To what degree is there an unwavering focus on student ownership of learning?
High Performing Learning Systems create optimal conditions for deeper learning when they empower those closest to the work- the teachers and students. In order for students to transfer their knowledge to college, career, and civic life, learning must be competency based and student owned. Instructional leadership teams who capitalize on building collective efficacy create conditions to support and expand student ownership of learning.
To what degree is there a collaborative effort to support learning?
High Performing Learning Systems require a thorough understanding of how well individuals work together. In this paradigm, it is people first, process second. To develop a culture that supports a high level of performance requires a focus on both the people and processes that lead to significant growth. Leadership teams who engage stakeholders in taking ownership of continuous improvement, put more energy towards their learning focus when they know what stakeholders value. These core connections catalyze a shift from a learning community to a community that learns.
To what degree is the system responsive to stakeholder needs?
High Performing Learning Systems align purpose, people, and processes to put students at the center. Focusing on leading indicators that reflect local context ensures responsiveness to stakeholders needs. Learning systems have the opportunity to make meaningful advances together when stakeholders share their voice, strengthen collective efficacy and create system coherence.
The Core Connections process provides schools and systems more in-depth insight into progress, which in turn can both serve as a measure of improvement and provide vital data for district action planning. Core Connections supports systems in making meaningful advances in student outcomes by improving school and district climate. The Core Connections coaching process can transform systems in becoming more student-centered by:
Exploring what stakeholders value through perception and climate surveys.
Expanding the capacity in the system to reduce interruptions on student learning and measure formative indicators of student achievement for midcourse correction
Examining how individuals in the system work together through Social Network Mapping
Enhancing the stability and flow of system processes and communication in order to make key decisions efficiently and effectively
The Core Connections Team (CCT) works with districts through a three phase process to support strategic planning and build a dashboard of results to drive student centered systems with a focus on LEADING indicators aligned to the LCAP/ESSA priorities and collect data through three dimensions.
1) Student Learning
2) Social Networks
3) Stakeholder Perception