Dial back and make room for impact
With teacher and leader workloads and burnout at an all-time high, it’s time for de-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance.
In Making Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you’ll find:
- Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully
- A step-by-step process for deciding which initiatives are most effective—and how to let go of the ones that are not
- Useful tools, templates, and charts that educators can immediately use in their de-implementation work—at school, in teaching teams, or at the system level
It’s time to get our lives back—without harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we’ll have more time for what truly matters.
Inhoudsopgave
Foreword by Dr. Lyn Sharatt
Part 1: The Big Picture
Chapter 1: Why We Need to De-Implement (and Why it’s Hard)
Chapter 2: Room for Impact: The Helicopter Overview
Part 2: Discover Stage
Chapter 3: Permit
Chapter 4: Prospect
Chapter 5: Postulate
Part 3: Decide Stage
Chapter 6: Propose
Chapter 7: Prepare
Chapter 8: Picture
Part 4: De-Implement Stage
Chapter 9: Proceed
Part 5: Re-Decide Stage
Chapter 10: a Ppraise
Chapter 11: Propel
Conclusion
Over de auteur
Dr. Dylan Wiliam is emeritus professor of educational assessment at the UCL Institute of Education. He started his career teaching in urban London schools before transitioning to educational research. He was dean of the School of Education at King’s College London, senior research director at the Educational Testing Service in Princeton, US, and deputy director of the Institute of Education, University of London. His research has focused on the use of assessment to support learning (sometimes called formative assessment), and he now works with groups of teachers all over the world on developing formative assessment practices. Dylan’s recent books include Creating the Schools Our Children Need and Embedded Formative Assessment.
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