Beruflich Dokumente
Kultur Dokumente
A Practical Guide
Introduction 3
Doing School Differently 5
Our Work and Our Partners 6
Our Priorities 8
What to Keep in Mind 10
Looking Ahead 40
contents | 2
Introduction
Springpoint is a national nonprofit organization
that supports the design and launch of new,
innovative public high schools.
introduction | 4
DOING SCHOOL DIFFERENTLY
introduction | 5
OUR WORK AND OUR PARTNERS
Much of our work over the last four years grew We have been fortunate to work closely with a
out of our participation in Carnegie Corporation diverse collection of district, intermediary,
of New York’s Opportunity by Design initiative: charter, and nonprofit partners as they assembled
a bold challenge to reimagine what 21st century design teams, opened new schools, and worked
secondary school can be and do for young to ensure the organizational, policy, and structural
people. Carnegie Corporation catalyzed this supports necessary for their schools to thrive.
initiative and generously funded Springpoint and Accordingly, our supports are flexible, adaptive,
our partners to engage in the challenging and and responsive to each partner’s unique context.
inspiring work of launching new high schools.
introduction | 6
Springpoint’s support is not limited to design assistance. We collaborate with
leaders to develop a comprehensive school development and planning process that includes
design, launch, implementation, and ongoing iteration.
As we established our approach to partner the supports that had been most helpful, the
support, we drew inspiration from the work constraints that had been the most limiting, and
of innovators, both within and beyond the the processes that had produced the strongest
field of education. We interviewed practitioners ideas. We also researched design theory and
who designed and launched new schools in improvement science methodologies to identify
cities across the country; district, charter, and practices that could inform and sharpen our work.
intermediary leaders who supported this work; Throughout, we drew on our expertise in youth
and experts who served as advisors to both. development theory and practices to ensure that
These conversations allowed us to understand our design process centered on students.
introduction | 7
OUR PRIORITIES
As we guide our partners through the process of designing and launching new schools,
we ground our work in the following core priorities.
Great Practice
Young People
Iteration
Young
People. In order for new school designs I n support of this priority, we emphasize
to efficiently and effectively meet the qualitative data collection early and
still-evolving challenges of 21st century post- throughout the design process—via interviews,
secondary study and work, young people must observations, focus group discussions,
be the central focus of any design process. visits, and design collaborations—alongside
quantitative data analysis. This approach
ather than attempting to replicate
R also helps establish more equitable and
established models or approaches, design collaborative relationships between design
teams should ground their work in an teams and their communities, and between
understanding of the young people, families, the adults and young people at the heart
and communities their schools will serve. of this work—all of which can live well
They develop this understanding by beyond the launch of the school.
talking to and learning from young people
themselves—and then they must commit to
designing a new model that is responsive
to students’ assets, experiences, expectations,
and ambitions, and aligns to their needs.
introduction | 8
Great Practice. Mining great schools, industry Iteration.
Schools that are built around
partners, and innovative organizations for the young people by definition must be learning
best practices in instruction, operations, and organizations, committed to continued
iteration—and then curating and organizing adaptation, iteration, and change.
them to meet the needs of specific young
people and communities—can yield new school tudents and their communities should learn
S
designs that accelerate student achievement. and grow together. This means that a school’s
initial design is just that—the first version of
mphasizing design principles and distilling
E an evolving design. Our teams embrace an
great practice requires designers to be less understanding of their role in guiding that
focused on wholesale model replication, and evolution strategically around new challenges
more focused on building schools that meet and opportunities as they arise.
the needs of specific students, using the tools,
context, ideas, and knowledge at hand to Springpoint’s support emphasizes the
develop ideas that are new and bold. Where positive, essential value of iteration. It is
best practice is not yet established, design critically important to commit to continued
teams work to invent new approaches that learning, designing, refining, and improving.
remain centered around student needs. In great schools the culture of iteration
permeates, through classrooms and beyond,
and promotes sustained excellence
and achievement.
introduction | 9
WHAT TO KEEP IN MIND
In our work with partners and their design teams, we have gathered
insights into what strategies, practices, and approaches can be helpful.
Here are a few things we advise school designers to keep in mind.
introduction | 10
The School
Design Process
ABOUT THIS GUIDE
To support our school design partners, we we have developed has more consistently
developed a collection of experiences, resources, resembled a conceptual Erector set, with perhaps
and expertise that we can rearrange, reassemble, a few nerdy friends crammed into the box. The
and customize to help design teams produce design process we initially developed has evolved
great new school designs in their unique contexts. considerably since we started this work, but it
We called this collection a “design process,” as is still organized into essential “phases” or, more
that term is broadly understood by the field to accurately, categories: Understand, Design, Build.
contain the elements we describe here. But what
Understand
students, opportunities,
constraints, resources
Design
priorities, frameworks,
experiences
Build
roadmap, people,
process, artifacts
n
atio
Iter
Who are your students? While some of these questions are answerable in
a finite time period, most require ongoing inquiry,
hat are your opportunities and
W revision, and expansion.
your constraints?
We encourage teams to think of this phase
hat resources will you be able to access
W of the work as primarily exploratory and
and cultivate to support your work? organizational—with the goal of getting the best
first answers to as many questions as possible
To answer these questions, we developed a in one place, and synthesizing the information
sample sequence for how teams might navigate they have collected into a framework that
their way through them. During this phase of can inform the priorities and decisions of the
the design effort, teams are often working to next phases of the design process.
expand their understanding of all three questions
simultaneously, but we will discuss them here
in order of importance and impact.
On the following pages are a few examples of In order for new school designs
what experiences and design products might
look like for a design team during this phase to efficiently and effectively meet
of the work. the still-evolving challenges of
21st century postsecondary
study and work, young people
must be the central focus of any
design process.
understand | 15
question 1.
understand | 16
Throughout this cycle series, we recommend
that teams use a consistent tool to organize and This composite portraits tool helps design
synthesize their findings—either ours or their own teams organize and synthesize their findings.
version—to capture the layers of understanding
they develop through the process. Our sample
Composite Portraits Prospective Students
they gather about their students into four key Composite Portraits Prospective Students
what you’ll need: Future purpose:
Graduates product:
All qualitative and quantitative Teams can use this tool to create a series 4-7 composite portraits of
data – inputs, analysis, and summaries of composite portraits of their students, prospective students, based
question categories:
representing both the diversity of their on their unique attributes.
students’ past experiences and capturing a
4-7 composite portraits of
vision of their future achievements.
graduates, mirroring the
what you’ll need: purpose: product: prospective student groupings.
All qualitative and quantitative Teams can use this tool to create a series 4-7 composite portraits of
data – inputs, analysis, and summaries of composite portraits of their students, prospective students, based
representing both the diversity of their on their unique attributes.
students’ past experiences and capturing a
4-7 composite portraits of
vision of their future achievements.
What experiences graduates, mirroring theWhat have students
prospective student groupings.
—in school and out— learned—in school and
What
experiences—in school and have students had? out—to know, do, or be?
out—have students had before they come —in school and out—
have students had?
learned—in school and
out—to know, do, or be?
What
expectations do students bring to your and for their learning? cherish?
understand | 17
Here are a few examples of how teams might define and run some of their
data gathering cycles in this phase of the work.
Sample Activity: Gather and review all available Synthesis: Sort your notes into your synthesis
data about student experiences and performance tool categories, starring the places that fill a
from existing systems, including demographics, knowledge gap and noting where assumptions
attendance, academic performance data, and have been confirmed or invalidated. Make a list of
whatever else you can find. Analyze the data to the things you still do not know about your future
identify trends, patterns, and further research students, and ask your design team to look at
questions. Use a whiteboard to take notes on your list and help you expand it.
what you notice. Ask your design team to review
the data and add their observations to yours. Ask
the folks who source and manage the data you
have collected what you might be missing.
understand | 18
S
pend a few afternoons at after-school Synthesis: Bring your team back together and to
programs or community centers used by share findings, returning to your whiteboard to
students at your feeder schools, taking take notes on the patterns you observe. Again,
notes on what types of learning experiences sort these observations into your synthesis tool
they offer. categories, starring the places that fill a knowledge
gap and noting where assumptions have been
I nterview teachers, counselors, and leaders confirmed or invalidated. Make a list of the things
at feeder schools and after-school programs, you still do not know about your future students,
taking notes on how they describe the learning and ask your design team to look at your list and
experiences and achievements of the students help refine it.
in their programs.
Sample Activity: Organize your team and Synthesis: Bring your team back together and
helpers again. This time, ask them to help you share your findings, returning to your whiteboard
develop, run, and record a series of interviews to take notes on the patterns you observe. Again,
and discussion experiences for your school’s sort these observations into your synthesis tool
prospective students and their families. Here are categories, starring the places that fill a knowledge
a few examples of what your teams may try. gap and noting where assumptions have been
confirmed or invalidated.
Invite
students to upload videos of their
answers to your synthesis tool questions. After teams have run through a number of cycles
Ask your team to review those videos and like these, depending on their context and needs,
capture their responses. we recommend they pause, and return to examine
the original questions from their synthesis tool.
Invite
students and their families to participate Teams often repeat their first simple experience
in focus group roundtables. Buy them dinner of answering these questions, but this time with
and spend the evening listening to participants richer, more precise answers informed by their
talk in small groups about their answers to data gathering cycles. This enables them to create
your synthesis questions. more accurate, nuanced, and detailed composite
portraits that reflect the diversity and lived
A
sk your team’s student and family members experience of their community.
to use the synthesis tool questions to interview
other students and their families, capturing
their responses and adding them to your
collected data.
understand | 19
The mission should be
deeply informed by
the way students describe
their goals, ambitions,
and dreams...
understand | 20
question 2.
While the process for gathering information in n annotated list of the accountability
A
response to this question varies according to a measures used to assess progress at the
design team’s context, there are a few common school, including student performance
products teams often create during this phase. metrics, public reporting of school data,
We advise teams to make these products “rough teacher and leader evaluation systems,
draft” working outlines, rather than polished and timeframes/reporting mechanisms/
narratives. These outlines should live within the transparency for each.
team as shareable files are continually updated
as new information emerges. A
summary of how the team has reviewed
and internalized the design principles that
survey of the regulatory environment the
A provide the framework for the project, with
new school will need to navigate, including special notes as to how the context, as
federal, state, and local laws and policies; examined in previous surveys, will impact
any relevant labor contracts; and any design work for each principle.
special context for the project, including
any waivers, grants, special contracts, or We encourage teams to look at what they
organizational relationships that may learn during this phase of the work through the
impact the school design. lens of opportunity (i.e., clearly articulated
accountability measures can serve as helpful
n analysis of the political landscape
A external milestones for measuring student
surrounding the new school, its community, progress), and to build their designs from that
and the city and state at large, with an eye to positive frame. But sometimes a constraint is
identifying any potential allies or conflicts, a constraint, and identifying it as such can
and understanding the dynamics of decision- help teams build contingency plans, or identify
making within that context. targets for advocacy within appropriate channels.
Either way, teams need to have as clear an
reference sheet for the operational systems
A understanding as possible of the parameters
(e.g., hiring, budgeting, enrollment, facilities) that will shape their work before moving into
the school will need to navigate with a the design phase.
particular focus on collecting essential
timelines and baseline requirements for
core functions.
understand | 21
question 3.
P
otential partners, including organizational In this phase of the work, teams may want to
(e.g., corporate or nonprofit “sponsors” or create an internal taxonomy for resources aligned
foundational partners); programmatic (e.g., to their design principles, again using simple
college preparatory, scholarship, or career structures and shareable data systems so that
and technical education programs); and all members of the design team can contribute
community-based partners (e.g., service or ideas and connections. The team should also
other local organizations). continuously update their collection as they grow
their network of partners. We encourage teams
Potential
advisors, including local leaders to view this question as an introduction to the
in government, business, or advocacy; expert ongoing work of resource curation, which will
practitioners from the field (aligned to any be a constant throughout the design process
governing design principles); and advocates and beyond.
in policy or local politics.
understand | 22
Composite Portraits Prospective Students
Future Graduates
understand
Design Process | Phase 2
design | 25
CORE DESIGN PRIORITIES
To identify and map the core design priorities for I temize graduate “goals” aligned to the
this phase of the work, we suggest that teams mission and vision, and informed by
return to the information they gathered during the information from students and their families.
Understand phase, with these activities in mind:
ap those goals to potential model
M
design elements.
These insights will generate a broad range of What is essential to achieve our mission?
possible programmatic elements—more, usually,
W
hat is helpful, but can be part of
than a coherent school design can accommodate.
a future iteration?
We then ask leaders to prioritize these elements
with their teams, using three questions: W
hat is useful, but will need to be provided
by an external partner or resource?
Next we ask teams to consider these questions I s this element aligned to our mission and
to further refine their priorities: guiding design principles?
design | 26
MODEL DESIGN FRAMEWORKS
Once teams have identified their core design We cluster these mapping activities into three
priorities, we ask them to work through a series broad categories, each with its own associated
of design mapping activities, each focused on a framework document:
central element of their school’s model, to create
a comprehensive framework of their model’s foundational academics
key elements. college and career readiness
personal enrichment
Design teams can create comprehensive frameworks of their model’s key elements
using these tools.
at the end of
Core design priorities prioritization exercise. Draft mission and vision statements
College & Career Readiness College & Career Readiness
Frameworks Frameworks
what you’ll need: purpose: product: what you’ll need: Core design priorities purpose: product:
A place to take notes on
All composite portraits of prospective requirements Teams can use this tool to generate a comprehen- 12 completed framework ideation Part 1: Ideation Maps A place to take notes on implementation
Teams can use this tool to capture their design
implementation
students and future graduates Personal Enrichment
sive map of their model’s ideal defining elements, maps, organized by strand, year, requirements Personal Enrichment 12decision
completed framework
decisions for each of their model’s key defining maps, organized by
Part 1: Ideation Maps Part 2: Decision Maps All composite portraits of prospective
this section.
drawing from the insights they gleaned during the and category. elements, organized to show the progression of strand, year, and category.
Draft mission and vision statements students and future graduates
Understand phase and the conclusions of their experiences within each strand over time.
Core design priorities prioritization exercise. Year: 1 2 3 4 Draft mission and vision statements Year: 1 2 3 4
what you’ll need: A place to take notes on purpose: product: what you’ll need: Core design priorities purpose: product:
All composite portraits of prospective requirements
implementation Teams can use this tool to generate a comprehen- 12 completed framework ideation Part 1: Ideation Maps A place to take notes on implementation
Teams can use this tool to capture their design 12 completed framework
students and future graduates sive map of their model’s ideal defining elements, maps, organized by strand, year, requirements decisions for each of their model’s key defining decision maps, organized by
All composite portraits of prospective
drawing from the insights they gleaned during the and category. Learning of
elements, organized to show the progression strand, year, and category.
Draft mission and vision statements students and future graduates Learning Assessment Learning Program Measurement &
Understand phase and the conclusions of their
Learning
mission experiences within each strandStandards,
over time. Scope
Core design priorities prioritization exercise.
Year: 1 2 3 4 Draft mission and vision statements Milestones
& Sequence Year: & Reflection
1 2 3 & Experiences
4 Communication
Milestones
Core design priorities
A place to take notes on
implementation requirements How will students know A place to take notes on implementation
what they have learned? requirements
Learning
Learning Assessment Learning Program Measurement &
Learning mission Standards, Scope
Year: 1 2 3 4 Milestones
& Sequence 1
Year:& Reflection 2 3 & Experiences
4 Communication
Milestones
Measurement Learning Standards,
& CommunicationHow will students know Scope & Sequence
what they have learned?
y
ntr
Sp
Pre
& Communication
m
Sp
Pre
communicate with one another and categories will be covered How will students and
What experiences will rin
g
about progress? students have in and outside by curriculum? adults measure incremental
of the classroom? progress and learning?
mission
Learning Program Assessment Fall
Su
m
design design
m
design design
design design
design | 27
Within each framework category, we ask teams For each element, teams outline key design
to consider the following programmatic elements decisions, map progressions broadly against
using their identified core priorities: time, and keep a running tally of the systems,
staffing, and resource requirements presented
L earning milestones: How will students know by their model. The decisions made within
what they have learned? How will they each category inform decisions in the following
present and commemorate their growth? category. Teams often work on all three
frameworks simultaneously, with ideas sparked
L earning standards, scope, and sequence: in one inspiring decisions in another.
What standards, subjects, and categories
will be covered by curriculum? In what order
and context will students absorb new content
and skills?
A
ssessment practices: How will students
and adults measure incremental progress
and learning? How will this map to identified
constraints?
M
easurement and communications: How will
individuals communicate with one another
about progress, including teachers, students,
families, and community?
design | 28
EXPERIENCE MAPS
One challenge school designers face is that We have created a series of tools teams can use
it can be difficult to test prototypes of design to map the breadth of experiences a “user”—a
components in a real-world setting. We student, a teacher, a family member, a leader, or a
collaborate with teams to solve creatively for partner—might have in the space of a year across
this constraint—with limited pilots, focus groups, all three framework categories. This exercise
simulation activities, etc.—but those options helps teams test for alignment, both between
tend to vary depending on local opportunities the framework categories, and to the broader
and relationships. For everyone, we recommend mission. It also helps teams refine their under-
beginning the prototyping work with a pressure standing of time and resource allocation, staff
test of their model designs through the lens of support and development, operational systems,
their various user experiences. and practice guidelines required to implement
this vision. Finally, it can help generate the critical
parameters for implementation planning,
particularly for calendars, schedules, programs,
and organizational structures.
With these experience maps, design teams map the breadth of experiences a “user”
(students, staff, partners, families) will have throughout their time with the school.
individual years.
Staff
of individual users across
Experience Maps
All experience maps
All composite portraits of prospective
students and future graduates Students
Teams can use this tool to assemble their
experience maps by user and time, in order
Staff
to assess the feasibility of their designs across
users and over time, and refine their frameworks
Master experience map,
capturing the experiences
of multiple users across
multiple years.
can be found
Core design priorities
Partners Families Partners Families
at the end of
All model design frameworks alignment (to each other and to the mission and and experience maps as needed.
what you’ll need: purpose: product: what you’ll need: purpose: product:
Part 1: By “Users” All composite portraits of prospective
vision); and identify resources needed to create
Teams can use this tool and
to map the experiences a 10-15 individual experience
Part 2: By Year
All experience maps
All model design frameworks
Teams can use this tool to assemble their Master experience map,
sustain those experiences over time.
students and future graduates user (a student, family, staff member, or partner) maps, capturing the experiences All composite portraits of prospective experience maps by user and time, in order capturing the experiences
students and future graduates user (a student, family, staff member, or partner) maps, capturing the experiences experience maps by user and time, in order capturing the experiences
on es
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Year: 1 2 3 4
Learning
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mission
design
Model Design Foundational Academics
College & Career Readiness
Frameworks Personal Enrichment
Part 2: Decision Maps
Year: 1 2 3 4
Learning
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& Sequence
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design
Design Process | Phase 3
M
odel design artifacts: The unique aspects of
tasks
tasks
tasks
practice that define the model’s foundational Requirement Requirement
tasks
O
perational systems: The systems and
tasks
tasks
tasks
R
esources: The resources the school will
need to acquire, develop, or cultivate in
order to fully implement the vision of the associated constraints (e.g., contracts,
three design strands. regulations) and a timeline-based priority
ranking (e.g., must-haves for fall).
Because new school model designs often
include complex new structures or practices We have learned that the resource planning
that take time to develop, teams need to plan categories below will take up a majority of a
an implementation roadmap extending well design team’s focus as they approach launch.
beyond the school’s launch. So that leaders can We recommend looking at constraints and
prioritize their time and focus in this critical must-haves in tandem to isolate the high-
phase of the work, we advise that teams tag need areas that require resolution during the
implementation requirements with both pre-launch phase.
build | 35
step 2.
at the end of
Experience maps
Operational
Resources
F
all post-launch: design roll-out and iteration
planning
S
pring post-launch: iteration planning and
new design work
S
ummer post-launch: design roll-out and
iteration planning
build | 36
step 3.
M
easurement tools and resources, including
standard rubrics and/or learning progressions;
templates with instructions, models, and
guidelines for formative and summative
assessment practices; systems to capture,
analyze, and share measurement data; tools
to support staff evaluation and leadership
development; and other materials as required
by the model.
build | 37
Implementation Model Design Artifacts
Operational Systems
Requirements Resources
Prioritization Exercise
tasks
tasks
Requirement Requirement
tasks
tasks
tasks
build
Launch Work Plan
Preparation Exercise
Experience maps
Model Design
pre-launch
Frameworks
Operational
Systems
post-launch
Resources
build
Looking Ahead
The work of designing new schools and
bringing them to life is challenging, inspiring,
sometimes seemingly impossible, but above
all else, essential.
looking ahead | 41
Inevitably, as model designs “meet” the
young people they are built to serve, school special thanks and acknowledgements
leaders and their teams discover a host of
new wrinkles they have yet to plan or fully As we developed the school design process
design for. Over time, students grow and outlined in this guide, we drew from research on
change—and new students with new dreams the history and outcomes of new small school
and new needs continue to arrive. To become development efforts nationwide, together with
a strong, vibrant, effective school, it is essen- the tools, practice guidelines, and resources
tial for leaders and their teams to continue from the fields of design thinking and youth
in the foundational practice of iteration they development theory. We are grateful to leaders
established in their design work: keeping a and practitioners around the country who shared
constant watch on the school’s fidelity to its their insights, advice, and best practices for
mission and vision for student achievement; engaging in this work. Explore our resource library
preserving time to listen and continue to for more on the research and inspiration that
learn in order to deepen understanding; and informs our work.
committing to building and refining new
solutions as they are needed. In developing the design process outlined in
this guide, we were particularly indebted to the
In this publication’s companion (coming thought partnership of Michele Cahill, Amanda
spring 2017), we have collected some of the Crowell, Leah Hamilton, Tracy Fray-Oliver, Doug
systems, practices, and resources that help Knecht, Leonard Medlock, Michael Rothman,
innovative new schools thrive in their early Antonia Rudenstine, LaVerne Evans Srinivasan,
years. As we continue supporting innovative Saskia Levy Thompson, and Springpoint’s
school model designs that can create great invaluable team of expert consultants and
outcomes for young people, we are excited to collaborators, including Mitra Grant, Elana
add our voices to the growing conversation. Karopkin, Michele Phillips, Joseph Pinto, and
Carolyn Yaffe. We are especially grateful to
the dedicated school designers and leaders in
Cleveland, Denver, New York, Philadelphia,
Springpoint is funded by Carnegie Corporation of New Prince George’s County, and Providence, who
York, whose generous support allowed us to develop
inspire us with their tireless commitment to
the school design process outlined in this guide. The
statements made and views expressed here are solely
reimagining schools for young people.
the responsibility of Springpoint.
| 43