professional learning program for its learning facilitators and leaders that has been supported by a federal Teacher and School Leader (TSL) grant. Over the course of three academic years (2017-2020), learning facilitators and leaders in LUSD have participated in a range of professional learning opportunities designed to develop their capacity to implement the district’s vision of the Ideal Learning Experience.
To demonstrate and document how school systems can create high-quality, personalized, performance-based professional learning approaches for learning facilitators and leaders, The Learning Accelerator (TLA) has collaborated with the LUSD leadership team. As a result of this partnership, TLA has designed and implemented a comprehensive and ongoing research plan to analyze the effects of personalized professional learning and performance-based compensation on both learner achievement and adult competencies.
This executive summary synthesizes the findings from five different reports related to an in-depth analysis of the Lindsay Unified School District (LUSD) personalized professional learning program. In addition to reviewing the details of the program, this summary describes patterns of learning facilitator participation and key findings about the relationship between professional learning and learner growth. It also presents a synopsis of the effects of LUSD’s Performance Based Compensation Strategies (PBCS) and discusses the district’s return on investment.
Beginning in the 2017-18 School Year, Lindsay Unified School District (LUSD) launched a strategy to provide personalized professional learning opportunities to its learning facilitators (i.e., teachers) to support the development of the district’s Adult Learning Curriculum (ALC) as part of a Teacher and School Leader (TSL) grant initiative. To measure the effectiveness of LUSD’s professional learning approach on learner (i.e., student) growth, this initial analysis addresses three primary research questions using data from the first two years of the grant: (1) how did engaging in professional learning affect learner achievement? (2) which combinations of professional learning emerged in terms of type and dose? and (3) which combinations had the greatest effect on learner outcomes? The conclusions from this report will inform the direction of subsequent analyses and serve as a first indication of the effectiveness of the professional learning opportunities implemented under the TSL grant initiative. View the executive summary and an accessible version of this report.
This research brief examines Lindsay Unified School District (LUSD)’s learning facilitators’ participation in two professional learning opportunities offered in partnership with external providers BetterLesson and PBLWorks in Grant Year 1 (2017-2018) and Grant Year 2 (2018-2019). View an accessible version of this report.
Using The Learning Accelerator‘s Key Factors that Help Drive Remote Learning Quality as a framework, this team assessment intends to surface and identify the prevalence of the drivers of quality virtual/hybrid learning in context. This tool uses the same survey items as from the self-assessment, but instead of asking individuals to rate their confidence in each item, it prompts teams to use a modified version of the Stoplight protocol from DataWise to indicate the degree to which each driver exists in context – consistently, in pockets, or not at all. This team assessment also prompts participants to add evidence to support their observations.
Using The Learning Accelerator’s Key Factors that Help Drive Remote Learning Quality as a framework, this individual self-assessment asks each participant to rate either their level of confidence or the likelihood that certain drivers exist in context.
Districts disseminate this survey using an online platform such as SurveyMonkey, Qualtrics, or Google Forms and then come together to review a summary of the responses.
This white paper release from The Learning Accelerator is a companion piece to our Hop, Skip, Leapfrog work to identify pandemic innovations advancing school systems. This paper zooms out from discrete innovation points, highlighting thematic stories and offering a look across systems and experts to share broader patterns in the new skills, capabilities, and mindsets which will help the K-12 sector make bigger leaps as communities move through recovery to advancement.
