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There are two major components of the platform:1. A multimedia, activity-based design thinking curriculum, through which educators canlearn how to use the tools of design thinking2. Collaborative capabilities that enable communication between team members,tracking their progress as they journey through the curriculum, and sharing their workand learnings with othersTD4Ed Online CollaborativeCapabilitiesInteractiveActivitiesTo tackle real world challengesTracking TeamProgressSharing Workwith OthersTo support team-based learning andshowcase solutions to a broader audience39

Goals for the Play PhaseWe began this phase of work with the goal of developing and testing our prototype — acollaborative design thinking platform for teachers. This platform would be the foundationof TD4Ed moving forward. This phase of work included the following objectives: Develop and refine the online design thinking curriculum based on user testing Build and sustain engagement with teachers as pilot participants Establish a community of users Identify potential partnerships for further development Produce a foundation of stories to highlight the process and outcomes fromthe TD4Ed platform Determine a set of future features that would enhance the user experience41

Methodology of TD4Ed PrototypingRecruitmentWe developed and tested the TD4Ed curriculum and platform in three pilot locations wherewe could establish strong networks — Rhode Island, Chicago, and Philadelphia. The rolloutof the pilot engagements occurred in six-week staggered cycles to enable an iterative build ofthe platform, curriculum, and activities. We later added two online pilot teams (one in RhodeIsland, one in Massachusetts) to learn how teachers journeyed through the program withoutin-person facilitation.Pilot schools were recruited with the help of “on-the-ground” supporters who had deepknowledge of the local educational environments, with the exception of the Warwick team inRhode Island who reached out to us directly. Public and charter school networks were targetedto gain insight into how the platform works in resource-constrained environments. Oneexception was made for IIT/Boeing Scholars Academy, an after-school program, in order totest the platform in a non-school setting.Participating educators within each school were then recruited by their principal or otheradministrators based on the interest and availability of educators. To ensure that participatingteachers would have the support of their administration to test some of their ideas, principalsor heads of school were required to sign a Memorandum of Understanding.In total, we recruited 13 teams of educators — 50 educators in all.42

SUBJECT TAUGHTGENERAL: 28% (14)ENGLISH/LANGUAGE ARTS: 18% (9)MATH: 14% (7)SCHOOL LEVELELEMENTARY/MIDDLE SCHOOL: 4MIDDLE/HIGH SCHOOL: 2MIDDLE SCHOOL: 1HIGH SCHOOL: 6SCIENCE: 8% (4)TECHNOLOGY: 8% (4)HISTORY/SOCIAL STUDIES: 6% (3)LANGUAGE: 4% (2)SCHOOL TYPETRADITIONAL PUBLIC: 46% (6)SPECIAL EDUCATION: 4% (2)PUBLIC CHARTER: 38% (5)ADMINISTRATOR: 4% (2)ALTERNATIVE: 8% (1)OTHER: 6% (3)AFTER SCHOOL: 8% (1)GENDERF: 74% (37)M: 26% (13)LOCATIONRHODE ISLAND: 4 TEAMS (17 EDUCATORS)TEACHING EXPERIENCE (YEARS)CHICAGO: 4 TEAMS (15 EDUCATORS)1-23-56-1011-2020 14%PHILADELPHIA: 3 TEAMS (12 EDUCATORS)(10)(14)(11)(8)(7)ONLINE: 2 TEAMS (6 EDUCATORS)20%28%22%16%43

ResultsBased on what we observed from our participants, as well as feedback we receivedfollowing the pilot, we understood what worked well about the platform in its “final”form & what improvements could be made.1. Did participants stay engaged throughout the process?Positive signs All teams completed the full curriculumEach team was represented in every weeklycheck in and workshopPotential challenges66 Participants continued to stay in touchwith each other and the BIF team viaTwitter, email, and in personRecommended steps forplatform improvementOne online team struggled to find time to completethe activities in the suggested schedule, though theyeventually completed the workBuild in light touch “email reminders” or “weeklytasks” for encouraging completionThere were activities/phases that teams consistentlystruggled to complete (such as activities in theReflect, Play, and Transform phases)Complete a “site audit” to streamline curriculumand revisit activities that had low completion rateCollaboration on platform is currently limited towithin teams, rather than between teamsBuild an area on platform where teams cancollaborate and share with each otherMany participants struggled to find time to completethe activities - even with professional developmenttime provided from their administration.Extend some phases that were more time-intensive.Leave more time for certain phases,such as Reflect and PlayExplore how TD4Ed could be a credentialed offeringthat teachers could use towards their professionaldevelopment hours.Ensure that the experience is valuable enough to motivateteachers to complete the program

2. Did participants generate meaningful, valuable, and actionablesolutions to their challenges?Positive signs All teams created a concept that they testedand/or presented to their colleaguesSome teams have recruited additionalsupporters to continue to developtheir solutionPotential challenges All teams are moving forward with theirconcepts to further test or implement in the2014/2015 school year —with the supportof their administratorsRecommended steps forplatform improvementMany teams had difficulty moving fromdiscussing their concept to creating prototypes,which hindered the process of testing theirconcept in the real worldRevisit how activities are structured and messaged toencourage rapid prototypingDifficult to distinguish when participantsshould shift from Play (developing iterationsof prototypes) into Transform (implementingtheir solution)Revise activities and messaging to distinguish betweenthe two phasesUnclear when the program ends, or how tocontinue to update on progressDefine a “stopping point” - for instance, submitting abadge or professional development credits, uploading anoverview video of complete project, etc.Leave more time for Play“It was awesome to share our concern, and nota directed concern. We had a chance to improvewhat we thought needed improving, that is verypowerful. It keeps people vested in their work.”- Teacher from the Rhode Island pilot67

3. Did participants learn the value of TD4Ed and design thinking?Positive signs Great feedback about the program and howit changed participants’ thinking in their ownpractice — a testament to buildingtransferrable skillsMany participants felt like “design thinkingexperts” after completing the TD4Ed curriculumPotential challenges68 Participants had clear next steps for wanting tospread TD4Ed and design thinking approach tocolleagues & larger networksRecommended steps forplatform improvementCapturing evidence of “changes” that programhas made — on challenge, teaching practice, andpersonally — requires a longer testing periodInclude metrics capture via initial & post-program surveyThere were points in the process whereparticipants felt “in the weeds” — confused, lost,and even frustratedMessage the “fuzziness” of the process — that you willfeel lost at points, but trust in the processUnclear when the program ends, or how tocontinue to update on progressDefine a “stopping point” — for instance, submittingcompleted work for a badge or professional developmentcredits, uploading an overview video of complete project, etc.Use badging as a way to give credit for work done withineach phase and as a whole programBuild in real-time support capabilities, such as weeklycheck-ins (via Twitter or Google Hangout) so teams thatfeel lost can receive advice or support from others

4. Did participants feel invested or inspired about their workas educators as a result of the program?Positive signs Many participants felt the program reinvestedthem in their practice and career, due to theexcitement and passion for education reformthat it ignited.Potential challengesSeveral participants left their current schools forpositions at new schools. While the reasons for thetransfers are not known, this may have implicationson how they will continue to move their work forward, or whether the program was able to reinvestthem in their current positionsRecommended steps forplatform improvementTrack the experiences of pilot teams post-TD4Ed to betterunderstand the long-term implications of the programCreate a set of stories that show the impact of TD4Edprojects have on teachers’ schools, practices, and livesBuild a community that can provide advice and/or supportto those in nee“We were challenged to focus onpeople’s needs and NOT solutions.”- Teacher from the Chicago pilot69

Key LearningsWhile much of the work during the pilot phase of TD4Ed was focused on building thedesign thinking curriculum and platform, BIF has found several overarching learningsabout the experience of our pilot participants that can be applied more broadly to teacherled innovation and professional development. These key learnings also reveal a series ofopportunity spaces that signal both potential areas of additional research research, andsolutions for prototyping and piloting.71

Teachers have bold challenges they wantto address togetherWhen we began each pilot program, we started with the Define phase —where participants turn a problem into a design challenge they can tackle.Some participants had already prepared challenge areas (though mostof them shifted over the course of the program), while others neededmore discussion to get to the challenge that they all wanted to tackle.But all teams chose big, bold problems that many schools and districtsare struggling with — from teacher retention to technology rollouts toaddressing the “whole child” (which includes both academic and socialemotional factors) in their learning. In spite of challenging conditions andmoments of feeling overwhelmed, all continued on their journey.In the span of six weeks, our pilot participants developed solutions thatthey felt confident about and ownership for, with support from theiradministration to implement.The challenges they tackled grouped into four areas:1. Increasing student achievement,2. Building school culture,3. Personalizing professional development, and4. Collaborating beyond the four walls of the school.They are not small challenges, nor are they individual to one type ofgrade level, department, school, city, or community. They are importantchallenges that every educator faces, and many are ready to solve.72

Teachers embrace a “blended” modelof engagementprogram hinged upon the engagement of our participants. As“The freedom tojust be able to ‘thinkfreely’ was amazing strange, but amazing.”advocates for design thinking and human-centered design, we- Teacher from the Philadelphia pilotWhen we began this work, we knew that the success of thisknow there are moments of frustration and confusion. Thereis a lot of work that goes into the development of meaningfuland actionable solutions, and our participants have gonethrough all of this for the first time on top of their teachingpriorities. Therefore, we know that if the program doesn’tkeep them engaged and motivated to persevere, then it willfail to gain the traction it needs.During the pilot, we used a blended model of in-person andonline collaboration that was born out of a strategic structureto help us test the TD4Ed platform. We found that teachersloved this model of learning and collaborating, and voicedstrong support for keeping the in-person elements. We hiton a sweet spot in terms of facilitating the collaborativeexperience that teachers often seek. By using the combinationof a robust online platform for individual learning, team-basedactivities, weekly check ins, and periodic in-person gatherings,it provided a balance of structured activities and unstructuredcollaborative opportunities.73

Cross-collaboration fosterscross-pollinationTeachers thrive when given the spacefor creative problem-solvingAnother serendipitous learning moment occurredWhile we do not yet have long-term metrics aboutbased on the way we structured the pilot program.the lasting impact the TD4Ed platform has hadBy building TD4Ed as a team-based experience,on participants, they ended the pilot programand incorporating hands-on workshops thatwith excitement and enthusiasm about how tobrought different teams together, teachersbring the TD4Ed experience to others - especiallycapitalized on the opportunities for collaborationtheir students, colleagues, and larger educationand relationship-building across grades, schools,community. They were recognized by their peers,districts, and cities. As teachers from differentadministration, and even state legislators for theirbackgrounds shared what they learned aboutinnovative solutions as well as renewed sense oftheir design challenge, they realized that theiragency and autonomy. Because the experiencestruggles were more similar than they thought, andinspired them to lead positive change withinbroke down the barriers between traditional andeducation, they felt invested not only in the growth ofalternative, public and charter, and neighborhoodtheir solutions, but also the growth of TD4Ed to theand district. Ultimately, the cross-collaborationlarger teaching community.fostered the cross-pollination of challenges, ideas,and best practices outside of the four walls of theirschool to make not only their project, but also theirpractice, more effective.74

How might we scale and spread TD4Ed andteacher-driven innovation?ContextTD4Ed was developed as a way to learn the principles and tools of design thinking by tackling a real-worldchallenge. We had originally envisioned the solutions teachers created as a vehicle for learning, but through theprocess, our participants developed powerful and exciting solutions to their challenges that they brought backto their classrooms and communities. Below are several approaches we can take to facilitating and showcasingthe ideas and solutions that come out of the platform.ApproachesSpread the user base.There are many other stakeholders in the educational system — including students, administrators, andparents. Why stop at teachers when we can develop additional design thinking offerings for these others usergroups to tackle educational challenges? We can develop offshoots of TD4Ed for each of these stakeholders,or leverage the deep experience that each of these stakeholders possess by developing a platforms that crosspollinates innovative ideas from a variety of these user groups.Develop national partnerships.In order to scale and spread the blended model of TD4Ed, we can partner with national educationorganizations, such as Teach for America and City Year. Through professional development sessions andcourses, we can train entire cohorts of teachers with a mix of the online platform and in-person workshops.80

CONCLUSIONAfter six weeks with the TD4Ed platform, we witnessed the tremendous impact theexperience has had on our teams of educators. Imagine what it might look like if wecould build more meaningful experiences into existing professional developmentstructures Or enable more collaborative opportunities for innovative teachers toconnect with other trailblazing educators Imagine how this could positively change theface of education.We’ve built a foundation of teacher-driven innovation with thirteen teams of educators.We intend to continue this work with more educators, more partners, and moreopportunities to make lasting impact. We know we can continue to transform theeducation system — together.To join our pilot teams of teachers in realizing your creative potential, go towww.td4ed.com and become a leader of change with them.82

Jeff Dunn, DeVry University Melissa Goodwin, Goodwin & Sommervold Consulting Alex Hernandez, Charter School Growth Fund Jack Klett & Natalie Nixon, Philadelphia University Ben Kutylo & Daniel Rogers, Chicago Public Education Fund Carlos Moreno, Big Picture Learning David Sebek, Creativity 2.0 Sheree Speakman, CIE Learning