What We Do

Lead networked improvement communities focused on equitable outcomes for students

Schools That Lead is facilitating three cohorts of schools, each working to solve a shared problem as a network to accelerate learning across schools.
  1. high schools working to increase on-time graduation;
  2. middle schools working to reduce 9th grade retentions; and
  3. elementary schools working to reduce the number of students with early warning indicators in course failures, absences and discipline.
Access the RFP here to apply for our North Carolina Networks.

Our theory of action is rooted in improvement science* in which educators: * For more on improvement science, visit the Carnegie Foundation for the Advancement of Teaching.

Why Improvement Science?

In our work, principals and teachers learn to use improvement science to articulate their theories and assumptions, select change ideas and measure impact over time as they work to solve a common problem.

Ownership matters. Engaging key participants early and often is central to the practice of improvement science. Teachers and principals care deeply about student outcomes; it is their daily work. Inviting teachers and principals to work together to understand a problem deeply and contribute to a shared theory not only builds will for solving the problem, but also informs the ways we understand the problem. Those closest to the work help define the high leverage areas to work on.

Taking collective action on a shared aim in this way does more than solving the one identified problem of practice; it marshals the energy, knowledge, and attention of teachers and principals to close persistent gaps for students, and the collection, analysis and monitoring of data ensures that changes are indeed improvements toward the aim. It builds and reinforces the identity of teachers as problem-solvers, and that improves the cultures of schools.

Our Beliefs

The design of all Schools That Lead professional learning is collaborative, job-embedded and focused on improving student outcomes by having teachers lead from the classroom with the support of their principals. Teachers also have the opportunity to micro-credential in this work, click here to learn more.