As an annual process, what kind of insights do/did the Predictors provide your district?
As a holistic annual process, the Predictors of Learning help school leaders identify gaps affecting student performance, take corrective actions, and assess effectiveness within a yearly cycle. In Castro, they revealed low adherence to the school district’s curriculum and challenges in lesson planning. The district responded with structured, continuous teacher training focused on the new curriculum. Efforts based on assessment results and equity strategies were also crucial, driving a 180% improvement in indicators from 2017 to 2022. Another finding was the lack of systematic pedagogical monitoring, especially classroom observations and learning strategies. In response, the district created institutional documents, such as the Pedagogical Monitoring Guide, and promoted targeted training to implement actions and goals, strengthening management and teaching practices.
What were some of the recommendations (Action Plans) you received after using the PoLT?
The Predictors of Learning have guided the creation of tailored action plans over the years, based on diagnostic results and the school district’s capacity in each cycle. Three important achievements stand out in the Motriz-Castro partnership.
First, the joint development of a continuing teacher training policy, with programs aligned to classroom challenges and the school district curriculum, strengthening pedagogical and learning management strategies.
Second, the creation of a competency matrix that supported the technical selection of 32 school principals, establishing a professional, competency-based leadership process.
Finally, the school district carried out a learning diagnosis considering race and income, identifying skill gaps and student needs. This mapping inspired strategies to reduce inequalities and promote greater equity.
How have the outcomes of the PoLT supported your district’s/school’s Action Plan?
In Castro, the results from the Predictors of Learning were crucial to improving the diagnostics of processes that had previously been less visible. These insights became a strategic tool for school leaders to communicate issues transparently and engage stakeholders in the necessary changes to improve learning.
Based on the Predictors, the school district adopted more robust planning focused on continuous improvement of key processes: (1) curriculum adherence and lesson planning aligned with the district’s goals; (2) strengthening pedagogical monitoring with a focus on teaching strategies and learning management; (3) implementing learning recovery programs addressing major student gaps; and (4) tracking assessment results with feedback and analysis, ensuring consistency in pedagogical actions and strategies.
What district actions were implemented that positively impacted Literacy and Learning Recovery?
Key actions in Castro’s literacy and learning recovery, after partnering with Motriz, include creating a continuing teacher training policy, producing a Pedagogical Monitoring Guide, and delivering targeted training focused on literacy and recovery.
The training policy, combined with literacy- and math-focused programs, strengthened teacher support and improved pedagogical strategies aligned with the curriculum.
Using results from the Predictors of Learning, the school district enhanced pedagogical monitoring and classroom observation, which led to the guide’s creation. This guide provides essential direction to improve teaching practices and positively impact learning outcomes.
Intentional data-driven activities, through assessments and probes, helped reorganize efforts and personalize actions to meet student needs, boosting learning outcomes.
Did the Predictors of Learning support other actions of the school district?
As a holistic diagnosis of existing processes and policy implementation, the Predictors supported multiple areas, especially the professionalized selection of school leaders and the reduction of educational inequalities within the school district.
In response to gaps identified in principals’ management practices, Castro tested a structured and professional selection process. With Motriz’s support, competency matrices were developed, detailing essential skills such as leadership, strategic vision, results orientation, innovation, and emotional intelligence. This process was combined with communication and engagement focused on management routines and pedagogical monitoring, aligned with schools’ needs.
Moreover, the results from the Predictors led Castro to deepen its focus on equity by diagnosing student performance in Portuguese and Math, taking race and income into account. This guided targeted actions to address internal inequalities.
.png)