Scaling math instructional practices through collaboration and inquiry: New Bridges Elementary school's journey with Learning Partners

The Learning Partners Program (LPP), designed to leverage the rich reservoir of expertise that resides in New York City Public Schools, launched throughout NYCDOE in May 2014 with 24 schools. Now entering its third full year with 192 schools, the LPP Framework supports school teams with interschool collaboration and school-based inquiry in order to build their capacity to facilitate school improvement efforts that lead to improved outcomes for all students. The inquiry process that LPP has chosen to anchor this work - known to the LPP community and the NYCDOE at large as “Cycles of Learning” - includes data-based iterative stages that are common to all inquiry processes such as planning, implementing, reflecting, and adjusting. This case study and accompanying resources tell the story of how New Bridges Elementary School’s participation in LPP supported their school improvement efforts to take an idea from seed to scale – from a small pilot to a school-wide initiative - and can be used to inform school-based collaborative inquiry processes in any school or district. It is highly recommended that educators read the New Bridges Seed to Scale Case Study and Resource Collection document prior to exploring the subsequent resources in this collection. The case study serves to tell the story of the LPP inquiry process and provide necessary context for the related resources that were used and created along the way.