While analyzing data from a larger study of OGAP implementation in Philadelphia, we realized that one school had a unique story to tell. Cedar Elementary’s* faculty appeared to really own the instructional reform, and we heard about supports for OGAP that were enacted in conjunction with one another. It wasn’t the story of one lone wolf championing a project, but of a system of mutually-reinforcing supports that engendered deep engagement.
So, we dove deep into our data from the school, re-analyzing it and triangulating our impressions from interviews with data from other sources. We don’t really discuss our methods in the brief—in the interest of keeping it brief! But it was a joy to marinate in transcripts describing one school; think about how best to tell its story; and rework the approach in response to invaluable feedback from team members and colleagues. We decided to emphasize implications for reform developers, district leaders, and school leaders. We wanted to underscore lessons that people in these roles could transfer to other reforms and other school contexts.
The Cedar faculty gave so generously of their time to provide the details—and the promising story of reform ownership—that we share in this brief. I want to thank the hard-working educators at that school, and the OGAP partners who helped to support them!
*The school name is a pseudonym.
Jill Pierce, Research Associate
Research for Action