The Center’s Systemic Instructional Improvement Program Network, known as SIIP, is a professional community of practice comprised of district leaders who oversee the improvement of teaching and learning district-wide.  SIIP members typically hold titles such as assistant superintendent or chief academic officer.

The primary goal of the SIIP Network is to provide its members with supports, resources, and learning around systemic instructional improvement.  To achieve this aim, the Network addresses authentic problems of practice that emerge within district improvement efforts and pursues disciplined, common learning about the best research and practice concerning large-scale instructional change.  

Participants can expect dynamic and interactive sessions that employ case studies, tools for self-diagnosis, and cutting-edge research. All sessions are designed to enhance participants’ ability to transfer new learning, skills, and tools directly into practice. Working with real-world issues and challenges, the group explores leadership and organizational practices critical for guiding instructional improvement. This encompasses developing strategic human talent practices, fostering organizational innovation, executing improvement efforts, and leading for coherence and sustainability from the assistant superintendent position.

Ultimately, the focus is on learning to improve and on how schools get better at getting better.  In recent years, the Network has focused its learning on improvement science. Documented by the Carnegie Foundation for the Advancement of Teaching, improvement science addresses the principles, processes, tools, and strategies for disciplined organizational change in schools and districts.

The SIIP Network is an invaluable resource for me as a district leader. Our community of practice norms around confidentiality and candor allow us to support each other in the challenging work of solving problems of practice. Agendas include time for deep dives into real time issues and collaborative “think tank” work to promote innovation and resourcefulness. Expert facilitators provide current research, readings and protocols that can be replicated in district as high leverage improvement strategies. It is a rare opportunity to be in the company of other like-minded administrators who are committed to building capacity for transformational, systemic change and each other’s success. I am a devoted fan of the Center’s work.

Kimberly Wynne, Assistant Superintendent, Farmington Public Schools

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