Committee emphasizes instruction and teacher collaboration alongside structural changes
The moderator highlighted researcher John Hattie's effect-size framework to argue that structural reconfigurations must be paired with improved instruction and teacher collaboration (PLCs), which the moderator said have larger measured impacts on student learning than class-size changes alone.
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Moderator (S1) reminded the committee that structural decisions (closures or reconfigurations) should be evaluated against their instructional consequences, citing John Hattie's work on effect sizes. "The hinge point is 0.4," the moderator said, and then cited higher effect sizes for teacher team practices: PLCs (1.34) and reviewing lessons (0.86), arguing those practices can have a larger impact than modest class-size reductions.
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