Strategy: A coherent set of actions a district deliberately undertakes to strengthen the instructional core with the objective of raising student performance district-wide.This theory links the mission of increased performance for all students to the strategy the organization will use to achieve that goal. Theory of Change: The organization's belief about the relationships between certain actions and desired outcomes, often phrased as an "if… then…" statement.Instructional core: The core includes three interdependent components: teachers' knowledge and skill, students' engagement in their own learning, and academically challenging content.Recognizing forces in the environment that have an impact on the implementation of strategy. Identifying interdependencies among district elements. Highlighting district elements that can support or hinder effective implementation. The framework assists with achieving and sustaining coherence by:Ĭonnecting the instructional core with a district-wide strategy for improvement. The framework identifies the organizational elements critical to high performance and poses a series of diagnostic questions about each element, all in an effort to bring them into coherence with the strategy and with each other. Putting a district-wide strategy into practice requires building a coherent organization that connects to teachers’ work in classrooms and enables people at all levels to carry out their part of the strategy. Throughout its development, the framework has been informed by our interactions with senior leaders of large urban districts who face unique managerial challenges because of the size and complexity of their school systems, and often because of the poverty of the communities they serve as well. However, that knowledge has been elaborated by what we know about reform in education. We developed the PELP Coherence Framework to help leaders recognize the interdependence of various aspects of their school district – its culture, systems and structures, resources, stakeholder relationships, and environment – and to understand how they reinforce one another to support the implementation of an improvement strategy. See how brilliantly Russell has connected the ideas of philosophy and politics, by moving from a general to a specific topic, with sentences connecting one to another, creating coherence.Adapted from Tushman and O'Reilly's Congruence Model, 2002 Philosophy, as pursued in the universities of the Western democratic world, is, at least in intention, part of the pursuit of knowledge, aiming at the same kind of detachment as is sought in science …” Like the word “religion,” it has one sense when used to describe certain features of historical cultures, and another when used to denote a study or an attitude of mind which is considered desirable in the present day. “The word “philosophy” is one of which the meaning is by no means fixed. Example #4: Unpopular Essays (by Bertrand Russell) The entire paragraph is an example of coherent speech. Through the speech of the Old Major, Orwell starts the passage about the miserable nature of the life of animals on the animal farm, and then he inspires them to think about how to safeguard their interests on the farm. The life of an animal is misery and slavery: that is the plain truth.” “No animal in England knows the meaning of happiness or leisure after he is a year old. We are born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength … “ Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious, and short.
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