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Harvard University
1.
Rice, Sarah Cherry.
Innovating to Learn: Using Design Thinking in Public School Districts to Bring Rigor to Creativity.
Degree: 2018, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717461 
► There will always be a high demand for innovation in public education. Demographics of our schools will continue to shift and industries, and technological advances…
(more)
▼ There will always be a high demand for innovation in public education. Demographics of our schools will continue to shift and industries, and technological advances will continue to demand different skills and knowledge. Public school districts can no longer see innovation as a “nice-to-have:” innovation is essential for preparing students for an increasingly complex and dynamic future. At the same time, innovation can be uncomfortable and even terrifying, disrupting the status quo and forcing district professionals to embrace risk-taking with few incentives or rewards.
In this capstone, I explore the value of design thinking – a promising, disciplined approach for organizational change that can help districts discover innovative practices for promoting student learning. Given that design thinking is becoming increasingly popular in the K-12 education sector, this capstone is timely; however, there is still much confusion about what design thinking is and application has been inconsistent, making it difficult to evaluate and understand design thinking’s potential for impact.
Through my strategic project, I describe my role in demystifying design thinking to make it more attractive and accessible to public school districts. My analysis highlights the need for districts to embrace design thinking as a way to change district culture and not merely an approach for generating ideas. Whether the ideas generated succeed or fail, design thinking creates new problem-solving capabilities for organizations and improves districts’ ability to serve students in more creative and innovative ways.
innovation, design thinking
Advisors/Committee Members: Reville, Paul, Higgins, Monica, McMahon, Molly.
Subjects/Keywords: Education; Administration
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APA (6th Edition):
Rice, S. C. (2018). Innovating to Learn: Using Design Thinking in Public School Districts to Bring Rigor to Creativity. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717461
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rice, Sarah Cherry. “Innovating to Learn: Using Design Thinking in Public School Districts to Bring Rigor to Creativity.” 2018. Thesis, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717461.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rice, Sarah Cherry. “Innovating to Learn: Using Design Thinking in Public School Districts to Bring Rigor to Creativity.” 2018. Web. 25 Feb 2021.
Vancouver:
Rice SC. Innovating to Learn: Using Design Thinking in Public School Districts to Bring Rigor to Creativity. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717461.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rice SC. Innovating to Learn: Using Design Thinking in Public School Districts to Bring Rigor to Creativity. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717461
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Harvard University
2.
Deuser, Michael.
Strategic Recalibration for the Pathways to Prosperity Initiative: Transforming an Intermediary to Transform Cross-Sectoral Ecosystems.
Degree: 2018, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717427
► I undertook my doctoral residency for Harvard’s Ed.L.D. program with Pathways Prosperity (PtoP), a five-year-old joint initiative with the Harvard Graduate School of Education that…
(more)
▼ I undertook my doctoral residency for Harvard’s Ed.L.D. program with Pathways Prosperity (PtoP), a five-year-old joint initiative with the Harvard Graduate School of Education that is housed within Jobs for the Future (JFF), a 35-year-old national nonprofit in the education-to-careers space. PtoP operates as an intermediary organization and technical assistance provider whose core business is helping states, regions, and other actors conceive, create, and scale education-to-career pathways. Conceptually speaking, education-to-career pathways are vertically articulated courses of study that seamlessly connect a young person’s experience from secondary to postsecondary to career. My main project was to lead a strategic planning effort to help PtoP identify and pursue opportunities to enhance and sustain its impact. In the account that follows, I begin by outlining my initial approach to this leadership challenge, including the content and process research (including adaptive leadership, teaming, and improvement science) that informed the theory of action underlying my leadership strategy. I then analyze both successes and failures, highlighting single- and double-loop learnings to enhance my leadership and inform PtoP’s strategic planning efforts. I consider what it might take for PtoP to generate short-term wins and sustain longer-term gains based on those efforts. I conclude by reflecting on the structural need for and critical functions of intermediary organizations within cross-sectoral ecosystems.
career-based education; education-to-career pathways; intermediary organizations; cross-sector collaboration; education reform; social movements; adaptive leadership; teaming; improvement science; change management; strategic planning; theory of change; measurement and evaluation; social impact; learning-oriented leadership
Advisors/Committee Members: Reville, Paul, Ferguson, Ron, Loyd, Amy.
Subjects/Keywords: Education, Vocational; Education, Administration; Education, Higher
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APA (6th Edition):
Deuser, M. (2018). Strategic Recalibration for the Pathways to Prosperity Initiative: Transforming an Intermediary to Transform Cross-Sectoral Ecosystems. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717427
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Deuser, Michael. “Strategic Recalibration for the Pathways to Prosperity Initiative: Transforming an Intermediary to Transform Cross-Sectoral Ecosystems.” 2018. Thesis, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717427.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Deuser, Michael. “Strategic Recalibration for the Pathways to Prosperity Initiative: Transforming an Intermediary to Transform Cross-Sectoral Ecosystems.” 2018. Web. 25 Feb 2021.
Vancouver:
Deuser M. Strategic Recalibration for the Pathways to Prosperity Initiative: Transforming an Intermediary to Transform Cross-Sectoral Ecosystems. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717427.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Deuser M. Strategic Recalibration for the Pathways to Prosperity Initiative: Transforming an Intermediary to Transform Cross-Sectoral Ecosystems. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717427
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Harvard University
3.
Curley, Jeffrey J.
Towards an Opportunity Agenda in Somerville, MA: Expanded Learning Through Collective Action.
Degree: 2018, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717448
► It is increasingly clear that schools alone cannot address all of the factors needed to close the opportunity gap between low-income and underprivileged students and…
(more)
▼ It is increasingly clear that schools alone cannot address all of the factors needed to close the opportunity gap between low-income and underprivileged students and their middle-class and more affluent peers. For one thing, the school day and school year are simply too short to adequately address the factors at play. Moreover, student needs are multifaceted, and a multidisciplinary approach is required to adequately meet them. Thus cross-sectional collaboration is needed, particularly in addressing how learning can be extended beyond the school day and school year, and into the early childhood years.
This capstone details my efforts to bring a collective impact approach to out of school time (OST) programming in Somerville, Massachusetts, where I spent a year working for the superintendent of schools and in conjunction with a variety of school, city, and civic leaders toward a shared goal of expanding access to and advancing equity through extended learning that meets the needs of all students and families.
I argue that Somerville is the right place at the right time for this type of effort due to its progressive and diverse citizenry, innovative and committed leadership, and broad base of political will for expanding out of school time due to the affordability crisis being experienced across economic strata in the city. Through a new Community Cabinet of local leaders, a taskforce to organize providers and connect them to government officials, a new education foundation to support the efforts financially, and a community visioning process to co-commission and co-design long-term goals, I created opportunities for collective ideation, planning, and implementation. The results included an increase in quality afterschool programming for low-income and marginalized students. They also revealed systemic challenges, however, including entrenched inequities, cultural disconnects, and competing priorities. The work is now at an important crossroads, and political will and courage is necessary to deepen reforms and to cultivate meaningful leadership among diverse community stakeholders.
Done well, this effort has the potential to extend the ideals of inclusive, participatory democracy at the municipal level. I argue that this promising model shows the power that collective impact can have when it is intentionally purposed toward a project for which no one institution or group can initiate, implement, or sustain the work that is necessary for success.
Collective impact, out-of-school time, extended learning, social integration, participatory democracy, gentrification
Advisors/Committee Members: Reville, Paul, Allen, Danielle, Skipper, Mary.
Subjects/Keywords: Education, General; Education, Administration; Education, Philosophy of
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APA (6th Edition):
Curley, J. J. (2018). Towards an Opportunity Agenda in Somerville, MA: Expanded Learning Through Collective Action. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717448
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Curley, Jeffrey J. “Towards an Opportunity Agenda in Somerville, MA: Expanded Learning Through Collective Action.” 2018. Thesis, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717448.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Curley, Jeffrey J. “Towards an Opportunity Agenda in Somerville, MA: Expanded Learning Through Collective Action.” 2018. Web. 25 Feb 2021.
Vancouver:
Curley JJ. Towards an Opportunity Agenda in Somerville, MA: Expanded Learning Through Collective Action. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717448.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Curley JJ. Towards an Opportunity Agenda in Somerville, MA: Expanded Learning Through Collective Action. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717448
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Harvard University
4.
Jennings, Aaron T.
Leading and Learning Through Cross-Sector Collaborative Action: the Nexus of Government, Education and Community.
Degree: Doctor of Education Leadership (Ed.L.D.), 2019, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063293
► From July 2, 2018 to April 30, 2019, I served the City of Somerville (Massachusetts) Health and Human Services Department (HHS) as a doctoral resident.…
(more)
▼ From July 2, 2018 to April 30, 2019, I served the City of Somerville (Massachusetts) Health and Human Services Department (HHS) as a doctoral resident. The mission of HHS is to promote the health and well-being of all Somerville residents from birth to death—a monumental task, even for a city with only 4.2 square miles. With limited resources, barriers to services and supports, and other challenges, the HHS department cannot, on its own, meet all the residents’ needs. The same is true for the education and community sectors, both of which have limitations that prevent them from removing complex social challenges placed on children and families, such as housing instability, food insecurity, and childhood trauma.
My Strategic Project focused on developing a city-wide “wraparound system” that integrates the services and supports of Somerville’s public-school district, city government, and community-based organizations. To do this, I employed a collaborative action framework as a guide to developing cross-sector capacity to build a city-wide wraparound system. I was able to advance this city-wide wraparound system because cross-sector stakeholders understood the value of their connection and the impact the system would have on their agency, as well as the expanded capacity that advanced the system and the deliberate planning that steered the work. Leading and learning at the intersection of education, government, and community furthered my knowledge of what needs to be done in Somerville and in the education sector to advance cross-sector collaboration that benefits all children and families. This capstone writing chronicles my journey, and highlights the strategies I used to develop and advance the city-wide wraparound system in Somerville.
Doctor of Education Leadership (Ed.L.D.)
Advisors/Committee Members: Reville, Paul S. (committee member), Moore, Mark H. (committee member), Kress, Doug S. (committee member).
Subjects/Keywords: cross-sector collaboration; collaborative action; collective impact; partner, build, grow; strategic triangle; cross-sector operational capacity; wraparound system; integrated services and supports
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APA (6th Edition):
Jennings, A. T. (2019). Leading and Learning Through Cross-Sector Collaborative Action: the Nexus of Government, Education and Community. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063293
Chicago Manual of Style (16th Edition):
Jennings, Aaron T. “Leading and Learning Through Cross-Sector Collaborative Action: the Nexus of Government, Education and Community.” 2019. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063293.
MLA Handbook (7th Edition):
Jennings, Aaron T. “Leading and Learning Through Cross-Sector Collaborative Action: the Nexus of Government, Education and Community.” 2019. Web. 25 Feb 2021.
Vancouver:
Jennings AT. Leading and Learning Through Cross-Sector Collaborative Action: the Nexus of Government, Education and Community. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063293.
Council of Science Editors:
Jennings AT. Leading and Learning Through Cross-Sector Collaborative Action: the Nexus of Government, Education and Community. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063293
Harvard University
5.
Rodriguez, Ventura.
Gateways to Achievement: a State Education Agency-Led Strategy to Catalyze Innovative School and District Turnaround Efforts.
Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645030
► Over the past 20 years, State Education Agencies have expanded their traditional role, focused on distributing federal funds and compliance monitoring, to become responsible for…
(more)
▼ Over the past 20 years, State Education Agencies have expanded their traditional role, focused on distributing federal funds and compliance monitoring, to become responsible for developing state-level standards, measuring student progress and, in some cases, intervening directly in low performing schools. In Massachusetts, the state’s lowest performing schools are placed into Level 5 receivership, and the state’s education Commissioner selects school operators to run the schools on the state’s behalf. However, the availability of school operators is insufficient to meet the state’s needs and expanding current efforts is not financially sustainable. The Gateways to Achievement (GtA) Initiative attempts to catalyze school improvement efforts by: 1) increasing the supply of school operators able to successfully operate low performing schools, and 2) using the state’s authority of Level 5 receivership to incentivize districts to develop aggressive, voluntary school turnaround strategies. The goal is that the districts’ aggressive turnaround strategies, which include partnerships with school operators, will improve struggling schools such that Level 5 receivership is not required. The GtA Initiative was developed by Massachusetts education reformer Chris Gabrieli and Commissioner Mitchell Chester. My strategic project focused on building awareness and support within the Massachusetts Department of Elementary and Secondary Education (DESE) for the GtA initiative, and aligning it to the most important problems the agency was trying to solve. The GtA Initiative’s first manifestation was The Springfield Empowerment Zone Partnership (SEZP), an innovative partnership between Springfield Public Schools and DESE that utilizes many of the Level 5 authorities, but allows the target schools to remain under the control of local education officials. In a time of declining federal and state funds, the SEZP provides an example of how DESE may approach school turnaround efforts moving forward. However, DESE will first need to decide how the initiative, and indeed the naming of Level 5 receivers, fits within the state’s current theory of action guiding school and district turnaround efforts. Additionally, the agency will need to determine if it wants to bring the necessary capacity to identify and execute these types of innovative partnerships in-house, or continue to partner with outside groups.
Advisors/Committee Members: City, Elizabeth (committee member), Reville, Paul (committee member), Chuang, Cliff (committee member).
Subjects/Keywords: Education, Administration; Education, Special
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APA (6th Edition):
Rodriguez, V. (2015). Gateways to Achievement: a State Education Agency-Led Strategy to Catalyze Innovative School and District Turnaround Efforts. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645030
Chicago Manual of Style (16th Edition):
Rodriguez, Ventura. “Gateways to Achievement: a State Education Agency-Led Strategy to Catalyze Innovative School and District Turnaround Efforts.” 2015. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645030.
MLA Handbook (7th Edition):
Rodriguez, Ventura. “Gateways to Achievement: a State Education Agency-Led Strategy to Catalyze Innovative School and District Turnaround Efforts.” 2015. Web. 25 Feb 2021.
Vancouver:
Rodriguez V. Gateways to Achievement: a State Education Agency-Led Strategy to Catalyze Innovative School and District Turnaround Efforts. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645030.
Council of Science Editors:
Rodriguez V. Gateways to Achievement: a State Education Agency-Led Strategy to Catalyze Innovative School and District Turnaround Efforts. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645030
Harvard University
6.
Arthurs, Seán.
Youth Organizing and the Civic Education Sector: Lessons From Theory and Practice to Organize a Way Forward.
Degree: Doctor of Education Leadership (Ed.L.D.), 2016, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013333
► America’s schools were founded on the principle that a democratic nation needed informed, active, and knowledgeable citizens in order to realize the promise of democracy.…
(more)
▼ America’s schools were founded on the principle that a democratic nation needed informed, active, and knowledgeable citizens in order to realize the promise of democracy. Over the last 400 years, we have lost our way. Today’s schools do a poor job of preparing our students to be engaged, open-minded, and purposeful participants in a system of government that cannot thrive without their meaningful involvement. The costs of our neglect are significant and evidenced by growing economic, social, and political disparities that threaten our core values and ideals.
Fortunately, all hope is not lost. We know that quality civic education programming can be a powerful tool in shaping youth into the citizens we need. We also know that effective civic education programming can lead to a host of desired outcomes at the individual, school, and community levels. Unfortunately, we also know that this type of programming rarely finds its way into schools.
My strategic project with Community Law in Action, a Baltimore nonprofit organization, first focuses on how I designed and implemented one particularly promising type of civic education programming, youth organizing. Youth organizing empowers and values youth by offering them the opportunity to authentically engage in the process of bringing change to their communities. I discuss the best practices in youth organizing programming and reflect on the challenges and successes I encountered in introducing youth organizing into a classroom of juniors at a large, urban high school.
The second stage of my project addresses the thorny issue of how to scale a successful program within the broader civic education sector. I begin by describing the obstacles that can impair any effort to scale within the civic education sector and make recommendations for sector-level solutions with a focus on establishing a more compelling value proposition for civic education generally. I then draw upon scaling research and theory to outline how a small nonprofit can develop a robust youth organizing model capable of successfully scaling within the sector.
Advisors/Committee Members: Reville, Paul (committee member), Levinson, Meira (committee member), Deliberto, Corryne (committee member).
Subjects/Keywords: Education, Social Sciences; Education, Curriculum and Instruction; Education, Secondary
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APA (6th Edition):
Arthurs, S. (2016). Youth Organizing and the Civic Education Sector: Lessons From Theory and Practice to Organize a Way Forward. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013333
Chicago Manual of Style (16th Edition):
Arthurs, Seán. “Youth Organizing and the Civic Education Sector: Lessons From Theory and Practice to Organize a Way Forward.” 2016. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013333.
MLA Handbook (7th Edition):
Arthurs, Seán. “Youth Organizing and the Civic Education Sector: Lessons From Theory and Practice to Organize a Way Forward.” 2016. Web. 25 Feb 2021.
Vancouver:
Arthurs S. Youth Organizing and the Civic Education Sector: Lessons From Theory and Practice to Organize a Way Forward. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013333.
Council of Science Editors:
Arthurs S. Youth Organizing and the Civic Education Sector: Lessons From Theory and Practice to Organize a Way Forward. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013333
7.
Yang Keo, Seng-Dao.
Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy.
Degree: Doctor of Education Leadership (Ed.L.D.), 2016, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341
► This capstone examines the National Center on Education and the Economy’s (NCEE) efforts in its initial planning stage to lead the design of and build…
(more)
▼ This capstone examines the National Center on Education and the Economy’s (NCEE) efforts in its initial planning stage to lead the design of and build support for a proposed national system of teacher career ladders. In this career ladder system, teachers can voluntarily seek advanced certification leading up to the role of Master Teacher, and states can volunteer to use the system and determine how to use it. I describe my role in strengthening NCEE’s relationship with the National Board for Professional Teaching Standards (NBPTS), in an effort to establish a partnership and move the initiative forward. I also examine comprehensive teacher career ladders and career advancement initiatives in top-performing jurisdictions (i.e., Singapore, Shanghai, and Australia) and within the United States (i.e., Arizona, Iowa, New York, and the District of Columbia). Any national initiative seeking to influence teaching and learning will require the collaboration of many powerful cross-sector organizations and leaders, highly coordinated efforts, and legitimacy to sustain the political support needed for the initiative to be adopted by states and embraced by the teaching profession. Establishing a partnership with the NBPTS was challenging because of the organization’s leadership loss at the start of the project, which slowed the initiative’s planning stage. This was further complicated by a lack of system coherence and alignment, distrust within the public education system, and the system’s resistance to change. Because planning and implementation of a national teacher career ladder system will take years, and states and the profession must buy-in, there is a need to build the capacity of multiple generations of leaders who can carry this work forward within an evolving, decentralized education system.
Advisors/Committee Members: Reville, Paul (committee member), Mehta, Jal (committee member), Brown Ruzzi, Betsy (committee member).
Subjects/Keywords: Education; General
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APA ·
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APA (6th Edition):
Yang Keo, S. (2016). Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341
Chicago Manual of Style (16th Edition):
Yang Keo, Seng-Dao. “Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy.” 2016. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341.
MLA Handbook (7th Edition):
Yang Keo, Seng-Dao. “Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy.” 2016. Web. 25 Feb 2021.
Vancouver:
Yang Keo S. Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341.
Council of Science Editors:
Yang Keo S. Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341
Harvard University
8.
Magnuson, Nicole Y.
Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.
Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663
► In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first…
(more)
▼ In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first defined by Kania & Kramer (2011) as “a commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem” has emerged as a framework for bringing cross-sector partners together to share ownership of student success (p. 36). Its data-informed, continuous improvement orientation drives collective action to address root-cause issues and to achieve large-scale social impact.
This capstone documents the leadership and support I provided to Oceanside Unified School District (OUSD) and its community partners to advance and plan for the long-term sustainability of the Oceanside Promise (The Promise), a collective impact initiative anchored within OUSD. FSG’s Five Conditions of Collective Impact and StriveTogether’s Cradle to Career Theory of Action were used to assess the current state of the partnership, its backbone capacity, and the development of a multiyear strategic roadmap. My strategic project involved working with district leadership, the Oceanside Promise Foundation (The Foundation), and The Promise partners to clarify roles and direction, create coherence, and facilitate shared ownership of The Promise and its long-term sustainability. In addition to my professional and academic experience, literature regarding collective impact, critical leadership competencies, and organizational and community coherence informed the strategic project’s planning and execution.
This capstone also provides insight into the challenges and opportunities of a district-anchored collective impact initiative. Most notably, it explores how shared community ownership must be intentionally cultivated and how collective impact challenges the mindsets and competencies of educators and community members with a traditional view of how school districts and community partner. Thus, the implications for site and sector sections elevate the conditions that would better support the success of innovative school districts assuming the role of backbone support in collective impact initiatives.
Advisors/Committee Members: Reville, Paul (committee member), Savitz-Romer, Mandy (committee member), Coleman, Duane (committee member).
Subjects/Keywords: Education; General
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APA (6th Edition):
Magnuson, N. Y. (2017). Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663
Chicago Manual of Style (16th Edition):
Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.
MLA Handbook (7th Edition):
Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Web. 25 Feb 2021.
Vancouver:
Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.
Council of Science Editors:
Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663
9.
Learned-Miller, Carole.
Tackling Inequitable Educational Policies & Practices: The Design & Implementation of the District-Level Diagnostic.
Degree: 2018, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717464
► Throughout the nation, enormous racial and socio-economic achievement and opportunity gaps endure in rural, urban and suburban communities. During the course of my residency, I…
(more)
▼ Throughout the nation, enormous racial and socio-economic achievement and opportunity gaps endure in rural, urban and suburban communities. During the course of my residency, I sought to uncover what leadership attributes and strategies allow some superintendents to effectively close those gaps and make their districts more equitable. I then used that information to design a district-level equity diagnostic for the NYC Leadership Academy (NYCLA). NYCLA specializes in preparing and supporting leaders across the country who are committed to breaking down academic barriers for historically marginalized students and to creating enriching and inclusive schools for students.
The tool is designed to help superintendents who are interested in forwarding equity work, but who need guidance to diagnose and address their districts’ most urgent inequities. The district-level diagnostic establishes a process for analyzing data and policies for inequities districts are perpetuating and developing an action plan to address those inequities. It includes The Guidebook, which details every step of the process as well as political considerations for leading the work strategically, and The Playbook, which has specific examples of what an equitable district would ideally look like. Superintendents who reviewed the diagnostic agreed it provides an effective pathway for unpacking inequities and for designing an action plan to address them. A pilot has shown that coaching around political context and leadership of challenging conversations about race are critical to the successful implementation of the diagnostic.
racial equity; equity; closing achievement gaps; cultural competency; discipline disparities
Advisors/Committee Members: Reville, Paul, Rice-Boothe, Mary, Jewell-Sherman, Deborah.
Subjects/Keywords: Education; Curriculum and Instruction
…University, Kennedy
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minds. Thousand Oaks, CA: Corwin Publishing.
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Dr… …gaps in Lexington public
schools. Report of the Achievement Gap Initiative at Harvard… …University.
Fergus, E. (2017). Solving disproportionality and achieving
equity: A…
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APA (6th Edition):
Learned-Miller, C. (2018). Tackling Inequitable Educational Policies & Practices: The Design & Implementation of the District-Level Diagnostic. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717464
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Learned-Miller, Carole. “Tackling Inequitable Educational Policies & Practices: The Design & Implementation of the District-Level Diagnostic.” 2018. Thesis, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717464.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Learned-Miller, Carole. “Tackling Inequitable Educational Policies & Practices: The Design & Implementation of the District-Level Diagnostic.” 2018. Web. 25 Feb 2021.
Vancouver:
Learned-Miller C. Tackling Inequitable Educational Policies & Practices: The Design & Implementation of the District-Level Diagnostic. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717464.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Learned-Miller C. Tackling Inequitable Educational Policies & Practices: The Design & Implementation of the District-Level Diagnostic. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717464
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
10.
Newell, Jeremiah.
The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education.
Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027
► In a post Race to the Top and No Child Left Behind environment, state education agencies (SEA’s) play an increasing role in influencing the policy…
(more)
▼ In a post Race to the Top and No Child Left Behind environment, state education agencies (SEA’s) play an increasing role in influencing the policy and practices of schools and districts. Yet, the challenges of SEA’s are monumental. American students continue to be outperformed by their international peers. Schools and districts across America are struggling to make any headway on the persistent achievement gaps for poor and minority students. The system is in crisis, and the solutions are unknown. To meet this challenge of imagination, ingenuity, and learning, SEA’s must pivot from a predominantly compliance-oriented, highly bureaucratic culture to a more nimble learning-oriented culture. The central question is how can the SEA become a learning organization?
Drawing from research on enabling learning in organizations, developing effective teams, and promoting adult development, I argue that by developing an internal learning-oriented team that leads the organization’s efforts to learn and by engaging with statewide stakeholders- defined as educators, parents, business, community leaders, and students in the challenging of assumptions, the SEA will shift its orientation to learning. In this capstone, I describe my efforts at the Rhode Island Department of Education (RIDE) to support this pivot to a learning organization through the design and facilitation of a community-driven, design-thinking based strategic planning process that asks stakeholders to learn from each other, national experts, and RIDE staff and to parley that learning into a collaboratively defined statewide vision and strategy for public education. Furthermore, I describe RIDE’s efforts to learn from and enact this strategic plan.
Analysis of this capstone reveal three key insights: (1) taking the time to build broad-based support for a statewide educational strategy matters greatly to building legitimacy and long-term sustainability; (2) despite their traditional compliance-oriented roles, SEA’s can form nimble learning oriented teams that impel learning throughout the entire organization; and (3) SEA’s can best shift their role through a open dialogue of continuous improvement that happens both within the agency and across the state.
Advisors/Committee Members: Jewell-Sherman, Deborah (committee member), Reville, Paul (committee member), Osborn, Stephen (committee member).
Subjects/Keywords: Education; Administration
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APA (6th Edition):
Newell, J. (2015). The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027
Chicago Manual of Style (16th Edition):
Newell, Jeremiah. “The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education.” 2015. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027.
MLA Handbook (7th Edition):
Newell, Jeremiah. “The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education.” 2015. Web. 25 Feb 2021.
Vancouver:
Newell J. The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027.
Council of Science Editors:
Newell J. The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027
11.
Sanders, Ansel.
Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success.
Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645010
► Over the last decade, the call for schools to leverage partnerships with community organizations as a means to provide services that will mitigate the effects…
(more)
▼ Over the last decade, the call for schools to leverage partnerships with community organizations as a means to provide services that will mitigate the effects of poverty in the pursuit of achieving ambitious academic outcomes has gained momentum. The Achievement Schools, a network of five neighborhood schools serving students in Memphis’ Frayser community, has prioritized the development of partnerships as a lever to turn around the academic performance of its schools by ensuring students’ nonacademic challenges are identified and met. In this Capstone, I describe my role in building a “Partnership Readiness Toolkit,” a framework and set of resources to guide schools in developing the capacity needed to better utilize partnerships with community organizations that provide critical nonacademic services and resources. Drawing upon research that focuses on the challenges facing school-community organization partnerships, examples of effective partnerships, and change management theory, I argue that for schools to fully utilize partnerships, they must first be ready for partnership by more tightly coupling certain aspects of their relationships with community organizations. This Capstone then describes the approaches I took to design, build support for, and apply the Partnership Readiness Toolkit to an important community partner. The analysis of my actions and results generates two key findings: 1) creating a vision and proof point that multiple constituencies find valuable, undergirded by strong relationships with the constituencies, yields the support necessary to successfully introduce and begin applying the Partnership Readiness Toolkit, and 2) a school operator with multiple priorities and an ambitious mission must focus relentlessly on readying its schools for partnership in order for partnerships to be successful. This Capstone will provide two instrumental contributions to the sector. First, this Capstone presents a case study of the successes and challenges of readying schools for partnership, which conveys a valuable set of insights for school operators, particularly those in “turnaround” situations serving low-income students. Second, the Capstone produces a Partnership Readiness Toolkit that will serve as a resource for current and aspiring school leaders seeking to utilize partners as a lever for school improvement and student success.
Advisors/Committee Members: Higgins, Monica (committee member), Reville, Paul (committee member), Solar, Ash (committee member).
Subjects/Keywords: Education, Administration; Education, General; Education, Curriculum and Instruction
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APA ·
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APA (6th Edition):
Sanders, A. (2015). Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645010
Chicago Manual of Style (16th Edition):
Sanders, Ansel. “Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success.” 2015. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645010.
MLA Handbook (7th Edition):
Sanders, Ansel. “Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success.” 2015. Web. 25 Feb 2021.
Vancouver:
Sanders A. Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645010.
Council of Science Editors:
Sanders A. Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645010
12.
Wang, April Bo.
(Re)narrating Equity: Creating Equitable Structures of Entry and Exit in Santa Fe Public Schools.
Degree: Doctor of Education Leadership (Ed.L.D.), 2016, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013344
► This capstone outlines my strategic project around increasing equity in Santa Fe Public Schools (SFPS) during the 2015-16 school year. I sought to test the…
(more)
▼ This capstone outlines my strategic project around increasing equity in Santa Fe Public Schools (SFPS) during the 2015-16 school year. I sought to test the theory of action that effecting technical changes and solutions around inequity the district would pave the way to effect critical adaptive changes in the future, with the hypothesis that one type of change is not possible without the other.
My strategic project consisted of two work streams. First, I led a Discipline Task Force comprised of district administrators and school staff to examine the equitable implementation of discipline practices across schools. We sought to answer three questions: Who is getting in trouble? What are they getting in trouble? Why are they getting in trouble? We found that students who are English Learners (EL), low-income, or special needs disproportionately incur disciplinary infractions. From a series of 50 follow-up interviews, we discovered that a significant negative bias toward newer immigrants exists among students, teachers and principals at many school sites.
Second, I led a Registration Study Committee and subsequently participated on a Registration Implementation Team charged with increasing the efficacy of the Registration, Scheduling and Transfers (RST) process. We sought to answer these three key questions: Who is not getting a seat on the first day of school? Who is not getting a seat in the school of their choice? Why are they not getting seats? We discovered that low-income students are disproportionately both unable to register by the first day of school and excluded from the transfers process, due to a variety of individual circumstances.
Beyond our findings around equity, I also sought to examine the conditions under which a working group is successful or unsuccessful in SFPS. I discovered that, due to an unclear hierarchy, a culture of trust and collaboration is especially important in order for teams to be functional. As a result, the district needs to implement technical changes and structures around team-building and norm-setting in order to begin the adaptive shift toward a trusting culture.
Advisors/Committee Members: Reville, Paul (committee member), Moore, Mark (committee member), Abeyta, Almudena (committee member).
Subjects/Keywords: Education; Administration
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APA ·
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Manager
APA (6th Edition):
Wang, A. B. (2016). (Re)narrating Equity: Creating Equitable Structures of Entry and Exit in Santa Fe Public Schools. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013344
Chicago Manual of Style (16th Edition):
Wang, April Bo. “(Re)narrating Equity: Creating Equitable Structures of Entry and Exit in Santa Fe Public Schools.” 2016. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013344.
MLA Handbook (7th Edition):
Wang, April Bo. “(Re)narrating Equity: Creating Equitable Structures of Entry and Exit in Santa Fe Public Schools.” 2016. Web. 25 Feb 2021.
Vancouver:
Wang AB. (Re)narrating Equity: Creating Equitable Structures of Entry and Exit in Santa Fe Public Schools. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013344.
Council of Science Editors:
Wang AB. (Re)narrating Equity: Creating Equitable Structures of Entry and Exit in Santa Fe Public Schools. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013344
13.
Friday, Ola J.
Designing and Developing the Pennsylvania Early Care and Education Career Pathway System.
Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774650
► The early care and education (ECE) workforce plays a vital role in supporting the development of our youngest learners, and putting them on track for…
(more)
▼ The early care and education (ECE) workforce plays a vital role in supporting the development of our youngest learners, and putting them on track for a lifetime of success. These critical practitioners work hard for little status or compensation. The profession is grappling with advancing the skills and competencies of practitioners already in the field and lifting the barriers to entry for those new to the profession. This complex work requires innovative strategies, new policies, and comprehensive supports, particularly in light of the low compensation in this sector. State government organizations, such as the Pennsylvania Office of Child Development and Early Learning (OCDEL), are well-versed in the challenges and rewards of this important work. OCDEL is committed to supporting the advancement of the early care and education workforce through policies, procedures, regulations, programs, and funding.
During my residency, I led the Career Pathways Work Group in revising the Early Learning Keys to Quality Career Lattice. I used this discrete charge as an entry to engage the team in a broader strategic planning effort. I employed the career pathways approach and its focus on career pathway systems to guide my work and the broader strategic planning efforts. I engaged in a three-part approach where I: (1) used vision-setting to establish a larger goal for the team’s efforts; (2) facilitated a shift in the team’s focus from narrow—the redesign of the career lattice—to broad—career pathways system development and (3) guided the team’s initial engagement in the systems design and development processes.
I achieved these outcomes because I: (1) managed the complexity of the endeavor by scaffolding the team’s engagement and grounding its work in a vision; (2) calibrated my leadership moves to the learning needs of the team; (3) created short-term wins to maintain momentum and foster commitment to the process; and (4) engaged my authorizers to build legitimacy and support.
Advisors/Committee Members: Reville, Paul (committee member), Bridwell-Mitchell, Ebony (committee member), Campanini, Tracey (committee member).
Subjects/Keywords: Education, Early Childhood; Education, Administration
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APA ·
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Export
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Manager
APA (6th Edition):
Friday, O. J. (2017). Designing and Developing the Pennsylvania Early Care and Education Career Pathway System. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774650
Chicago Manual of Style (16th Edition):
Friday, Ola J. “Designing and Developing the Pennsylvania Early Care and Education Career Pathway System.” 2017. Doctoral Dissertation, Harvard University. Accessed February 25, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774650.
MLA Handbook (7th Edition):
Friday, Ola J. “Designing and Developing the Pennsylvania Early Care and Education Career Pathway System.” 2017. Web. 25 Feb 2021.
Vancouver:
Friday OJ. Designing and Developing the Pennsylvania Early Care and Education Career Pathway System. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Feb 25].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774650.
Council of Science Editors:
Friday OJ. Designing and Developing the Pennsylvania Early Care and Education Career Pathway System. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774650
. 
Open Access Theses and Dissertations
