Innovation Cycles
“The degree of choice in what to focus on professionally was the best. I appreciated the ability to find an entry point that worked for where I was at.”
— Teacher, Portland Public
We custom-design innovation cycles to turn your existing faculty time into creative learning time, focused on aspects of engaging, equitable instruction such as
- Competency-based instruction & assessment
- Using a cycle of instruction to set all students up for success
- Designing instruction for deeper learning
- Building agency through personalized learning
We give school leaders
- Customizable agendas
- Personalized professional learning resources
- Actionable coaching
so they can easily and capably lead staff learning during the cycle.
An innovation cycle is a design-based learning process that puts students at the center. The cycle involves generating & testing new ideas, reflecting & iterating.
Custom-design innovation cycles help you
- Clarify and boost shared ownership of your school’s vision for student success and accompanying instructional vision
- Jumpstart an innovation culture
- Boost your faculty’s creative energy
An Innovation Cycle Example: Lincoln Middle School in Portland, Maine
Focus: How might we make “engagement” and “rigor” a both-and for our students?
Faculty collaboration structure used: Faculty Meetings
Timeframe: March – May
Teachers’ Experience with the Innovation Cycle
- Faculty members expressed how the collegial collaboration was essential to sparking their creativity and fueling their personal learning.
- 30% more faculty say adult collaboration time is strategic and productive than before Lincoln Middle began innovation cycles.
“Our school was fortunate to partner with Status Grow Learning to help us to more clearly articulate professional development and supports needed for each of our building goals. One of the most valuable structures we established as a result of our collaboration was professional learning cycles which allowed us to differentiate professional development for teachers while maintaining a consistent school-wide focus. Teacher engagement was high and feedback indicated that it was some of the most valuable professional development we had ever done!”
— Suellyn Santiago, Lincoln Middle School, Portland, ME
