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It addresses the complexity of establishing an RPP and the dual learning imperatives: managing the challenges of changing instruction at scale and developing an effective model of partnership. 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Sullivan, Jobs for the Future  \nJune 2022  \nI  \nPARTNERING TO SCALE INSTRUCTIONAL IMPROVEMENT  \nACKNOWLEDGEMENTS  \nThe authors are grateful to the following individuals, whose perspectives and insights informed the development of this report: Kaitlyn Ferris, Senior Consultant, Insight Consulting Group; Bree Jones, Superintendent, La Veta Schools, Colorado; Rey Junco, Senior Director of Innovation, Healogix; Brad Mitchell, Senior Strategist Partnerships, Battelle for Kids; Katie Peyton, Director, Generation Schools Network; and Huifang Zuo, Research and Evaluation Associate, University of Chicago. In addition, the authors acknowledge the members of the Hewlett Deeper Learning and Scaled Innovation and Impact Network who offered important insights and feedback that shaped this project.  \nMuch gratitude, too, to the contributions of current and former Carnegie colleagues in the creation and production of this report Anthony Bryk, Louis Gomez, Lisa Gonzales, Jon Norman, Donald Peurach, David Sherer, and Ash Vasudeva. Without their generosity of time and spirit, this work would not have been possible.  \nWe are grateful to the William & Flora Hewlett Foundation for funding this work. Core operating support for the Carnegie Foundation for the Advancement of Teaching is provided by the Carnegie Corporation of New York.  \nThe suggested citation for this report is: McMahon, K., Henrick, E., & Sullivan, F. (2022). Partnering to Scale Instructional Improvement: A Framework for Organizing Research-Practice Partnerships.  \nStanford, CA: The Carnegie Foundation for the Advancement of Teaching.  \nThis [report can be found online at ](report can be found online at www.carnegiefoundation.org/partnering-to-scale-instructional)[www.carnegiefoundation.org/partnering-to-scale-instructional](report can be found online at www.carnegiefoundation.org/partnering-to-scale-instructional)improvement.  \nPermission must be obtained to reprint any of the copyrighted graphics in this document.  \nII  \nPARTNERING TO SCALE INSTRUCTIONAL IMPROVEMENT  \nTable of Contents  \nExecutive Summary  1  \nIntroduction   2  \nInstructional Improvement at Scale   4  \nResearch-Practice Partnerships   6  \nPartnering Requires Learning   8  \nPartnering Over Partnership   9  \nA Framework for Organizing Research-Practice Partnerships   10  \nKey Components of Partnering for Instructional Improvements at Scale   12  \nComponent 1: Commitments   12  \nComponent 2: Structures   15  \nComponent 3: Expertise   17  \nComponent 4: Social Learning   20  \nConclusion   23  \nAppendix: The Framework Tool  26  \nEndnotes  28  \nAbout the Authors   31  \n1  \nPARTNERING TO SCALE INSTRUCTIONAL IMPROVEMENT  \nExecutive Summary  \nFor decades, researchers and educators alike have been caught in waves of reforms that sought to change the quality of teaching and learning at scale. The press to make instruction more engaging has been amplified by calls to make our educational systems more effective and equitable. While progress has been made in identifying practices and conditions that promote deeper learning in some classrooms, knowing how to scale ambitious instructional reforms equitably remains an open question. Research-practice partnerships (RPPs) emerged as a promising strategy for generating new knowledge and building new capabilities for improving teaching and school systems through research. Defined as“a long-term collaboration* aimed at educational improvement or equitable transformation through engagement with research,” partnerships are “intentionally organized to connect diverse forms of expertise and shift power relations in the research endeavor to ensure that all partners have a say in the joint work.”1 What this definition doesn’t capture, however, is the complexity of stand","cbCaind7qa1Hdd7j","https://ap.wps.com/l/cbCaind7qa1Hdd7j","pdf",1533533,35,"English","# Executive Summary\n## Instructional Improvement at Scale\n## Research-Practice Partnerships\n## Partnering Requires Learning\n## Partnering Over Partnership\n# A Framework for Organizing Research-Practice Partnerships\n## Key Components of Partnering for Instructional Improvements at Scale\n## Component 1: Commitments\n## Component 2: Structures\n## Component 3: Expertise\n## Component 4: Social Learning\n# Conclusion\n# Appendix: The Framework Tool\n# Endnotes\n# About the Authors","[{\"question\":\"What problem does the report aim to solve about instructional reform at scale?\",\"answer\":\"It focuses on the open challenge of how to scale ambitious instructional reforms equitably, including how to build new capabilities through research-practice partnerships.\"},{\"question\":\"How does the report define research-practice partnerships (RPPs)?\",\"answer\":\"It describes RPPs as long-term collaborations organized to connect diverse expertise and shift power relations so all partners have a say in joint work.\"},{\"question\":\"What are the four elements of the framework for partnering?\",\"answer\":\"The framework includes partner commitments, structures that enable shared learning, initial and developing expertise, and social learning capabilities that help partners learn together.\"}]","Partnering to Scale Instructional Improvement - A Framework for Organizing Research-Practice Partnerships | PDF",1792044413,88]