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\nMarch 2022 AUTHORED BY  \nJennifer Zoltners Sherer  \nJennifer Iriti  \nJennifer Lin Russell Rosemary McNelis Stacy Monosmith Christopher Matthis Courtney Long  \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 space, and welcomed us in. We are inspired by their love of math, passion for students, and desire to never stop improving. We would especially like to thank the BMTN teachers who worked with us in 2020 to better understand their experience, overtime, in the network.  \nTable of Contents  \nThe Better Math Teaching Network  ..........................................4  \nLearning How to Engage in a Network—The Social Aspect  .................... 7  \nLearning How to Use the Tools of Improvement Science—The Continuous Improvement Aspect  ...................................... 12  \nLearning How to Foster High School Students’ Deep Engagement in Algebra—The Theory of Improvement Aspect  .............. 18  \nConclusion  ................................................................ 23  \nReferences  ................................................................ 24  \nAppendix: Trajectory Methodology  ......................................... 25  \nThe Better Math Teaching Network  \nFrom 2016 to 2021, the Better Math Teaching Network (BMTN) aimed to transform high school  \nmathematics teaching in New England. Researchers and teachers worked together to make  \nhigh school Algebra I classes more student centered. Launched by researchers at the American Institutes for Research (AIR), with support from the Nellie Mae Education Foundation (NMEF), the network was grounded in the following five core principles:  \n1. Teachers are central to change. Teachers shape students’ learning experiences and beliefs about math. It is possible to create classrooms that are more strongly student centered—classrooms in which all students are actively and meaningfully engaged in learning math.  \n2. Student-centered teaching is complex and almost impossible todo in isolation. Teaching to maximize student engagement and u","cbCaicVaT1ZWkzOm","https://ap.wps.com/l/cbCaicVaT1ZWkzOm","pdf",968337,28,"English","# The Better Math Teaching Network\n## Learning How to Engage in a Network—The Social Aspect\n## Learning How to Use the Tools of Improvement Science—The Continuous Improvement Aspect\n## Learning How to Foster High School Students’ Deep Engagement in Algebra—The Theory of Improvement Aspect\n## Conclusion\n## References\n## Appendix: Trajectory Methodology","[{\"question\":\"What developmental evaluation did the Partners for Network Improvement (PNI) conduct for the Better Math Teaching Network (BMTN)?\",\"answer\":\"PNI conducted developmental evaluation to study and support the networked improvement community’s initiation, development, outcomes, and dissemination of lessons learned.\"},{\"question\":\"What were the main aims of PNI’s developmental evaluation of BMTN?\",\"answer\":\"The evaluation provided an evidence-based critical friend perspective, tracked the NIC’s growth as a learning organization, produced usable knowledge for the education field, and advanced evaluation practice by testing and refining models for improvement processes and NICs in education contexts.\"},{\"question\":\"How did the BMTN define deep engagement in Algebra (DEA) in its instructional principles?\",\"answer\":\"DEA was anchored by Connect, Justify, and Solve—linking concepts to real-world contexts, communicating and critiquing mathematical reasoning, and solving challenging problems beyond rote procedure use.\"}]","Teacher Participation in an Improvement Network - A Working Paper on Developmental Trajectories | PDF",1792055951,71]