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    Activities Vs. Outcomes

    The difference makes all the difference

    By Learning Forward
    Categories: Learning communities, Outcomes
    October 2015
    As they approached the principal’s office in their school, teacher leaders Jose and Judith discussed their actions regarding their students’ lack of understanding fractions. They shared with Cesar, the district mathematics coordinator, how the 3rd-grade professional learning community had been working to articulate a data-based outcome for their team’s learning that will lead to students’ successful work with fractions. “Thank you for meeting with us today, Stephanie,” Jose greeted the principal. “We thought it would be helpful if we all worked together to gain clarity on our next steps.” “Thanks very much, Jose, for providing me with the details of your discussions and efforts,” the principal said. “Your professional learning community is doing an excellent job using multiple data sources to explore your students’ low

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    Authors

    Janice Bradley, Linda Munger, and Shirley Hord

    Janice Bradley (janice.bradley@utah.edu) is a school improvement specialist at the Utah Education Policy Center, University of Utah. Linda Munger (linda@mungeredu.com) is a senior consultant for Learning Forward. Shirley Hord (shirley.hord@learningforward.org) is Learning Forward’s scholar laureate.

    This article is a follow-up to “Focus first on outcomes” (Bradley, Munger, & Hord, 2015), published in the August 2015 issue of JSD. That article set the stage by creating awareness of the need and purpose for thinking first about outcomes, not activities, when starting a change project. This article is designed to build knowledge, skills, and dispositions for how to consider outcomes first in order to see change.

    Logic Model As A Road Map To Reach Intended Goal

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    6 Strategies For A Change

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    Teacher's IC Map For Developing Students' Understanding of Fractions

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    Monitoring Tools Aligned With Educated Outcomes

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    References

    Affholter, D. (1994). Outcome monitoring. In Wholey, J., Hatry, H., & Newcomer, K. (Eds.), Handbook of practical program evaluation. San Francisco, CA: Jossey-Bass.

    Bradley, J. (2015). Designing schools for meaningful professional learning: A guidebook for educators. Thousand Oaks, CA: Corwin Press.

    Bradley, J., Munger, L., & Hord, S. (2015, August). Focus first on outcomes: When planning change, improved student learning is the ultimate goal. JSD, 36(4), 44-47, 52.

    Drago-Severson, E., Roy, P., & Von Frank, V. (2015). Reach the highest standard in professional learning: Learning designs. Thousand Oaks, CA: Corwin Press & Learning Forward.

    Hord, S.M. (2016). Beginning at the end. In Lindsey, D.B., Lindsey, R.B., Hord, S.M., & von Frank, V., Reach the highest standard in professional learning: Outcomes (pp. 43-69). Thousand Oaks, CA: Corwin Press & Learning Forward.

    Hord, S.M. & Roussin, J.L. (2013). Implementing change through learning: Concerns-based concepts, tools, and strategies for guiding change. Thousand Oaks, CA: Corwin Press & Learning Forward.

    Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: ASCD.

    Killion, J. (2008). Assessing impact: Evaluating staff development (2nd ed.). Thousand Oaks, CA: Corwin Press.

    Learning Forward. (2012). Standards into practice: School-based roles. Oxford, OH: Author.

    Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all students. Thousand Oaks, CA: Corwin Press.

    McCawley, P. (n.d.). The logic model for program planning and evaluation. Moscow, ID: University of Idaho. Available at www.cals.uidaho.edu/edcomm/pdf/CIS/CIS1097.pdf.

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    Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

    Categories: Learning communities, Outcomes

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