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Today’s presentation is made possible, in part or whole, due to active support from , the California Community Colleges’ Success

Network

For more information about ’s activities, resources and events visit 3csn.org

3CSN Theory of Change 2/3/10

New Forms of Professional Learning
Faculty/Staff Attitudes and Assumptions Professional Learning Activities Teaching & Learning § Organizational Environment § Pedagogy § Classroom Environment

Powerful Classrooms Greater Student Success Working Across Campuses

Community of Practice

New Forms of Professional Identity

Assumptions
If we provide training on networking and use action research methodologies, teachers will transform their environments, their identity and create communities of practice, creating powerful classrooms and working across campuses. This in turn will produce greater student success. Science model: documenting this research creates fact, which then can be replicated This is a reflective & recursive process.

Learning Net works

“If we provide training on networking and we use action research methodologies, community college professionals will transform their environments and identities to create communities of practice that will produce powerful learning and working across campuses. This will lead to greater student success.”

Theory of Change Narrative
• “If we provide training on networking and we use action research methodologies, community college professionals will transform their environments and identities to create communities of practice that will produce powerful learning and working across campuses. This will lead to greater student success.”

BSILI Curriculum Points
Year 2009 2010 2011 2012 2013 Curriculum Focus Building regional networks Network building statewide Campus leadership Building communities of practice Building professional learning hubs

BSILI History
Year 2009 2010 2011 2012 2013 Total Unique People 32 40 26 43 61 202 170 Colleges 29 36 14 15 21 115 62 Ratio 91% 90% 54% 35% 34%

BSILI By Region
Year 2009 2010 2011 2012 2013 Bay Area 13% 16% 23% 19% Inland Central Far Empire/Fo Los Orange San Valley Northern othill Angeles County Diego 35% 29% 12% 12% 12% 47% 25% 38% 13% 38% 42% 26% 11% 26% 58% 64% 36% 14% 14% 29% 71% 29% 7% 7% 21% 43% 73% 55% 27% 9% 9% 91%

Unique 45%

Top Goal
• Built with 2009 responses
2010 Obtain strategies and best practices Get plans/models/tools Networking Gain a general understanding of student success efforts Learn specific skills Other 2011 2012 2013 29.4% 52.4% 50.0% 53% 29.4% 28.6% 31.6% 30% 29.4% 0% 11.8% 0% 4.8% 9.5% 5.3% 2.6% 5.3% 8% 3% 3%

0%

4.8%

5.3%

5%

2013 BSILI Attendees Attend LINKS Event in Last 12 Months
100%

75%

85% Returning (n=13)
First Timer (n=27)

50%

48%
25%

26% 15%

26%

0%

0%

Yes

No

I don't know what a LINKS event is.

BSILI and 3csn mapping
• 3CSN BSILI attendees • http://tinyurl.com/BSILI-Map • 3CSN and Leading From the Middle • http://tinyurl.com/BSILI-and-LfM

Data inquiry groups that are purposeful, reflective, proactive, and inclusive.

DIG EVENT

Data Inquiry Groups
• • • • Use-focused inquiry Tell the PL Hub story Become leaders in data inquiry Foster data use in the hub and on the campus • Provide data to 3CSN

Guidance For Campus Coordinators
• • • • Develop campus data inquiry group Develop questions around data Develop a plan around those questions Come to the DIG with that plan

FIN Questions
• • • • • What’s the problem? What do I see? How can I see it better? How can I help others see it? Now that we see it, what do we do about it? • Start again

Key Questions
• • • • Project description What data do you have? What data do you need? How will you collect it and use it?

Question Examples
• What data are we collecting to support our work?
– What questions are we asking of the data?

• • • • • • •

Are the data we collect adequate? What does the data look like? How do we manage the data? Must/Can we improve the data? What can we learn from the data? How can we present the data to tell our story? Who do we need to present the data to?

Action & Change

Resources/ Inputs

Activities

Outputs

Outcomes S/M/L

Impact

Theory of Action Theory of Change

ACTIVITIES

DELIVERABLES (OUTPUTS)

Short

OUTCOMES Medium

Long-Term

Faculty will attend a LC Institute and oncourse training (On campus); host and/or attend a HOM or RA training

70% of PW faculty and 100% of tutors will attend an OnCourse, RA, or HOM training and/or attend the LC Institute

Tutoring staff and faculty will implement RA, HOM, On course, LCI concepts

Tutors and PW faculty will be able to train incoming faculty and tutors

Work on Questions
• Break into teams • Report answers to all 4 questions

EXTRA SLIDES

BSILI - 2013 BSILI Community of Practice/Hub Rubric Immediate: Activities and Interactions Individual/ Practitioner Department/ Division Guiding Principles 1. Inquiry 2. Collaboration & Networking 3. Develop leadership Region 4. Recursive practice 5. Assess and evaluate 6. Share knowledge Potential: Knowledge Capital Applied: Changes in Practice Realized: Performance Improvement Reframing: Redefining Success

Campus

State (3CSN)

Examples of indicators:

Attendance at meetings; Frequency of meetings; Intensity of discussions

Tests & surveys; Member retention rates; social network analysis

New procedures; Collaborative arrangements; Using communities and networks

Speed & accuracy; More transfers; Lower attrition rates

New learning agenda; New metrics; New strategic directions

Program Theory-Driven Evaluation
Planned Work Resources and Inputs Activities Outputs Intended Results Outcomes Impact

Assumptions