Using Change Science Methods to Formatively Evaluate and Support a District-Wide Deeper Learning Initiative

• In Event: AERA Poster Session 12
  In Poster Session: Issues in Contemporary Program Evaluation in Schools

Abstract

This paper highlights the work of an internal district research team using change science processes to formatively evaluate a deeper learning initiative. This team utilized multiple methodologies (Concerns-Based Adoption Model and Continuous Improvement, for example) to more deeply understand how educators were adapting to implementing deeper learning in classrooms. The findings from this study suggest that organizations involved in complex change initiatives related to deeper learning could benefit from adherence to change science principles and that consideration of key elements from deeper learning theories are critical to the success of implementation. This study demonstrates how change science methodologies and deeper learning theory can be used to understand complex initiatives and provide just-in-time support to those immersed in change.

Authors

• Kate Olson, Jeffco Public Schools

• Katie Lannan, Jefferson County Public Schools

• John McClure Cumming, Jefferson County Public Schools

• Heather MacGillivary, Jefferson County Public Schools