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Teams form around a focus on persistent problems of practice from multiple stakeholders’ perspectives.

Teams are comprised broadly and can include teachers, school and district leaders, researchers, students, and community members.
Identifying problems requires ongoing negotiation, with careful attention to issues of authority and power in who defines problems and possible solutions.
Problem identification can benefit from carefully orchestrated processes to identify root causes, key change drivers, and practical theories of action.
To improve practice, teams commit to iterative, collaborative design.

The aim of design is to improve teaching and learning practice, at scale.
The objects of design are not only curricula and programs they also include the professional development and other supports needed to implement curricula and programs with integrity.
Design process should allow teams to “get things basically right fast” and/or “fail early and fail often.”
Design process should be participatory, involving as many stakeholder groups as is feasible.
As a strategy for promoting quality in the research and development process, teams develop theory related to both classroom learning and implementation through systematic inquiry.

DBIR gives a central role to research and evidence to inform (but not determine) changes to design.
Theory both guides and emerges from design and the implementation of programs and curricula.
For any given problem of practice, multiple theories are likely to be needed.
Design-based implementation research is concerned with developing capacity for sustaining change in systems.

One strategy for promoting sustainability of designs is to develop capacity through intentional efforts to develop organizational routines and processes that help innovations travel through a system.
Capacity is a quality of the institutional ecology of schooling, which includes educational systems, researchers, commercial publishers, and publics.

View Video “What is DBIR?” here.

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