Using This Guide to the KEYS-CSI Process
Using This Guide to the KEYS-CSI Process
The pages and resources that follow are designed to assist NEA state and local affiliates, as well external and internal (school) facilitators who are working to support the KEYS approach to CSI. For each step in the process of improvement, which is similar to an action research cycle, a number of questions and suggestions are provided to remind the users of KEYS-CSI of the principal tasks that must be carried out or considered as part of that step. In addition, resources in the form of relevant research, authoritative reports of promising programs and practices, tools for analysis and decision making, and expert commentary are provided to help users make productive decisions.
There are, of course, many resources that could be useful in using KEYS. Thus, the resources suggested here were selected with the recognition that too many recommendations are not helpful to busy people who assume the responsibility for leading others in the complex pursuit of quality education for all students. The resources identified are those that are readily accessible on line, available in NEA publications, or published in collaboration with the NEA (such as The Keys to Effective Schools book published by Corwin Press).
In addition to accessibility, reliability is a primary criterion in selecting the resources provided. The resources, therefore, are of three types:
• Research published in a peer reviewed journal, book, or report. For example, such sources include the journals and website of the American Educational Research Association and syntheses of research by the What Works Clearinghouse and the National Research Council.
• Research or expert consensus on websites of professional organizations, “think tanks”, foundations, research centers, and national educational laboratories.
• Commentaries, some on video, from experts selected by the NEA who have an understanding of KEYS and the related research.
While the steps in the KEYS-CSI process are sequential, they may be taken over time and different people may be involved at different steps. Thus, because some resources are relevant to issues that arise at more than one step (for example, collaboration is important at every step), these resources may be provided throughout the process. This redundancy is meant to be helpful but some participants may feel “been there, done that”.
As you engage in the KEYS-CSI process, you will have experiences and learn about resources that will be helpful to others. You are encouraged to share those experiences and resources, as well as tools and strategies that you have developed/adapted in your work. To learn how to do this, CLICK HERE.
[Gary, how will this work? Please enter link and explanation]
The pages and resources that follow are designed to assist NEA state and local affiliates, as well external and internal (school) facilitators who are working to support the KEYS approach to CSI. For each step in the process of improvement, which is similar to an action research cycle, a number of questions and suggestions are provided to remind the users of KEYS-CSI of the principal tasks that must be carried out or considered as part of that step. In addition, resources in the form of relevant research, authoritative reports of promising programs and practices, tools for analysis and decision making, and expert commentary are provided to help users make productive decisions.
There are, of course, many resources that could be useful in using KEYS. Thus, the resources suggested here were selected with the recognition that too many recommendations are not helpful to busy people who assume the responsibility for leading others in the complex pursuit of quality education for all students. The resources identified are those that are readily accessible on line, available in NEA publications, or published in collaboration with the NEA (such as The Keys to Effective Schools book published by Corwin Press).
In addition to accessibility, reliability is a primary criterion in selecting the resources provided. The resources, therefore, are of three types:
• Research published in a peer reviewed journal, book, or report. For example, such sources include the journals and website of the American Educational Research Association and syntheses of research by the What Works Clearinghouse and the National Research Council.
• Research or expert consensus on websites of professional organizations, “think tanks”, foundations, research centers, and national educational laboratories.
• Commentaries, some on video, from experts selected by the NEA who have an understanding of KEYS and the related research.
While the steps in the KEYS-CSI process are sequential, they may be taken over time and different people may be involved at different steps. Thus, because some resources are relevant to issues that arise at more than one step (for example, collaboration is important at every step), these resources may be provided throughout the process. This redundancy is meant to be helpful but some participants may feel “been there, done that”.
As you engage in the KEYS-CSI process, you will have experiences and learn about resources that will be helpful to others. You are encouraged to share those experiences and resources, as well as tools and strategies that you have developed/adapted in your work. To learn how to do this, CLICK HERE.
[Gary, how will this work? Please enter link and explanation]