Lessons Learned from the LeARner Collective

Whether at work or home, nearly every day, we are confronted with the opportunity to grasp a novel concept, think through a complex problem or master an emerging skill. The result—a new capability—may look the same, but the roadmap often differs depending on our learning style. As educators know firsthand, the same applies to today’s K-12 students. Effective teachers take student-centered approaches to heart, modifying instructional strategies and curricula to meet their classroom’s unique needs.

At Forward, we want to uplift these educators’ innovative strategies as successful models for how our state can improve outcomes for all students. That’s where the LeARner Collective (TLC) comes in. As we enter Phase II, we sat down with Meghan Thompson, senior manager of programs, for insight into how TLC aims to elevate participating school teams’ voices while helping them expand their impact to drive student, school and community success.

First, can you tell us more about TLC and the vision behind it?
Rather than focusing on offering professional development around a prescribed strategy or instructional method, TLC puts educators and school staff in the driver’s seat. In Phase I, we explored their innovative ideas for shifting existing in-school conditions, such as structures, practices and policies, to advance student learning. In Phase II and beyond, TLC will provide participating school teams with dedicated time, space and support to expand upon and deploy solutions within their local context.

What did participating school teams accomplish in Phase I?
TLC is designed to be a creative, collaborative process. After honing in on their strategic focus areas, participating schools received personalized coaching from Forward and our national partner, 2Revolutions, to develop targeted pilot solutions. In Phase I, teams coalesced around three primary improvement opportunities—durable skills, school climate and literacy. For durable skills, schools began integrating competencies, such as effective communication and conflict resolution, into their learning processes. For school culture, teams consistently solicited feedback within their buildings to answer, “What does a positive and successful learning environment look like to us?” Schools used wide-ranging initiatives to improve instructional practices, curricula, interventions and even engagement with families and their communities to support cultures of literacy.

What can we expect from TLC’s Phase II?
With Phase II, we’ve developed two tailored pathways to reflect schools’ needs, strengths and goals—collective collaboration (i.e., continuation) or individualized support (i.e., schoolwide transformation). Both were created to meet schools where they are and ensure maximum benefit for their educator teams. Regardless of their designated pathway, all participating schools’ staff will have access to virtual learning and enhanced professional and collective leadership development to foster a culture of shared leadership, where everyone has the chance to be a leader and learner.

We’ve grouped the continuation pathway cohort into five focus areas to help them zoom out, think bigger and expand their impact. They include: 1) Teachers as Leaders: Elevating Teacher’s Expertise 2) Best Practices for Effective Literacy Instruction, 3) Building Durable Skills for Student Success and 4) Schoolwide Positive Behavior Systems. These groups will gather monthly for capacity building, professional development and coaching.

Schoolwide transformation teams will receive deeper individualized support with a dedicated coach and regular on-site visits. This pathway kicked off in August with a visioning process to gather stakeholder feedback to determine their school community's greatest desires and needs. This data will shape their priority areas and efforts.

As a former K-12 teacher and administrator, Meghan understands that educators often have the creative solutions, knowledge and skill sets needed to enhance student learning. However, she also knows from experience that they may need additional time, space or resources to bring their ideas to reality. Meghan says she hopes TLC will serve as a “catalyst for change,” enabling and empowering teachers to deliver positive outcomes within their classrooms, schools and communities.