There is prevailing pressure in education to deliver quick, measurable results. But do results from 1-2 years of implementation reflect the true potential of meaningful change? In this episode of Evidence in the Wild, I’m joined by Shelby Danks, founder and principal advisor at Arken Research. We discuss how real impact can often take years, not months. By emphasizing the value of detailed planning, logic models, shared vision, and upfront agreement on goals, we can avoid the cycle of “try, discard, repeat.” Schools are complex ecosystems where conditions vary widely, making one-size-fits-all studies inadequate. By celebrating small milestones and prioritizing long-term learning over immediate test gains, educators and researchers can foster sustainable improvement and avoid the trap of continuous, reactionary change.

In this episode of Evidence in the Wild, I talk with Greg Ponikvar and Dan Effland from Summit Public Schools about their journey with locally led research and development (R&D). We explore how Summit designs, pilots, and scales new efforts, what’s changed in their approach over time, and the lessons they’ve learned along the way. We also dive into some of the simple but powerful steps that support the process, like developing an R&D plan, creating protected time, and regularly reflecting on what went well and what could be improved, as well as how these practices show up in daily activities. Whether you’re a school or district leader, or simply curious about how R&D can drive meaningful change in education, this conversation offers practical insights into building sustainable, locally driven innovation.

AI in education research and development can certainly help us push the boundaries of what is possible, but what happens when AI draws on best practices from the past? Can it limit our potential? Can it encourage us to implement approaches that didn’t work? In this episode, I discuss the ups and downs of AI in education research.