Become the Educator You’ve Always Wanted to Be.
Learn a proven methodology to improve student participation in the classroom
Accelerate the development of your problem-solving skills as an educator
Connect and collaborate with educators from across the country
Find out how to tackle the root causes of issues affecting your school
COURSE DESCRIPTION
This fast-paced course offers participants the opportunity to:
Learn a research-based method to school improvement
Accelerate your skills as a problem-solver
Connect and learn with a cohort of peers from across the country
Act on a significant problem in your school/district that you select
Through a virtual format that consists of both live and asynchronous learning activities, K-12 district and school administrators will get a fresh take on how to approach school improvement planning and, most importantly, do school improvement!
COURSE OBJECTIVES
Through this course, you will:
learn how to look beneath the surface of the most vexing problems standing in the way of students’ success in your school or district
choose on a one of those vexing problems and actually practice improvement skills to get an improved outcome
develop your skills as a problem-solver in order to tackle today’s and tomorrow’s improvement challenges
COURSE COMPONENTS
Virtual Learning
The eight-week course is anchored by six 120-minute virtual learning sessions that take place at 2:30pm - 4:30pm EST beginning on Wednesday, October 23, 2024 and meeting every other week through December 11, 2024. Each session will consist of group discussion, introduction to an improvement science concept/tool, hands-on practice, questions/ answers and a preview of the independent learning activity.
COURSE MATERIALS
Readings
Each session will include short readings that support and extend learning.
Digital Workbook
The workbook includes pages for note-taking during webinars, resources, and instructions and templates for learning activities.
COURSE SCHEDULE
| DATE | TOPICS | INDEPENDENT LEARNING ACTIVITIES |
|---|---|---|
| Oct 23, 2024 | Welcome to the Course! Why improvement science? |
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| Oct 30, 2024 | Understanding the System |
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| Nov 13, 2024 | Identifying Root Causes |
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| Nov 20, 2024 | Crafting a Theory |
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| Dec 4, 2024 | Planning a PDSA |
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| Dec 11, 2024 | Learning from Your Inquiry |
|
PLANNING YOUR TIME
Time expectations to complete the learning activities in each course segment are described below:
● Pre-Course Knowledge Survey: approximately ten minutes
● Live webinars: 120 minutes per webinar
● Independent learning and reading: approximately one to three hours each
● End-of-course survey: approximately ten minutes
COURSE CERTIFICATE
To successfully earn a certificate of completion for the course, you are expected to:
● Attend all virtual sessions (recordings of all sessions will be available)
● Submit all independent learning activities
● Submit precourse and end-of course surveys
COST
The cost is $500.00 per participant for the 8-week virtual experience. This includes all materials.
Personalized virtual coaching is available at $100.00 per 45-minute session.
COURSE FACILITATOR BIOS
Dr. Dana Diesel
is President and CEO of Schools That Lead, Inc. She also teaches courses at Wilmington University on the use of improvement science in schools to students pursuing their doctorates in educational leadership. Previously Dana led school development efforts at a state-wide education non-profit in North Carolina and worked as a teacher, assistant principal, principal, central services director, and superintendent in states throughout the country. Dana has an EdD from Teachers College, Columbia University, a master's from Harvard Graduate School of Education and a bachelor's from Old Dominion University.
is the Chief Analytics Officer for Schools That Lead. With a Bachelor of Science in physics from North Carolina Central University, she has taught both secondary school and community college courses. In addition, she earned an MBA, and MS Accounting and Information Systems from Strayer University. Sponsored by the NC ACCESS Program and North Carolina Office of Charter Schools, Taqwanda completed the requirements of the Educational Equity Aspiring Minority School Leaders Program and earned a graduate certificate in School Leadership from Appalachian State University. Before joining STL, Taqwanda served as the Assistant Head of School of a secondary charter school in Charlotte, North Carolina. It is her belief that teacher empowerment is the key to positive student outcomes and she is committed to ensuring all students have access to an equitable education.
is the Chief Learning Officer of Schools That Lead, Inc with over two decades of experience in North Carolina public schools. Her career encompasses roles from teacher assistant to executive director, including ten years as a classroom teacher and twelve years as a school administrator. Eliz has also spent six years creating and leading professional learning initiatives at both the state and local levels. Eliz served as the Executive Director of NC Virtual Public School, where she spearheaded the development of personalized learning environments for students and teachers alike. Her dedication to creating supportive and dynamic educational opportunities informs her work at Schools That Lead. Eliz holds an EdD from Columbia University and both a Master’s and Bachelor of Arts degree from UNC-Chapel Hill.
Collaborators
Dr. Simone Palmer
is the Managing Director of her own consulting firm, SynergizEd, which focuses on building the capacity of education leaders to transform systems by building their capacity in systems thinking, improvement science and team leadership. Dr. Palmer began her professional career as a pediatrician, serving in the U.S. military as well as in private practice for over 10 years. Her mission in life has always been to improve the lives of children, first in health care and later in education when she made a career switch 18 years ago. Dr. Palmer began teaching science in Colorado Springs, first in a STEM-focused International Baccalaureate school and then in an alternative high school. After 8 years of classroom teaching, she earned a Masters in educational leadership and policy studies from the University of Denver’s Morgridge College of Education. She then completed the Aspiring Turnaround Leaders principal residency program through The New York City Leadership Academy, serving as resident principal at a high poverty middle school in Rhode Island and at a suburban middle school in Massachusetts. As District STEM Director for a public school district in Rhode Island, Dr. Palmer oversaw the district wide alignment of curriculum, instruction and assessment in mathematics, science and technology. She then took the role as the Science and Technology Specialist for the RI Department of Education where she led in the implementation of the Next Generation Science Standards (NGSS), established a statewide network of science instructional leaders, and pioneered the development of the first adaptive online state assessment for the NGSS. Dr. Palmer joined the Carnegie Foundation for the Advancement of Teaching in 2018, completing her tenure there as a Senior Associate in 2024. Her accomplishments at Carnegie included: designing and facilitating multiple in-person and virtual professional learning programs; founding a national network of innovative districts focused on secondary school redesign; serving as a lead on the annual Carnegie Summit program team; and coaching executive leaders and middle managers from districts across the country in improvement science and system transformation. She also co-authored the publication Transforming Educational Systems Toward Continuous Improvement: A Reflection Guide for K-12 Executive Leaders.
embarked on her 20-year educational career in the elementary classroom within San Francisco Unified School District's Western Addition. Her steadfast commitment to advancing equity for all students has deepened throughout her extensive experience across a range of educational levels. After eleven years as principal and assistant principal at a comprehensive high school in Tahoe Truckee, Logan was promoted into the role of Assistant Superintendent of Educational Services. She led a collaborative effort with instructional leaders to align district standards and expectations, promoting inclusivity and enhancing educational practices. Within her first year, she successfully established district-wide agreements for a literacy multi-tiered system of support, implemented improvement science strategies and academic discourse practices to increase achievement for underrepresented student populations. Logan has also served as a professor of student teachers at the University of San Francisco’s School of Education. She holds a bachelor’s degree in English Literature, a master’s degree in Teaching, and teaching and administrative credentials, all from the University of San Francisco. Logan firmly believes that student-centered decision-making is crucial and is passionate about fostering student success through engaging courses and by nurturing strong relationships between students and adults on campus.
