Our Approach
Key Assumptions
The Tripod Project is grounded on the assumption that much of the knowledge necessary for improving student outcomes is already present in most schools. What are lacking, however, are routine mechanisms for documenting student experience and instructional practices in classrooms and well-structured ways of sharing ideas and searching together as a school community for ways of improving. A second assumption is that teachers are willing and able to learn from one another not only within schools, but across schools as well.
Grounded in Research
The framework around which school-level activities are organized is well grounded in research on organizational change, teaching and learning. Further, the project is adding to the relevant literatures.
Grounded in Data
The Tripod Project surveys students and teachers at the classroom level to document attitudes, perceptions, experiences and practices. The resulting data are returned to each school in forms suitable to inform and influence deliberations about ways of improving the school, raising achievement and narrowing gaps.
Grounded in Routines of Sharing
School-level activities within the Tripod Project framework produce ideas that are shared in multiple forms within and across schools and districts. Bolstered by annual conferences, the Tripod Project is producing a community of teachers and administrators who share in the Tripod Project mission and who value the opportunity to learn together about ways of making schools more effective for all students.