Partnership Playbook Let's Partner
Our Practice

Our Practice

10+ Years in Los Angeles Unified Schools

Key Systems for Transformation

While the Playbook presents the various components of our model separately, so they are digestible, we believe that school transformation is about building holistic and interconnected systems within and around schools. School transformation cannot be achieved through isolated strategies. For maximum impact, school systems must commit themselves to operating differently in order to address multiple aspects of school transformation.

Explore the key systems below to learn more about our specific approaches to the work, dig into our lessons learned, and access key resources and tools.

“Over the years we’ve learned that if we focus on building the capacity of school leaders, teachers, families, and partners to fully implement systems in and around schools, anything is possible and the learning from doing so is priceless for systems across the country.”Ian GuideraChief Academic Officer
Leadership Development
We facilitate professional learning and leadership development opportunities for school leaders, teachers, and families paired with focused school site supports.
School Leadership
We supervise and coach school leaders and Instructional Leadership Teams (ILTs) through side-by-side coaching and progress monitoring support to ensure that professional learning opportunities are leveraged and implemented.
Curriculum & Instruction
We build systems to support standards-aligned curricula, instructional design and delivery, and the use of data to monitor instruction and provide teachers with actionable feedback. We provide ongoing teacher coaching and support to implement instructional shifts.
School Culture
We work with all stakeholders at the school to build systems that create and sustain restorative communities that are inclusive and welcoming, provide access to a robust arts education, and promote an overarching belief in adults and students alike that college-completion is achievable.
Family Engagement
We support schools in building a vision for family and engagement that links to student learning and informs school decision-making.
Community Partnerships
We leverage the collective expertise and resources of community partners to advance resource equity and close opportunity and access gaps.
Talent
We leverage our flexibility to build school leader and teacher talent systems and work toward a day when our schools can recruit, select, and retain top talent. We also work to address common teacher staffing barriers experienced by our schools and provide hiring supports to school leaders.
Operations
We help schools navigate the system and remove operational barriers that interfere with the achievement of their mission. We leverage the support provided by the District and strategically supplement in areas like operational leadership, facilities, budget, and recruitment in order to model the types of equitable supports and investments required to close gaps.
Advocacy
We are a critical District ally that supports and influences equitable policy and implementation of practice. Our in-district partner position allows us to identify barriers to equity in ways that only a critical friend can, and to pilot and share best practices that promote equity.
Frameworks

Explore frameworks that are central to the way we work and communicate shared priorities with schools. These cross-cutting frameworks and processes bring coherence to our support across the key systems for school transformation. 

Partnership Implementation Framework (PIF)

The Partnership Implementation Framework, called the PIF for short, is the tool we use to assess the strength of the systems we consider to be key to school transformation and school success. Drawing upon a breadth of educational research, as well as best practices from school districts across the country, the PIF is designed to measure the level of implementation of these systems from “Not Yet Begun” to “Full Implementation”. Unlike rubrics geared towards assessing individual practice, the PIF places an intentional focus on systems that contribute to improved student outcomes and the prescribed actions of groups within the school to enact them. 

The PIF is used by school leadership teams, grade-level teams, and departments to reflect and set goals and by the Partnership to measure progress, drive professional development, and customize supports for schools.

June Outcomes

This one-page document sets the focused outcomes that schools and the Partnership’s home office teams identify together and work to achieve in a given year. Drawn from the PIF, these outcomes are developed with input from school leaders and teachers each spring for the following year. This document could be utilized in a district context to create foci for all of the professional development facilitated for school leaders and teacher leaders throughout the year, as well as school site based coaching and supports.

Call-to-Action (CTA) Plan

Central to our work with schools, the Call-to-Action is a Partnership school’s strategic plan that provides a basis for ongoing check-ins, progress monitoring, and quarterly refinements to schoolwide strategies. These strategic plans differ from most school-level plans because they are truly living documents that change and adapt throughout the course of a year. At the end of the year, the Call-to-Action guides reflection and school reviews that drive priorities for the following year.

School Support Reviews

School Support Reviews (SSRs) are day-long reviews at a school site, during which stakeholders (e.g. school administrators, teachers, Partnership staff, District staff) come together to evaluate current strengths and growth areas of a school. The PIF is used as a rubric in the review process to qualitatively assess the development and strength of a school’s focus systems. 

The design of the day is guided by a Partnership-built process that empowers the Instructional Leadership Team (ILT) to present their self-review and to share multiple measures of data to explore. Interviews, focus groups and classroom observations also add more qualitative data to validate or challenge portions of the self-review.

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Our Practice:
Leadership Development