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Session Type: Symposium
In this related paper set we share 5 papers from a five-year research-practice partnership project in which university science and English Language educational researchers partnered secondary science teachers, coaches, principals, and district leaders from a culturally and linguistically diverse school district to develop a Networked Improvement Community that aims to improve science instruction for all students, and EL students in particular. Currently educational systems are not designed to adapt or improve instruction, but this project represents a shift in how knowledge has traditionally been used in education, particularly in professional learning. We describe the application of NIC principles through three inter-related levels of participants and their interdependent activities, which supports the improvement of instruction, and “getting better at getting better.”
Teachers' Pedagogical Frames About Scientific Modeling: Being Developed Through Collective Inquiry and Guiding Classroom Teaching - Soo-Yean Shim, University of Washington - Seattle; Jessica J. Thompson, University of Washington
English Learner–Focused Teacher Leaders and Instructional Capacity Building - Kerry Soo Von Esch, Seattle University; Anna Wheeler Van Windekens, University of Washington - Seattle; Jessica J. Thompson, University of Washington; Jennifer Richards, University of Washington; Karin Lohwasser, University of Washington
Positive Patterns of Principal Participation That Promote Reform Practice Enactment - Christine Chew, Self-employed
Networked Professional Learning Communities: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in a RPP - Jennifer Richards, University of Washington; Jessica J. Thompson, University of Washington; Soo-Yean Shim, University of Washington - Seattle; Karin Lohwasser, University of Washington; Christine Chew, Self-employed; Bethany Sjoberg, Seattle Public Schools; Anne Morris, Brighton School
Longitudinal Social Network Analysis of a Networked Improvement Community Supporting Ambitious and Equitable Teaching Practice - Jessica J. Thompson, University of Washington; Elizabeth A. Sanders, University of Washington; Nathan Abe, University of Washington - Seattle