Picture of practioners reading learning cases during PD

Learning Cases

To&Through Learning Cases are qualitative, narrative stories based on real experiences in schools. They are meant to center common challenges and elevate stories as learning opportunities for professionals working to support young people on various points in their educational journeys. Cases are meant to spark discussion around the topics presented and should be discussed in collaborative spaces with other practitioners. When paired with intentional learning experiences, these cases provide opportunities for educators to reflect and collaborate around adaptive challenges and apply learnings to their own practice.

 

Graphic of Learning Case Theory of Action

 

For more information on how to leverage Learning Cases for your community of professionals, please see our facilitation guides below. If you have any questions or inquiries on how a learning case could be developed for your team, please contact Alex Ritson, Senior Case Study Writer at aritson@uchicago.edu 

All To&Through Learning Cases are developed using direct observations and/or interviews with current educators in Chicago Public School, however these resources have been anonymized to protect the privacy of participating educators and students.

Teaser image of A Packed Lunch Learning Case

__________________

A Packed Lunch: A Learning Case in Student Mindsets about College and Postsecondary Pathways shares a snapshot of the work of a College & Career Coach at a Chicago Public Schools (CPS) neighborhood high school. This case aims to prompt reflection and collaborative dialogue about postsecondary advising, student mindsets, and supporting students who may be in a place of indecision or considering non-college pathways.

Teaser image of Ms. Mitchells Blank Pages. Picture of a piece of paper with text

__________________

Ms. Mitchell’s Blank Page: A Learning Case in Sustaining Interventions and Supporting Specific Student Groups shares a glimpse of the 3-year journey of an Instructional Leadership Team at Bailey Elementary. This case helps to prompt reflection and collaborative discussion about how schools and teams seek to change their practice and implement new strategies to address equity gaps in student outcomes.