Nearly all school improvement initiatives are top-down. Rarely do they considering the goals and challenges of teachers in their daily work with their students. Using the Jobs to Be Done Framework, a new study by the Clayton Christensen Institute uncovers what motivates teachers to change their instructional practices. This session will present the theory and findings and how they can be used to inform strategies for successful innovation in schools.
[Programming descriptions are generated by participants and do not necessarily reflect the opinions of SXSW.]