Support Network for Innovative Classrooms

Support Network for Innovative Classrooms (SNIC) convenes teachers from different schools to address challenges in a common subject area. Through facilitated, action research-based groups, participants identify a shared challenge, develop an individual study question around their practice, and collect targeted data. They then provide critical peer feedback in order to generate creative strategies and effective classroom practices to address their common challenge. In most cases, the wisdom developed through the SNIC process has been captured in PSI publications.

SNIC groups thus far have included:

Visual Arts
In fall of 2004, five middle school visual arts teachers from Boston-area public schools met monthly to collaboratively review, research, and apply new methods of teaching students to express their identity through art. Portraying Identity Through Art features case studies from their experience, accompanied by practical, proven strategies for middle-grade visual arts instruction. Observations that came out of this group include how art helps students to process emotions, enjoy success and build self-confidence, and connect with cross-curricular learning objectives.

Literacy
In spring of 2004, seven literacy teachers from four Boston public schools convened to develop teaching skills that help students become more reflective, effective readers. Recognizing that making appropriate inferences is a fundamental, yet often untaught reading skill, the group shared strategies for supporting literacy proficiency across all areas of the curriculum. With support from the MA Department of Education, the seven teachers and PSI published Making Inferences from Text to effective literacy practices. In addition to case studies, this book contains a study guide to highlight guiding concepts, teaching strategies, and classroom teaching tools designed to benefit all teachers for inference skills in the middle grades.

Math
In 2005, SNIC brought together teachers to discuss math comprehension in the middle school grades. As a starting point, the group established that many of their students lacked both math language comprehension and computation skills. Participants analyzed data from their and other schools, and developed strategies including hands-on experimental approaches to math concepts, as well as methods for better test preparation and improved critical thinking among student peers.