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Project RED Phase III Briefs

Writings on a Study of the Project RED Signature Districts

The Project RED Signature District program evolved out of a request from districts for more direct support as the Project Red Team enlisted districts in the revolution. In 2012, the call went out to apply for the program. Following a competitive process, 20 districts of varying sizes, demographics, and implementations were chosen to participate. The districts committed, via a memorandum of understanding signed by the superintendent, to follow the Project RED Design, report data annually to the Project Red Team for three years, and be open to other educators looking to learn from their experiences.

It became clear to the Project RED Team that the work with the Signature Districts was providing a tremendous amount of new information that would be valuable to the education community. Three years of annually reported data could provide some longitudinal insights, as well as provide an opportunity to validate the findings of the original self-reported research. University of Memphis Center for Research in Education Policy was enlisted to provide an independent analysis of the data.

Detailed discussion of the findings are presented in a series of Project RED Briefs that will be made available throughout the first half of 2017. The Briefs are organized into five main focus areas: Leadership; Communication; Instruction, Pedagogy, and Data; Professional Learning; and Finance. Embedded within the focus areas are a number of important implementation elements such as change leadership, formative assessment, and fidelity of implementation, that are supported by both the original Project RED study and the current Signature District study.

Click on the hyperlinked titles below to read the briefs that are currently available.

TITLE DESCRIPTION
Introduction  Overview of Project RED's research goals, and summary of the findings from the study of their Signature Districts
Leadership  The importance of 2nd order change and distributed leadership
Communications  The keys to a shared vision, distrubuted leadership, and effecitve implementation
Instruction, Pedagogy, and Assessment  Higher student achievement is a result of matching appropriate pedagogy to desired outcomes
Professional Learning   Episodic training vs. ongoing, job-embedded professional learning
Finance  Understanding Total Cost of Ownership and potential cost savings