IDEALS

The K20 Center IDEALS Framework

The K20 Center’s IDEALS framework sets the stage for the ten research-based practices linked directly to high student achievement. IDEALS is an acronym for Inquiry, Discourse, Equity, Authenticity, Leadership, and Service.

  • Practice 1: Shared Values
  • Practice 2: Authenticity
  • Practice 3: Shared Leadership
  • Practice 4: Personalized Environments
  • Practice 5: Teacher Collaboration
  • Practice 6: Inquiry & Discourse
  • Practice 7: Supportive Leaders
  • Practice 8: Community Connections
  • Practice 9: Equity Concerns
  • Practice 10: External Expertise

Inquiry

INQUIRY is the cyclical process in which learning communities engage in translating data into actions that inform instruction ¹ by leveraging relevant data sources ² and new knowledge in the form of research and external expertise ³ to generate and implement an innovation  to improve learner achievement, engagement, and/or empowerment. ⁵ ⁶

Discourse

DISCOURSE brings participants together in intentional conversations  as part of a high-trust community  to share and examine their practices  in a continuous cycle ¹⁰ of improvement for all learners. ¹¹

Equity

EQUITY is a fair and just principle which strives to ensure that the individual needs of all students are met, regardless of background ²⁰ ²¹ and that holds high expectations for all students, ²² adjusting for differentiation and personalization based on needs. ¹⁸

Authenticity

AUTHENTICITY is a framework for meaningful, student-centered learning ²⁵ in which individuals build on what they already know to create deep knowledge ²⁴ as they engage in relevant learning tasks, problems, and challenges ²⁷ guided by focused conversations grounded in the use of essential questions. ²⁶

Leadership

LEADERSHIP is the process of working collaboratively within a culture of interdependence and trust ²⁸ ²⁹ to foster inclusive practices and dialogue which serves to articulate and pursue a shared vision for growth and learning ³² ³⁴ ³⁵ for all stakeholders.

Service

SERVICE encourages active engagement, civic responsibility and reflection ³⁶ ³⁷ ⁴⁰ within reciprocal relationship between students, faculty, and the community ³⁸ and school needs, through meaningful opportunities and collaboration. ³⁹

1 Mandinach, E. B., Gummer, E. S., & Muller, R. D. (2011). The complexities of integrating data-driven decision making into professional preparation in schools of education: It’s harder than you think. In Report from an invitational meeting.

2 Carlson, D., Borman, G. D., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33(3), 378-398.

3 Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: Organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292-327.

4 Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

5 Mandinach, E.B. & Gummer, E.S. (2013). A systemic view of implementing data literacy in educator preparation. Educational Researcher, 42(1), 30-37.

6 Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational evaluation and policy analysis, 25(4), 375-395.

7 Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: Organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292-327.

8 Fairhurst, G. T., & Grant, D. (2010). The social construction of leadership: A sailing guide. Management Communication Quarterly, 24(2), 171-210.

9 Gallimore, R., Ermeling, B. A., Saunders, W. M., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school‐based inquiry teams. The elementary school journal, 109(5), 537-553.

10 Juzwik, M.M., Sherry, M.B., Caughlan, S., Heintz, A. & Borsheim-Black, C. (2012). Supporting Dialogically Organized Instruction in an English Teacher Preparation Program

11 Moller, J. (2009). School Leadership in an Age of Accountability: Tensions between Managerial and Professional Accountability. Journal Of Educational Change, 10(1), 37-46.

12 Nelson, T. H., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups. The Clearing House, 83(5), 175-179.

13 Schlechty, P. C. (2011). Leading for learning: How to transform schools into learning organizations. John Wiley & Sons.

14 Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. Random House Digital, Inc..

15 Servage, L. (2009). Who is the “professional” in a professional learning community? An exploration of teacher professionalism in collaborative professional development settings. Canadian Journal of Education, 32(1), 149-171.  

16 Ugwuadu, O.R. (2013)Effects of democratic and autocratic discourse patterns on student achievement in biology in MUBI educational zone of Adamawa State.  IOSR Journal of Research and Method in Education. 2(3) 18-23).

17 Vogus, T. J., Rothman, N. B., Sutcliffe, K. M., & Weick, K. E. (2014). The affective foundations of high‐reliability organizing. Journal of Organizational Behavior.

18 Espinoza, O. (2007). Solving the equity-equality conceptual dilemma: A new model for analysis of the educational process. Educational Research, 49(4), 343-363.

19 Groenke, S.L. (2010). Seeing, inquiring, witnessing: Using equity audit in practitioner inquiry to rethink inequity in public schools. English Education, 43(1), 83-96. 

20 Hemmer, L. (2010). Teachers enactment of equity in alternative schools: A critical discourse analysis. Journal of Contemporary Issues in Education, 6(2).

21 Jordan, W. (2010). Defining equity: Multiple perspectives to analyzing the performance of  diverse learners. Review of Research in Education, 34, 142-178.

22 Tomlinson, C.A. & Javius, E.L. (2012). Teach up for Excellence. Educational Leadership, 69(5), 28-33.

23 Waitoller, F.R. & Artiles, A.J.  (2013). A Decade of Professional Development Research for Inclusive Education:A Critical Review and Notes for a Research Program. Review of Educational Research, 83, 319-336.

24 Brown, A. L., & Cocking, R. R. (2000). How people learn (pp. 285-348). J. D. Bransford (Ed.). Washington, DC: National Academy Press. 

25 Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Des Moines, IA: Iowa Department of Education. Retrieved June, 24(24), 2011.

26 McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Ascd.

27 Strobel, J., Wang, J., Weber, N. R., & Dyehouse, M. (2013). The role of authenticity in design-based learning environments: The case of engineering education. Computers & Education, 64, 143-152.

28 Brown, L. M., Whitaker, B. L., & Brungardt, C. L. (2012). A Proposed Framework for Global Leadership Education: Learning Objectives and Curricula. Journal of Leadership Education, 11(2), 214-225.         

29 Howe, K. R., & Meens, D. E. (2012). Democracy left behind:  How recent education reforms undermine local school governance and democratic education. In D.Weitzman (Ed.). Boulder, CO: National Education Policy Center.  Retrieved April 13, 2013 from http://greatlakescenter.org/docs/Policy_Briefs/Howe_LocalControl.pdf        

30 Marks, H. M. & Printy, S.M. (2006).  Shared leadership for teacher and student learning.  Theory Into Practice. 45(2), 125-132.  Retrieved from http://donnaelder.wiki.westga.edu/file/view/Shared%20leadership%20for%20teacher%20and%20student%20learning.pdf/347979948/Shared%20leadership%20f

31 Robinson, V. M. J. (2010). From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 1-26.

32 Sharratt, L. & Fullan, M. (February, 2013).  Capture the human side of learning: Data makeover puts students front and center .  Staff Development Journal. 34(1), 45-48.  Retrieved from http://learningforward.org/docs/default-source/jsd-february-2013/sharratt341.pdf?sfvrsn=2

33 Slater, L. (2008). Pathways to building leadership capacity. Educational Management Administration & Leadership, 36(1), 55-69. 

34 Wahlstrom, K. L., Seashore Louis, K., Leithwood, K. Anderson, S.E. (2010). Investigating the Links to Improved Student Learning: Executive summary of research findings.  Learning from Leadership Project.  Retrieved from http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/Investigating-the-Links-to-Improved-Student-Learning-Executive-Summary.pdf 

35 Waters, J.T. & Marzano, R.J. (2009).  School district leadership that works:  Striking the right balance.  Bloomington, IN:  Solution Tree Press.

36 Ash, S. L., & Clayton, P. H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, 29(2), 137-154.

37 Billig, S. H.(May, 2000). Research on school-based service learning: The evidence builds.  Phi Delta Kappan, 658-664.

38 d’Arlach, L., Sánchez, B., & Feuer, R. (2009). Voices from the Community: A Case for Reciprocity in Service-Learning. Michigan Journal of Community Service Learning, 16(1), 5-16.

39 Felten, P., & Clayton, P. H. (2011). Service-learning. New Directions For Teaching & Learning, 2011(128), 75-84. doi:10.1002/tl.470

40 Molee, L. M., Henry, M. E., Sessa, V. I., & McKinney-Prupis, E. R. (2010). Assessing Learning in Service-Learning Courses Through Critical Reflection. Journal Of Experiential Education, 33(3), 239-257.