Continua for Capacity Building - NCLE

National Center for Literacy Education

Continua for Capacity Building

These continua were developed by Michael Palmisano, Lara Hebert, Catherine A. Nelson, Robert Hill, and Sharon Roth on behalf of the National
Center for Literacy Education (NCLE). NCLE brings together leading education associations, policy organizations, and foundations to support
powerful learning about literacy in every discipline and sustained school improvement.

For information on this publication, contact Kristen Suchor, NCLE Project Manager, at [email protected], 217-278-3602 (phone), or 217-328-0977 (fax). ©2012 by the National Center for Literacy
Education/National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096. All rights reserved. A full-text PDF of this document may be downloaded free for personal, non-
commercial use through the NCLE Literacy in Learning Exchange website: www.literacyinlearning.org (requires Adobe Acrobat Reader).

Continua for Capacity Building

NCLE has developed the Continua for Capacity Building to support the inquiries of collaborative teams. The Continua are an
extension of the NCLE Framework for Capacity Building that identifies the types of organizational conditions and practices that
research has shown to have the greatest impact on student learning. The Continua offer developmental progressions of key
elements within each of six types, or domains, of conditions and practices identified from the research. These domains are:

 Deprivatizing Practice
 Enacting Shared Agreements
 Creating Collaborative Culture
 Maintaining an Inquiry Stance
 Using Evidence Effectively
 Supporting Collaboration Systemically

The process of building capacity is a developmental one. It is unlikely that all of these conditions and practices are present
throughout a system consistently. The Continua offer research-based guidance for setting goals and monitoring progress for
improving key factors of capacity building – educator collaboration and professional learning. Continua for each domain identify
conditions and practices of capacity building at four levels: Establishing, Applying, Integrating, and Coherence.

The Framework for Capacity Building, Asset Inventory for Collaborative Teams, and Continua for Capacity Building were
developed based on the findings from the NCLE literature review, Building Capacity to Transform Literacy Learning (Nelson, 2012).
http://bit.ly/ncleshortlitreview

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Continua Design: Key elements within each domain address four Dimensions of capacity building at each developmental level: Participation and
Connectedness; Collaborative Culture/Norms; Structures and Resources to Support Collaboration; and Assessment of Collaborative Inquiry
Practices.

Dimensions Establishing Applying Integrating Coherence
Participation and
Connectedness Some staff initiate collaboration There is broader involvement of Involvement in collaboration and All staff participate in collaborative
and inquiry. staff in collaboration and inquiry, inquiry broadens to include those in inquiries and cross-group sharing occurs
Collaborative but inquiry groups continue to roles supporting instruction routinely. Sharing may go beyond the
Culture/Norms work in isolation from each other. (administrators, coaches, school walls to include families, the
paraprofessionals). Some cross-group community, and other schools and
Structures and Collaboration and inquiry are Organizations select or define a sharing occurs. school districts.
Resources to Support inconsistent in nature and model for collaborative inquiry.
Collaboration frequency. Agreements regarding effective Shared purpose (agreements and Decisions and focus for professional
practice begin to emerge. commitments) guide collaborative learning are guided by shared purpose
Assessment of inquiries. Teaching practices are that is clearly linked to student learning
Collaborative Inquiry Few collaborative structures exist. Collaborative structures including becoming more transparent, with some goals. Teaching practices are
Practices Collaboration occurs primarily assigned time support occasional groups observing classrooms and transparent and routine, with classroom
outside the school day. collaboration. holding conversations centered on observations and conversations
improving practice and student centered on improving practice and
learning. student learning.
Collaborative structures including Collaborative structures support almost
assigned time support collaboration daily conversations centered on
within weekly schedules. improving conditions and practices that
impact student learning. Technology
Organizations define and implement supports communication, expanded
methods for assessing the effectiveness networks, and access to information
of collaborative inquiry to improve and expertise.
instruction, leadership, and Organizations systematically assess
organizational practices and student conditions and practices affecting
learning. collaboration and inquiry and use this
information to improve practice and
student learning.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Deprivatizing Practice

Key Elements Establishing Applying Integrating Coherence
Observation
Observations of practice are The leadership verbally Release time is provided such that All staff, regardless of role, actively seek
Learning Shared primarily conducted by a recommends observations by all teachers have observed other opportunities to be observed and to observe
with Others supervisor for evaluation staff, but no time is dedicated to teachers and have been observed others for the purpose of improving their
purposes. Some staff co-teach this practice. A few staff choose for the purpose of improving practice. This includes inviting observations
Accountability and and informally learn from the to use their preparation time to practice. Administrators and and feedback from parents/community and
Responsibility for practice of the others. observe others. paraprofessionals also participate students. Cross-organization observations
Learning in peer observations and are also encouraged. Systems are in place
Informal and voluntary groups Collaborative groups use reflection. that allow observations to occur easily.
Evidence-Based form to share lessons learned protocols to share what they are Dedicated time is provided for Educators share videos or reflections about
Conversations from individual inquiries. Some learning with one another. Staff inquiry groups to share with one their own practice with others outside of the
might share lessons or who attend conferences attend in another what they are learning school and district through conference
resources with others. pairs or teams to reflect together from their collaborative inquiries. presentations, publication, and participation
Teachers might share lessons during the conference and when Presenting at professional in online professional communities.
learned with other staff after putting new learning into conferences is encouraged. Organizations provide time and other
attending a conference or practice. New learning and incentives to support the work of preparing
workshop. student results are shared with Teachers discuss teaching and for publication or presentation.
others. student learning challenges and
Supervisors hold teachers Teacher groups meet regularly to practices as critical friends. All students are the responsibility of all staff,
individually accountable for discuss their lesson planning and Individuals are accountable for community, and parents. Being critical
student learning and classroom challenges. While follow through and group friends serves this purpose. All staff hold one
professional development. holding themselves accountable, members ask for progress updates. another accountable for improvement in
Some peers challenge one other teachers provide Structures are in place to also addition to themselves. Participation in hard
another to keep improving. suggestions for improvement. encourage reporting progress and conversations is the expectation and the
Resources for ongoing learning learnings across groups. norm.
are usually purchased out-of- There is an expectation within Organizational culture is one of
pocket by individual staff. group meetings that problems be trust and safety that encourages Organization-wide data as well as individual
Discussions of challenges tend described in terms of supporting innovation and learning from student data are discussed routinely in small
to be anecdotal with little evidence and that plans for practice. Data relating to and large groups as a means of informing
reference to evidence that solution include the evidence classroom observations and actions and assessing progress. Evidence is
demonstrates the expressed that will be used to monitor and student work are used in routinely discussed with parents and the
challenge. Evidence and data- assess progress. discussing progress and evidence community. In addition, all stakeholders
based decisions are of student learning. contribute to the data sources and
encouraged, but most staff are conversation.
unsure about how to do this.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Enacting Shared Agreements

Key Elements Establishing Applying Integrating Coherence
Mission
A process for establishing the mission Stakeholders engage in conversations At a mega-level, the planning functions The mission statement(s) of the
Shared statement of the organization has aimed at clarifying their and day-to-day operations of the organization are rarely spoken; but
Agreements occurred and a mission statement, understanding of the organization’s organization are guided by the mission; they are constantly observable in the
along with associated organizational mission. The conversation is two-way success of the organization is measured actions of educators and other
Shared goals, has been communicated to at all times. by fidelity of the organization's work to stakeholders.
Commitments most stakeholders. its stated mission.
Standards for student learning have Educators in the organization are Educators engage in processes where Instruction for every student
Shared Purpose been identified, typically with the beginning to base their instruction or they both provide and receive feedback integrates learning standards across
input of a team or work group their support for instruction on from peers concerning successful the curriculum. Inquiry produces new
representative of some educators in shared agreements about effective implementation of shared agreements knowledge and wonderings that are
the organization. Some or most practices and student learning. Most about student learning. Conversations shared across the organization
knowledge regarding effective staff engage in professional learning. address how and why to adapt shared regarding the need for refining
practice is being imported from Early adopters provide rigorous and agreements based on information and learning standards and/or their
outside the organization. ongoing feedback to their colleagues. knowledge routinely generated in the assessment. The organization is both
Knowledge within the organization is organization. Coaching and mentoring an exporter and importer of
Expectations for professional practice explored, shared, and refined. of novice educators are routine. knowledge about learning standards
have been identified, typically with for students.
the input of a team or work group Emerging and established Educators observe the practice of one Traditional practices of supervision
representative of some educators in collaborative work groups exist in another, and focused conversation are nearly nonexistent. Peers
the organization. Some or most many places throughout the about what works, what does not, and routinely observe, provide feedback
knowledge regarding professional organization. Early adopters model what adaptation is needed happens to one another, and coach or mentor
practice is being imported from instructional and support practices to routinely in the organization. Skill sets colleagues who enlist their assistance.
outside the system. their peers, with some evidence of and strengths of educators are known The organization exports knowledge
coaching. Teams of educators offer by and shared among the professional regarding professional practice while
Shared purpose, the interaction of feedback to one another regarding staff. it continues to investigate new ideas.
shared agreements and shared professional practice. Walkthrough The organization demonstrates
commitments, is a goal of most observations occur in some locations. adaptation and innovation to meet
educators. The first communities of student needs.
practice are taking root. Communities of practice have The organization practices distributed Professional learning happens
become aware of their collaborative leadership for teaching and learning. seamlessly through collaborative
assets. Inquiries into shared Collaborative structures and processes practices where diverse points of
agreements and shared commitments are routine. Communities of practice view, agreements regarding student
begin to occur in some of these form, dissolve, and re-form in an learning, and commitments to
communities of practice. Evidence of ongoing cycle of inquiry about professional practice are routinely
team planning, internal team agreements and committed practice. investigated.
feedback, and collaboration is
growing within the organization.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Creating Collaborative Culture

Key Elements Establishing Applying Integrating Coherence
Trust and Safety Staff are encouraged to try
for Hard Informal pairs, groups, or Staff within small groups are new things, to assess progress, Multiple collaborative structures
Conversations departments work together on comfortable discussing and to discuss openly with exist—vertical, horizontal, cross-
the daily logistics. Some strengths, weaknesses, and new other staff including district, self-selected, or topic
Productive Use of examples of co-teaching or learning openly without fear of supervisors without fear of focused. Parents and students
Time teaming are evident. Staff breeched confidentiality. reprisal. participate. Time is built into the
discussing problems or Supervisors are often absent workday for collaborative learning.
Shared Leadership challenges do so behind closed from these discussions. Meetings are clearly focused All staff, parents, and community
doors and only with their closest on participants leaving with are encouraged to question
peers who can be trusted to keep Meetings have agendas and new knowledge and ideas for decisions and practices for the
the information from others, clearly stated purpose. Most action. purpose of improving learning and
especially from supervisors. meetings use protocols or instruction for all students.
Small and large group meetings structures to stay on task. All participants take turns All meetings have clearly stated
are used for daily logistics and Reports are given for the leading meetings and input is purpose and focus on improving
announcements. Some groups purpose of group discussion. sought from all parties before student learning. Participants leave
choose to address teaching Dissemination of most decisions are made. Staff feel meetings with new information, a
practice or student learning on information occurs through that their input is valued and goal for next steps, and
occasion. other means. considered even when accountability to discuss the effects
Committee chairs are recruited decisions differ from an of their actions with others.
Committees develop school from the staff and share individual’s recommendation
improvement plans, interview leadership with the or input. All staff share responsibility for
new hires, and make some other administration. student learning and professional
school-wide decisions. learning. Decisions are made as a
Administrator typically lead and group and informed by data and
may override committee other evidence. Along with staff,
decisions. administrators and supervisors
create conditions for staff learning
and organizational improvement.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Maintaining an Inquiry Stance

Key Elements Establishing Applying Integrating Coherence
Staff participate in
Come together professional learning Small groups of educators Small groups of educators identify and All staff determine and investigate shared,
around a need to experiences with colleagues read and discuss professional investigate shared and personally data-driven, and culturally responsive
know from their grade level or literature and attend to meaningful issues or questions related to issues or questions of practice and
department. professional learning practice as it impacts student learning. improving student learning. Purpose is clear
Learn with and opportunities in areas of Purpose and intended outcomes of and outcomes are shared. Inquiries connect
from colleagues (in Some staff initiate study shared interest. investigations are clear. to organizational priorities.
inquiry-based groups, often meeting outside Small groups (primarily Small groups of teachers and other staff in All staff seek opportunities to investigate
professional of the school day. teachers) meeting voluntarily, roles supporting instruction investigate and and refine practice as part of multiple and
learning) regularly and within the modify practice as part of a group that overlapping groups that meet regularly as
Most staff act primarily on school day, investigate meets, regularly and at least weekly within scheduled into the work week. Groups
Seek expertise and individual experience or problems of student learning the school day. Some groups observe in routinely observe in each other's
perspectives of intuition. using the plan/act/reflect classrooms and discuss their observations classrooms and discuss their observations
others cycle. as part of their inquiries. as part of their investigations. Collaborative
Reflect and refine Some educators may reflect groups may extend beyond the
practice on own practice or attempt to Inquiry groups occasionally Inquiry groups regularly seek expertise and organization to include families, community
incorporate reflections into seek expertise (theory, perspectives of others who may hold members, and educators from other
practice. research, coaching) and differing views of an instructional problem schools and school districts.
perspectives of others. and practices to improve student learning. The organization supports inquiry groups in
accessing expertise and differing
Groups of educators Groups of educators regularly reflect on perspectives to support investigations into
occasionally reflect on one one another’s practices and their impact on problems of student learning.
another's practice and its student learning. Collaborative groups Groups systematically incorporate
impact on student learning, implement actions based on reflection and reflections and change individual and
and implement actions based data to refine shared practice. shared practice as a result of their inquiry.
on reflection and data. Groups work toward improvement by
investigating organizational issues and
sharing findings. Participants reflect on and
refine collaboration and inquiry practices as
well.

Share and connect Some educators share Most educators share Time is designated for the sharing of Reflections and modifications to practice
learning reflections or modifications to reflections and modifications reflections and modifications to practice are shared regularly, in both formal and
practice with site colleagues. to practice with site with site colleagues. All staff participate informal venues, with site colleagues and
colleagues. and critique is welcomed. educators beyond the site. New learning is
shared more broadly through practice
exchanges, conference presentations,
publications, etc. Critique is welcomed.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Using Evidence Effectively

Key Elements Establishing Applying Integrating Coherence
Use of data
Many educators in the Most staff have the skills needed to Multiple sources and types of data Multiple sources and types of data
Collection and organization possess the skills analyze and use data for planning, on student learning are used on student learning and
analysis of data necessary for its interpretation monitoring, and assessing improvement in routinely and collaboratively for organizational effectiveness are
and use to inform instruction and student learning, decision-making, and instructional planning, decision- used collaboratively, systematically,
Access to data organizational decision-making. organizational improvement. making, and improvement, and in and across the organization for
formulating questions to guide planning, decision-making,
inquiry. measuring the impact of
improvement efforts, and in
formulating questions to guide
inquiries.

Many educators collect and Groups of educators at all levels and Educators at all levels and functions Educators at all levels and functions
analyze data to understand functions collect and analyze data for the collaboratively collect and analyze collaboratively and systematically
student achievement trends and purposes of understanding student multiple sources and types of data. collect and analyze multiple sources
plan instruction. achievement trends and improving The organization provides and types of data for improving all
instruction. The organization supports comprehensive training in data practices (classroom instruction,
educators in data collection, analysis, collection, analysis, interpretation, leadership, coaching, collaborative
interpretation, and use in planning and and use in planning and assessing inquiry, budgeting, etc.).
assessing improvement. improvement.

Educators, parents, and the Educators, parents, and the community Educators, parents, and the Educators at all levels and
community have access to data have timely access to data concerning community have timely access to functions, students, and families
concerning student achievement. student achievement and organizational data concerning student have timely access to meaningful
effectiveness. The organization achievement and organizational data. Analysis and reporting is valid,
proactively shares data about student effectiveness. The organization reliable, and accessible to all.
achievement and the organization. provides data in formats that are Educators have access to expertise
accessible and meaningful to and up-to-date technology tools for
educators, parents, and the increased access, accuracy, and
community. efficiency.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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Continua for Capacity Building

Supporting Collaboration Systematically

Key Elements Establishing Applying Integrating Coherence
Time and
infrastructure Collaboration happens irregularly Time for collaborative learning is Time for collaborative learning is Weekly time is built into the
and on educators’ own time in built into the workday at least built into the workday at least bi- workday for collaborative learning.
Training and informal pairs, groups, or existing monthly. At least half of educators weekly. Most educators participate Multiple structures for
resources structures such as grade levels or participate in some kind of ongoing in at least one team. collaboration exist—vertical,
departments. Fewer than half of team collaboration. horizontal, cross-district, self-
educators participate in any team selected, topic-focused. All
collaboration. Some educators have had training Most educators have had training educators participate in at least one
on effective collaboration models. A on effective collaboration and use team, many in more than one.
Teams figure out for themselves few tools and protocols are in tools and protocols to structure
what collaboration means and how regular use. their collaborative work. All educators have had training on
to do it. effective collaboration. Multiple
tools and protocols are in routine
use.

Leadership Leadership takes no position on Leadership provides basic support Leadership encourages and Leadership actively supports,
support and collaboration or experimentation. for collaboration, such as protecting supports collaboration. Learning promotes, and participates in
shared learning Products or learning from informal time. Structured experimentation and products from teams are collaboration. Structured
collaboration are kept private. with practice is tolerated. Learning shared routinely. experimentation with and learning
and products from teams are from practice is celebrated.
sometimes shared. Learning and products from teams
are widely shared.

Copyright © 2012 by the National Center for Literacy Education/National Council of Teachers of English. All rights reserved.

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