Continuous Improvement in University, District, and School Contexts: Promises and Challenges, Iteration After Iteration

• In Event: Hilton Roundtable Session 16

Session Type: Roundtable Session

Abstract

Over the last ten years, there has been increased interest in integrating ideas of continuous improvement into reform implementation in educational contexts. Continuous improvement emphasizes the importance of implementers adapting a reform through an iterative process of structured and intentional evidence-based practices in which implementers mutually adapt the reform to meet their needs as well as those of the local context. Despite its increasing popularity, continuous improvement remains framed by its promise and less by its challenges. We present three perspectives of continuous improvement from different educational levels. We discuss the theory of action and research behind the approach and compare implementation in our contexts to understand the promises and shortcomings of using continuous improvement in reform.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 9: Policy Implementation and Going to Scale

Chair

• Donald J. Peurach, University of Michigan

Papers

• University Council for Educational Administration's Program Design Network's Utility of Cross-Institutional Communities to Advance Educational Leadership Preparation Programming - Michelle D. Young, University Council for Educational Administration; Kathleen M. Winn, University Council for Educational Administration (UCEA)/University of Virginia

• The Drivers of a University-District Co-Design Partnership - Rick Mintrop, University of California - Berkeley

• Exploring the Promise of Continuous Improvement Strategies Within the Bureaucratic Structure of American High Schools - Stacey A. Rutledge, Florida State University; Marisa Cannata; Stephanie Brown, York College of Pennsylvania; Christopher Redding, University of Florida; KItchka Petrova, Florida State University