journey

guide
T H E CO LL A B O RATI VE
20 1 7-1 8

J O U R N E Y GU I D E 1
Welcome
to the
Collaborative.
You’ve joined a community who believes in the unbridled
potential of every student. A group who believes that
education can be transformative—for kids, for families, for
our society. A team who holds that unrelenting optimism
alongside an assessment that our current approach to school
is not yet realizing our aspirations. Embracing that tension,
you’ve chosen action. You’ve chosen curiosity, learning, and
a commitment to contributing to the next horizon. You’ve
chosen the Collaborative.

Over the next 10 months, you’ll explore the frontiers of

learning science, proven approaches, provocative learning
communities, and the demands of the 21st century. You’ll
question the ways we use time, space, people, technology,
and resources in service of world-class outcomes for
children. And you’ll use new insights to build—crafting a
reimagined learning experience that is inclusive of the hopes
and dreams your community has for itself. Finally, you’ll
forge a path forward—determining how, as design teams,
you will take the next leap in your own context and how,
as a broader Collaborative, we’ll continue the learning and
momentum we’ve built as a community.
 Meet the team.
Our charge is mighty, and this is
a group worthy of it. Here’s who
you’ll be working with:

unbridled
4 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E
potential
JO URNEY G UIDE 5
 We will build...
A Dream Canvas WHO
» Community history + context
A crisp and compelling articulation of your vision for a future
learning community. » Student profiles
» Insights from empathy work

WHY
» P
 urpose of our learning
community
» Case for Change

WHY WHAT
WHAT » Design constraints
Why WHO What » P
 ortrait of a graduate +
are we
Who are we? are we graduate aims
reimagining
building? » Insights about learning and
“school”?
development
» Design anchors

HOW
» Signature experiences

HOW » Student journey

» Educator journey
How will this
» Family journey
look and feel?

6 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E JO URNEY G UIDE 7

 We will build...
An Innovation + Change Plan
A strategic plan of action for how you’ll make that vision a reality.

 HAT FEATURES OF YOUR CONTEXT WILL

W
1
HAVE CRITICAL IMPLICATIONS FOR INNOVATION
AND CHANGE?
» Defining traits of your organization and its history
» Case for change

WHAT ARE WE BUILDING WHAT WILL

2 3
AND HOW DO WE GET WE BUILD, TEST
THERE OVER THE NEXT AND STUDY IN
3-5 YEARS? THE UPCOMING
» Summary of your Dream Canvas YEAR?
» Vision for long-term scale, projected » Prototyping + testing
impact and rationale plan and milestones
for Year 1
» Milestones for the next 3-5 years

build +
HOW WILL WE SET THEREFORE,
4 OURSELVES UP FOR
5 WHAT DO
INNOVATION AND WE NEED
CHANGE? TO MAKE IT

transform
» Organizational configuration HAPPEN?
» Roles, responsibilities and ownership » Talent needs +
resourcing plan
» Change management plan
» Budget and financial
» Vision for building a culture of
resources strategy
innovation

8 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E JO URNEY G UIDE 9

 mindsets focus skills
The work of innovation requires a broad array of orientations and
Some dispositions that will guide us in this journey: competencies to come alive. While far from comprehensive, we will
prioritize nurturing and growing the following skills throughout the year.

D R E AM BI G + TA KE RI SKS:
Step out of your comfort zone in pursuit of
breakthroughs.

BU I L D, I T E RAT E , BUI L D:
Refine and advance ideas through frequent creation DESIGN FO R STO RY T E LL I NG
and iteration. EQUIT Y
We grow our skill in crafting
We build the practices of and sharing narratives that
D ES I GN WI T H , NOT FO R:
strong user-based design, compel others to join us
Deeply partner with students, families, staff, and other
honing our lens to create in the work of reimagining
members of our communities.
equitable outcomes and school.
learning experiences.
B E I NS PI RE D:
Get curious and seek provocations in unlikely places.

Q U EST I O N E VE RY T H I NG:
Surface assumptions and question them.
Be open to changing your mind. RAPID CYCL E CHA NG E
PROTOT Y P I NG M A NAG E M E NT
L E V E RAGE ST RE NGT H S :
We rigorously test and iterate We take a disciplined
Build from the assets that we, our kids, and our
on new ideas. This will both approach to leading
communities have.
allow us to pursue bold thoughtful and strategic
innovation while mitigating change within our systems
B E I N T H E DRI VE R’S SE AT: risks, and to build the muscle and schools.
Be on the hook for this community, your experience, of ongoing iteration and
and the impact we collectively have. learning.

10 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E 11

 Discover
SEPT 5-OCT 27
(Convening 1: Bay Area, Oct 10-13)
We ground ourselves in the histories and aspirations of our

our journey students. We use those to define why we must innovate

and what outcomes we must innovate toward. We seek
inspiration to spark ideas for what’s possible.

BUILD
Like any true learning and innovation journey, the arc of the year will be CANVAS:
non-linear, sometimes messy, and ultimately unique for each team. » Community history + » Purpose of learning
context community
That said, the year will be loosely organized in six iterative cycles, during
» Student profiles » Case for change
which we’ll BUILD new components of our Canvas and Innovation Plans.
» Insights from empathy » Portrait of a graduate +
At the end of each cycle, we’ll pause, REFLECT on our progress + learning work graduate aims
and align on the focus areas and needed supports for the coming cycle.
REFLECT
CYCLE STEPBACK 1: Complete by Oct. 20
Orient + Prepare
AUG 1-SEPT 1
We ready ourselves for the design process by refining our
aspirations for the year, reflecting on what that will require Imagine
from us, and considering the team we’ll need to assemble
for that journey. OCT 30-DEC 22
We bring together stakeholders in our communities
BUILD to imagine and design new learning experiences that
INNOVATION PLAN:
align to graduate aims.
» Scope of project + high-level design and
implementation timeline BUILD
CANVAS:
REFLECT » Graduate aims + indicators
Self-assessment of readiness for innovation + » Signature experiences that align to graduate aims
coaching needs » Learner experience journey (day in the life)
» All previous components of canvas revised

INNOVATION PLAN:
» Characteristics + history of school system

REFLECT
CYCLE STEPBACK 2: Complete by Dec 15

12 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E 13

 Refine
JAN 2-FEB 16
(Convening 2: Austin, Jan 23-26)
Synthesize +
We continue iterating on the learner experiences, using Look Forward
research about how people best learn.

BUILD APRIL 2-MAY 25

CANVAS:
(Convening 3: New York, Apr 17-20)
» Insights about learning + development
In this final chapter, we put the finishing touches on our canvas,
» How graduate aims are best developed
turning it into a compelling external-facing document. At the
» Design anchors
same time, we turn our energy to finalizing our innovation plan,
» All previous components of canvas revised
grappling with how we will successfully bring this vision into
REFLECT reality in the coming years.
CYCLE STEPBACK 3: Complete by Feb 9 BUILD
CANVAS:
» Externally-facing canvas
INNOVATION PLAN:

Test » What you will build, test, and

learn in the upcoming year
» How you will set your
FEB 19-MARCH 30 organization up for success
We test out key elements of future vision and use that to (organizational structure,
finalize our canvas. We begin looking ahead to how we will roles and responsibilities,
pursue that vision in the coming years. change management plan)
» What you need to make it
happen (talent and budget
needs, vision for long-term
impact)
» Final innovation plan
(refining all sections)

BUILD
CANVAS:
» Family + educator journeys
» “Complete” canvas that
has been refined through
prototyping and iteration with
multiple audiences
REFLECT
INNOVATION PLAN:
CYCLE STEPBACK 5: Complete by May 18
» Vision for the new school End of year grant report.
and 3-5 year plan
» Draft resourcing and
fundraising plan

REFLECT
CYCLE STEPBACK 3: Complete by Mar. 23

14 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E JO URNEY G UIDE 15

 supports
On your learning journey, you’ll leverage a few
interrelated supports:

I N - PE RS O N V IRTUAL ONG O I NG
CON V E NI NGS RESOURCES COLL AB O R AT I O N YO UR COACH

We will come together three times
to reflect, provoke new ideas, and
collaborate. We will complete pre-
work to catapult our time together.
We’ll visit inspiring learning
environments and learn with
experts and leaders in this work,
including each other. We’ll roll up
our sleeves to imagine and build.
Transcend-NewSchools-
Collaborative.org will be your
one-stop shop for materials from
the Collaborative, provocative
and applicable research, as well
as tools to aid your design and
innovation process.
Outside of the convenings,
you’ll keep the momentum going
with continued collaboration—
amongst the cohort as well as
with the Yellow Hats League,
a diverse network of experts
and practitioners who inform,
design, and spread innovative
learning environments. This will
be supported by occasional virtual
learning opportunities and Slack,
a communications and
collaboration platform.
Design teams will be matched
with a coach from the Transcend
team—either Brittany, Rob,
or Anna—who will serve as
an ongoing thought partner,
design and facilitation support,
running buddy, and connector to
additional experts and resources
at Transcend and beyond.

16 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E JO URNEY G UIDE 17

 Zoom in: In-Person Convenings
We will come together three times to catalyze our learning and designs.

BAY A RE A Why must we reimagine learning?

What are our students’ aspirations

NE W YO R K
CO N V E NI NG #1
October 10-12 and what will be required to CI T Y
achieve them? CO N VE NING #3
Optional Lindsay Unified
Visit or continued work How might we leverage design April 17-20
day on the 13th thinking and hold a strong equity
lens through our design process?

What comes next?

What will it take to bring

our visions into reality?
How do students best learn,
develop, and stay motivated?

How might prototyping provide

meaningful insights to improve
our design?
AUSTIN
CO N VE NING #2

January 23-26

18 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E JO URNEY G UIDE 19

 Zoom in:
Coaching and
Cycle Stepbacks
Each team will be paired with a coach for the year.
Coaches will play differentiated roles by team including:
THOUGHT PARTNER
We’ll act as a provocateur
and guide to ensure your
team is building the skills
to transform schooling,
and eventually, to take your
organization to new heights.
DESIGN +
FACILITATION PARTNER
Sometimes we’ll roll up our
sleeves to build together.
Other times, we might “hold
the pen,” putting your ideas
to paper to help accelerate
your thinking.
20 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E
RUNNING BUDDY
Part of our role is to hold you
accountable to your goals. Much
like a trusted running buddy,
we’ll be sure you follow-through
on the commitments you make to
yourself and to your community
and truly get the most out of this
experience.
CONNECTOR
We will help to identify
other resources,
experiences, and people
who will be helpful along
your journey.
A few tips
In order to get the most out of this relationship, we encourage you to be
in the driver’s seat. Below are a few tips from past teams, which we hope
you’ll find useful.
DETERMINE CLEAR ROLES AND RESPONSIBILITIES: on the front end
of this experience, and in doing so, determine who will serve as the main
point of contact between your coach and your team.
COMMUNICATE PROACTIVELY: It’s always better to over-communicate.
Don’t hesitate to copy your coach on regular emails, let them know when
you have big successes, or pull them in when you get stuck.
TAKE THE REINS: No one knows your organization as well as you do. We’ve
found that when you take the reins, determine the objectives, and name the
type of support, coaching or facilitation that would be most impactful, your
coach can be even more helpful.
MAXIMIZE THE TIME YOU HAVE TOGETHER: For calls, visits, and other
supports, have a clear set of goals, agenda, and prep for that time (i.e., what
can your coach know/review to jump right in?).
Cycle Stepbacks
Our year is organized in six cycles, which are intended to give your team
regular chances to pause, reflect, and refine your course alongside your
coach. At the close of each cycle, we’ll ask your team to complete a short
“stepback” with one another and then discuss it with your coach to ensure
you’re aligned on the goals, milestones, and support that will best facilitate
your team’s work.
WHAT DOES A CYCLE STEPBACK LOOK AND SOUND LIKE?
At a high level, you’ll reflect on the following questions:
1. W
 here are you in relation to your school design goals and
milestones?
2. What successes have contributed to your progress? How so?
3. What challenges have you faced? What are the root causes of
those challenges and how will we mitigate them going forward?
4. What new learning goals have emerged for your team?
5. What are the implications of this reflection for your workplan and
coaching needs in the next cycle?
JO URNEY G UIDE 21
 Levers for change...
In crafting our visions for a new learning experience, we’ll
explore various paradigm shifts and the potential levers that drive
them. One framework we’ll consider is The Eight Great Leaps.

O L D S C HOO L M O D EL W H AT T H E 2 1 ST CE NTU RY D E MANDS

NARROW STUDENT OUTCOMES THROUGH BROADER, MORE HOLISTIC STUDENT OUTCOMES,

ACADEMICS IN CORE DISCIPLINES
FOCUS OF Heaviest in subjects measured by tests. Separate
SCHOOL courses by subject. Focus on requirements for
college or skills for predictable jobs.
THROUGH DEEP, CROSS-DISCIPLINARY LEARNING
Rigorous academics (within and across core disciplines), habits
of success, skills for new economy, personal leadership, and
critical consciousness.

INEQUITABLY LOW AND UNCHANGING HIGH FOR EVERY CHILD

Modest expectations for most, high for a few, and As many doors open, for as long as possible, for every learner,
EXPECTATIONS disproportionately low for low-income and students regardless of demographics or starting levels. Strong and customized
FOR CHILDREN of color. Expectations rarely change over time. supports for each child to fulfill highest potential in own way.

OBEDIENT, PASSIVE RECIPIENTS ACTIVE DRIVERS OF LEARNING & COMMUNITY

LEARNERS’ Adults set direction, students comply or face Learners drive their unique paths–moving at their own pace (based on
mastery) and in their preferred modalities through learning goals that
ROLE punishment. Students move in fixed, age-based
“batches” through same content and pace. matter to them, while shaping the broader learning community.

FIXED, CLASSROOM-BASED FLEXIBLE, PERSONALIZED, ANYWHERE

LEARNING Students assigned to classrooms, instruction Learners access whatever learning experiences best meet their unique
MODES provided by teacher using consistent set of goals, needs, learning preferences regardless of location or time.
resources for all students.
TOGETHER—MANY PEOPLE, MANY HATS
ALONE—ONE PERSON, MANY HATS Many caring adults (in & out of school) collaborate, with specialized
EDUCATOR’S Classroom teacher inherits a pre-set role, typically roles based on strengths and skills. Educators rewarded for
ROLE responsible for everything. Often isolated. Hard to
sustain, but teachers rewarded for sticking around.
value. Educators have key roles in shaping design of the learning
environment.

PASSIVE CUSTOMERS ACTIVE PARTNERS

Often inadvertently kept at a distance. Hard for Deeply and regularly plugged into their children’s goals, choices,
FAMILIES’ ROLE parents to really know how students are doing, progress, and needs. Clear on how to partner with educators to
what they need, how to help. support. Contribute to the evolving design and ongoing running of their
child’s learning environment.
FRAGMENTED AND INEQUITABLE
SCHOOL Separate classrooms, desks, lockers. Often homogenous
DIVERSE INTERCONNECTEDNESS
Focus on love, collaboration, and shared ownership for community, with logical
COMMUNITY racial / economic populations. Student breaches of adult
expectations disciplined punitively. Few relationships
consequences and restoration if breached. Diversity, equity, and inclusion at the
heart of community practices. Permeable boundaries of learning community to
across lines of difference.
enable a broad set of relationships with others inside and out of “school.”
PERIPHERAL EMBEDDED
TECHNOLOGY Technology used as a tool for limited tasks that don’t Technology used in equitable ways to enhance human connections
USE require a human touch, or as a poor substitute for (among learners-educators-parents) and to enable widespread
relationships. personalization.

22 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E JO URNEY G UIDE 23

 If you always do what
you always did,
“
you will always get
what you always got.
“
A L BE RT E I NST E I N

24 TRANSC END + NEW S C H OOLS COLL A B ORAT IV E