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Module 4 - Innovation Configuration Map

The document outlines an innovation configuration map for changing the criteria for academic review boards. The map describes 3 key components: 1) using data-driven actions to identify student needs and encourage change, 2) providing professional development opportunities for teachers, and 3) establishing feedback and analysis loops. For each component, it lists variations from an ideal implementation to less acceptable variations, to help evaluate current practices and identify areas for improvement. The overall goal is to establish more rigorous and supportive processes for evaluating student performance and teacher development.

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92 views

Module 4 - Innovation Configuration Map

The document outlines an innovation configuration map for changing the criteria for academic review boards. The map describes 3 key components: 1) using data-driven actions to identify student needs and encourage change, 2) providing professional development opportunities for teachers, and 3) establishing feedback and analysis loops. For each component, it lists variations from an ideal implementation to less acceptable variations, to help evaluate current practices and identify areas for improvement. The overall goal is to establish more rigorous and supportive processes for evaluating student performance and teacher development.

Uploaded by

api-501089806
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Innovation Configuration Map

Adapted from http://sdmasterteachers.wikispaces.com/Innovation+Configuration

Directions: Determine the required components for your proposed change (add or delete cells as needed). Describe each component and
each variation. Place the ideal variation of each component in column #1 and the most unacceptable variation in column #5. Place the other
variations in-between in the appropriate sequence, best to worst, left to right. Keep the following in mind as you describe the components:

Component: The major features of an innovation (when it is in use) that describe how it is used.

Variations: The different ways in which the components can be operationalized. Creating a visual of what ideal
implementation would look like for each component in the Variation 1 box.

Keep these questions in mind:

1. What does the innovation look like when it is in use?


2. What would I see in classrooms where it is used well (and not as well)?
3. What will teachers and students do when the innovation is in use?

Change Topic: Changing the Criteria for Academic Review Boards

Component 1: Data-Driven Actions


1 2 3 4 5

Identifies students’ Evaluates and tracks Evaluates, but does not Rarely tracks or Does not track or analyze
failures/needs and student understanding track, students’ analyzes trends in trends in student failures.
encourages change by at the end of each understanding using student failures.
“examining [MQT] block utilizing an limited types of
assessment data to appropriate assessment assessments throughout
identify student utilizing both teacher MQT.
strengths and and student-driven
deficiencies” (Mertler, rubrics.
2014).
Innovation Configuration Map
Adapted from http://sdmasterteachers.wikispaces.com/Innovation+Configuration

Component 2: Professional Development


1 2 3 4 5

Provides monthly (or Provides quarterly Provides annual Teachers only attend Teachers do not participate
more) opportunities for opportunities for professional unit mandated in any professional
teachers to discuss or teacher to discuss or development professional development to practice,
implement a new implement new opportunities for development events to analyze, or discuss
teaching practice and teaching practice and teachers to learn new address deficiencies in educational strategies.
collaborate with other collaborate with other teaching practices, training.
staff instructors. staff instructors. discuss recurring issues
in the classroom, and
receive feedback from
Chief of
Training/Weapons
Instructor.
Component 3: Feedback and Analysis Loop
1 2 3 4 5

Instructors debriefs Instructors collaborate, Instructors Teachers rarely ask or Teachers do not debrief
their performance after communicate, and occasionally give receive feedback from post-lesson and do not take
every lesson and debrief with other students the students, other any action after receiving
collaborates with other instructors and opportunity to provide instructors, or feedback from students,
staff instructors to administrators monthly input to personalize administrators. other staff instructors or
solve recurring to support student lesson plan. administrators.
feedback received from learning.
students.

Chief of Training
meets quarterly with
staff instructors to
“deliver high-quality,
actionable feedback to
[staff] instructors”
(Education First, 2015,
p. 4).
Innovation Configuration Map
Adapted from http://sdmasterteachers.wikispaces.com/Innovation+Configuration

References

Mertler, C.A. (2014, August). The data driven classroom. http://www.ascd.org/publications/books/sf114082/chapters/Introduction_to_Data-

Driven_Educational_Decision_Making.aspx#:~:text=Data%2Ddriven%20educational%20decision%20making%20refers%20to

%20the%20process%20by,those%20findings%20to%20their%20practice.

Education First. (2015, June). Giving teachers the feedback and support they deserve. https://education-first.com/wp-

content/uploads/2015/10/Giving-Teachers-the-Feedback-and-Support-They-Deserve.pdf

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