Using Collaborative Continuous Improvement to Build Capacity for Improving Student Belonging in a Research-to-Practice Model

• In Event: Advancing The Teaching and Learning of Collaborative Continuous Improvement in Education

Abstract

Objectives: This poster presents the Catalyst Inquiry Community Model, designed to engage diverse stakeholders in collaborative continuous improvement (CCI) to enhance student belonging. Our goals are to: 1) describe the model, which builds on existing networks and equity-centered practices; 2) outline our learning design, which balances technical and adaptive elements for participants with varying capacities; and 3) share strategies for translating practice-based learning into actionable knowledge. Ultimately, we aim to support more equitable, inclusive, and sustainable school improvement efforts.

Theoretical Framework: Grounded in improvement science, our approach draws on Deming’s theory of profound knowledge and the Carnegie Foundation's principles (Bryk et al., 2015), using Plan-Do-Study-Act (PDSA) cycles for inquiry-driven change. We reframe CCI through a critical equity lens (Co-authors & Organizer, 2024; Russell et al., 2025), elevating community voice and challenging top-down models. Influenced by RPPs, NICs, and abolitionist pedagogies (Organizer, 2023; Ross & Malone, 2024), we conceptualize belonging not as individual perception but as a collective right shaped by social and political contexts (Kuttner, 2023).

Method: The model includes three core dimensions:
- Networked learning that leverages existing relationships for shared problem-solving;
- Equity-centered inquiry practices using tools like root cause analysis and shared metrics focused on belonging;
- Collaborative learning design that supports cross-role convenings (virtual and in-person) for artifact review and shared reflection. We prioritize accessible structures—coaching, differentiated meetings, and practitioner-generated artifacts—to support diverse participants and embed learning in daily practice (Anderson et al., 2023).

Substantiated Conclusions: Our work suggests that sustainable CCI requires shifting mindsets toward equity, relational trust, and community wisdom. The Catalyst model shows that combining technical tools with equity-centered learning is both feasible and powerful. Involving students, educators, and administrators fosters psychological safety, strengthens insight quality, and builds shared ownership (Dixon & Palmer, 2020). It promotes a shared language of inquiry, openness to feedback, and collective meaning-making (Gallagher & Cottingham, 2019; Weber, 2022).

Significance: As DEI efforts face increasing resistance, this model provides a practical path for local and state leaders to continue equity-focused work. It embeds inclusive practices and CCI routines into existing systems, supporting long-term change. By centering marginalized voices and fostering authentic professional learning, the model cultivates critical reflection, trust, and cross-role collaboration. To scale impact, we advocate for policy and funding structures that prioritize equity-driven improvement at all levels of the system.

Authors

• Katrina Struloeff, University of Pennsylvania

• Megan MacDonald, University of Pennsylvania