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Conducted by Partners for Network Improvement (PNI) based at the University of Pittsburgh, the study embeds an evidence-based critical friend perspective and tracks NIC growth as a learning organization. Focused outcomes include educator learning, instructional change, and increased student engagement in Algebra I. 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Developmental Evaluation Report  \nSummer 2021  \nAUTHORED BY  \nJennifer Zoltners Sherer  \nJennifer Lin Russell  \nJennifer Iriti Rosemary McNelis Christopher Matthis Stacy Monosmith  \nPartners for Network Improvement (PNI) is a research and evaluation group based at the University of Pittsburgh’s Learning Research and Development Center. Led by Jennifer Russell, one of the key developers of the Network Improvement Community Development Framework, PNI both leads networks and supports network leaders in their work to design, implement, and adapt improvement networks. Developmental evaluation is one tool PNI uses to help network leaders develop strong improvement networks.  \nDevelopmental Evaluation  \nAlthough industries such as healthcare have used improvement science for decades, the use of improvement science and networked improvement communities is relatively new in education. Because this work is complex and innovative, and because improvement science by nature requires rapid tests of change, adaptation to context, and systems thinking, the Nellie Mae Education Foundation invested in an intensive developmental evaluation of the Better Math Teaching Network (BMTN) . PNI conducted a developmental evaluation that studied and supported the networked improvement community’s (NIC) initiation, development, outcomes, and dissemination of lessons learned.  \nPNI’s developmental evaluation of BMTN aimed to:  \n• Infuse an evidence-based critical friend/thought partner perspective into the network development process  \n• Track growth and the development of the NIC as a learning organization  \n• Produce useable knowledge for the education field and specifically for other educators, policymakers, funders, and researchers interested in the NIC model as a way to organize for improvement and address high-leverage practical problems  \n• Advance the evaluation field by testing and refining models for evaluating improvement processes and NICs in education contexts  \nAcknowledgements  \nWe would like to thank the BMTN hub leaders and the 62 teachers who opened their practice and their learning spaces, and welcomed us in. We are inspired by their love of math, passion for students, and desire to never stop improving.  \nTable of Contents  \nThe Better Math Teaching Network  .......................................... 5  \nUnique Challenges of Instructionally Focused NICs  ...........................6  \nDesigning an Instructionally Focused NIC  .................................... 7  \nBuilding a Learning Organization  ............................................ 10  \nDesigning for Educator Learning  ............................................ 19  \nOptimizing Systems for Instructional Change  .............................. 25  \nParticipating in the Network Influenced High School Math Teachers  ........ 28  \nBMTN Teachers Reported Increased Student Engagement in Algebra  ...... 34  \nConclusion  ................................................................ 41  \nReferences  ................................................................ 42  \nAppendix: Data Collection  ................................................. 42  \nFigures  \nBuilding a Learning Organization  \nFigure 1. Teachers shared with and learned from each other  .................................... 13  \nFigure 2. Network growth over time  ........................................................... 14  \nFigure 3. Teachers agreed that they were onboarded successfully  .............................. 15  \nFigure 4. Teachers agreed that the BMTN had diversity in membership  ......................... 15  \nFigure 5. Knowledge management grew over time  ............................................. 17  \nFigure 6. Teachers recognized a growing evidence-based culture  ............................... 18  \nDesigning for Educator Learning  \nFigure 7. Teachers who joined the BMTN later reported fewer measurement chall","cbCaicBLZ4qQ34OI","https://ap.wps.com/l/cbCaicBLZ4qQ34OI","pdf",2270853,43,"English","# The Better Math Teaching Network\n## Unique Challenges of Instructionally Focused NICs\n## Designing an Instructionally Focused NIC\n## Building a Learning Organization\n## Designing for Educator Learning\n## Optimizing Systems for Instructional Change\n## Participating in the Network Influenced High School Math Teachers\n## BMTN Teachers Reported Increased Student Engagement in Algebra\n## Conclusion\n## References\n## Appendix: Data Collection","[{\"question\":\"What was the purpose of PNI’s developmental evaluation of BMTN?\",\"answer\":\"It studied and supported the NIC’s initiation, development, outcomes, and dissemination of lessons learned, with goals that included strengthening evidence-based decision-making and producing usable knowledge for education stakeholders.\"},{\"question\":\"How does the report describe BMTN’s core approach to high school Algebra teaching?\",\"answer\":\"BMTN aimed to transform high school mathematics instruction by making Algebra I classes more student centered through collaboration between researchers and teachers.\"},{\"question\":\"What student learning impact does the report highlight for Algebra?\",\"answer\":\"It reports that BMTN influenced teachers’ ability to engage more students, engage different students, and engage marginalized students, with teacher-reported effects on students’ engagement in algebra.\"}]","Engaging Students in High School Algebra - The Better Math Teaching Network - Summative Developmental Evaluation Report - Summer 2021 | PDF",1792055923,108]