Theory of Action

Our theory of action, built from decades of cognitive science research on teaching and learning, and extensive practical experience in instructional reform, takes improved instruction as a primary driver for enabling all students to be on track in the disciplines for success in college and careers. We support leadership, coaches, and teachers to accomplish this goal through a set of secondary drivers that directly shape instruction: the use of standards-aligned curriculum with cognitively demanding tasks and high leverage teaching practices, along with routine use of formative data and inquiry (PDSA) cycles to adapt instruction to support and advance student learning. We put these drivers into action through: collaborative learning opportunities, such as school-based PD and PLCs, to support adult learners to acquire content pedagogical knowledge; collaborative learning to build trust and an effort-based school culture; and job-embedded opportunities to learn and practice with feedback and coaching aligned to student needs.

Theory of Action diagram