Recursos de colección

Digital Access to Scholarship at Harvard (38.935 recursos)

DASH is a central, open-access repository of research by members of the Harvard community

GSE Theses and Dissertations

Mostrando recursos 1 - 20 de 47

  1. Intermediary Organizations and the Business of Impact: Enacting a Vision for Equity by Leveraging Learning

    Olajide, Frances-Victoria
    Intermediary organizations are an increasingly relevant instrument for implementing policy and informing instructional practices in a growing school improvement industry. The Deeper Learning Equity Fellows (DLEF) is a 24-month, cohort-based leadership experience co-led by two intermediary organizations, Big Picture Learning and the Internationals Network for Public Schools. The fellowship was created to convene in-service educators to create a community dedicated to ensuring access to deeper learning student outcomes for all students but especially six student groups vulnerable to encountering discrimination during their school experiences. This capstone chronicles a strategic project undertaken at Big Picture Learning aimed at rationalizing and improving the...

  2. Making Advanced Courses Equitable and Effective: Aligning Approaches, Philosophies, and Decision-Making Structures in Bellingham Public Schools

    Dutta, Shashwata Prateek
    This capstone outlines my strategic project on creating a coherent system for advanced course taking across Bellingham high schools. The Bellingham School District offers three dual-enrollment and dual-credit options for high school students: Advanced Placement, College in the High School, and Running Start. Each high school has their own structure, vision, and philosophy on how students enroll in those advanced classes. However, school board members, district officials, and high school principals realized this model was ineffective and sought a more coherent system. In order to create coherence and alignment for advanced course enrollment across different high schools, I first attempted...

  3. Building Regional Intermediary Capacity Towards Equity, Access, and Excellence in Tennessee’s Grades 7-14/16 College and Career Pathways

    Martin, Mark Walter Charles
    Career pathways help direct students’ futures direction and provide relevant, engaging learning experiences that are designed to lead them to and through a postsecondary degree or credential and ultimately on to successful occupations with family-sustaining wages, upward career trajectories, and economic mobility. Although one essential lever to successful career pathways is strong and supportive state level policy and leadership, career pathways development and implementation must ultimately take place within regional ecosystems that encompass economic labor sheds, including postsecondary institutions and employers. Cross-sector regional partnerships among educational institutions (secondary and postsecondary), employers, and workforce development are critical to developing the programming,...

  4. Leading the Implementation of the Strategies for Children Community Readiness Initiative

    Grimes, Mariama K.
    Strategies for Children (SFC) is a nonprofit organization that works to expand access to high-quality preschool for all Massachusetts children. In 2015, under the guidance of a revised strategic plan, the organization undertook a new approach to its work by focusing on improving the preschool infrastructure in local communities. This capstone examines my leadership of the initial phase of the strategic plan implementation. I focused much of my effort on evaluating the needs, barriers, and attitudes surrounding access to preschool in the community. As a result of these discussions, I was able to exercise influence on the development of a...

  5. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District

    Magnuson, Nicole Y.
    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...

  6. Partner Up: The Role of Collaboration in Education

    Herrmann, Zachary
    Individuals and organizations collaborate when they are unable to achieve their goals on their own. Considering the complex and ambitious goals of many education organizations, the education sector would appear ripe for collaboration. This capstone explores the unique challenges and opportunities inherent in collaboration between education organizations by focusing on district-university partnerships. District-university partnerships must navigate significant challenges, including differences in organizational culture, ways of working, theories of action, and goals. But these differences must not be viewed solely as challenges to overcome; they are also opportunities to be leveraged. Indeed, differences are precisely what lead to unique capabilities and...

  7. An Assets- and Equity-Based Approach to Multilingualism, Multiliteracy, and Multiculturalism: Harnessing the Development of a District-Wide Strategy to Foster Learning, Shift Mindsets, and Seed System-Level Change

    Warren, Sarah Catherine
    In the United States and globally, there is growing recognition of the extensive cognitive, emotional, social, and economic benefits of multilingualism, multiliteracy, and multiculturalism. At the same time, a double standard persists in the way that society—and many education systems—view language development: monolingual English speakers who learn a second language are typically seen as high achievers, lauded for developing a valuable 21st-Century skill. However, students who are in the midst of learning English as a second language (while simultaneously studying core academic content in English, in most cases) are often viewed through a deficit-clouded lens—labeled as “Limited English Proficient,” over-classified...

  8. Leading, Learning, and Disequilibrium: Defining the Role of a Harbormaster Organization in a System of Schools

    Pozniak, Catherine R.
    This capstone examines the role of a new type of nonprofit in education reform efforts. Referred to as “harbormasters” or “quarterbacks,” these city-based organizations represent a shift to locally developed and executed strategies to improve outcomes for preK-12 education. My residency took place within a harbormaster called New Schools for Baton Rouge (NSBR) in Baton Rouge, Louisiana. NSBR is a 501c3 organization with a mission to ensure that every child in Baton Rouge has excellent school options. NSBR’s initial goal was to create 12,000 high quality seats for the highest need students in North Baton Rouge, a cluster of neighborhoods...

  9. equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process

    Ortiz Guzman, Christine Marie
    Educational Equity has been situated as the civil rights issue of our time. While arguably the focus on education reform efforts has increased over the last 50 years, progress has been slow if present at all. This capstone describes my journey in creating equityXdesign, a set of technical tools that come from the merging of equity consciousness with design thinking methodologies. With a premise that racism and equity are products of design and can be redesigned, we believe that if we equip individuals, in particular street-level bureaucrats, with design tools that are centered in equity, they will be able to...

  10. From Communication to Coherence: Leading Change

    Hay, David A.
    This capstone chronicles the task of internal communication in service of coherence making as part of a comprehensive change underway within the New York City Department of Education. School district leaders everywhere face the difficult task of building and maintaining the focus and energy of their employees in spite of myriad external distractions. Inevitably, change means disrupting the existing status quo, necessitating the need to reach a new state of equilibrium, or coherence. This process is called coherence making. Working in the most complex school system in America, the author examines strategies for coherence making. The author explores ways in...

  11. A Bias Toward Teams: Are We Teaming Well? Does It Even Matter? Implications for Teams in Public School Districts From a Case Study at Boston Public Schools

    Wall, Mary C.
    Teams are at the heart of change efforts in public school districts all over the country. Within central offices, the nature of systems-level reform generally requires collaboration amongst diverse people with diverse perspectives, sitting across bureaucratic silos and altitudes, who come together to respond and react to school needs and district priorities. Teams are thought of as intrinsic to the work of public education, as a structure that can harness expertise and capacity to address complex, seemingly intractable problems that have dogged districts for decades. But are teams really necessary to get the work done? If they are, what chances do...

  12. Teacher by Design, Not Accident! Partnering With Educators Rising to Prepare Tomorrow's Teachers, Today

    Rhodes, Dwight E.
    As of spring 2017, more than 50 million students attend public schools in the United States. However, the number of new college enrollees who desire to enter education as a profession is at its lowest level in nearly 50 years. According to data gathered by UCLA’s Cooperative Institutional Research Program, as of 2016, barely 4% of college freshman plan to pursue education as a major, which is down from nearly 12% just a few decades ago (Flannery, 2016). The percentage of Black teachers is even lower. A recent study by the Department of Education entitled, “The State of Racial Diversity...

  13. Helping Teacher-Created Ideas Survive and Thrive

    LaRosa, Michael
    How might we encourage educators’ ideas and innovative approaches, and support the survival, sustenance, and growth of those ideas and innovations? This essential question is relevant and important for the U.S. education sector given continued calls for innovative instructional improvements coexisting with the difficulty of stewarding change in school contexts. A strategic project situated in IDEO (a design and innovation firm), The Teachers Guild (one of its entrepreneurial ventures), and the Design for Learning studio (one of its organizational groups) investigated this essential question. This capstone illustrates that while innovation may be sparked productively through enterprising, influential, early visionaries, leaders and organizations...

  14. Beyond Minimally Adequate: Building Public Support for High-Quality, Accessible Charter Schools in South Carolina

    Donahue, Kerry Landry
    This capstone examines a strategic initiative to bring about policy changes that would facilitate the growth of high-quality charter schools specifically serving historically underserved students in the state of South Carolina. Operating from within the South Carolina Public Charter School District (SCPCSD), the state’s only statewide charter school authorizer, I develop and execute a strategy to gain increased public support for the SCPCSD’s new strategic priorities of increasing charter school quality and access. I couple an in-depth analysis of the policy environment, leveraging the work of Mark Moore and John Kingdon, with a chronicle of my efforts to build the...

  15. Putting the Horse Before the Cart: A County Office of Education’s Journey to Support School Districts in System-Level Problem Analysis

    Figueroa, Michael
    In recent years, California overhauled its basic structure and funding system for Lead Education Agencies (LEA). This movement provided LEAs with more local flexibility and converted the county office of education role to the primary accountability and support partner. Kern County Superintendent of Schools (KCSOS) utilized this restructuring to transform the way it provided support to school districts. To begin, KCSOS hired a new team of five former district and site administrators who would later become known as the Learning Network (LN). In the early design work, a focus on continuous improvement emerged and two key questions quickly materialized: (1)...

  16. Leading on the Line: Reimagining the High School Experience at the Harlem Children’s Zone Promise Academies

    Fisher, Annice Enyonam-Kwawu
    Before the national trend arose of ensuring college and career readiness for all students, the Harlem Children’s Zone (HCZ) adopted the bold mission of supporting children and their families with a birth through college model. The HCZ launched Promise Academy I & II charter schools in 2004 and 2005 in Central Harlem due to the lack of high-quality educational options. Its mission guarantees that all Promise Academy graduates will be accepted to and succeed in college. The HCZ undertook this lofty mission in spite of the odds stacked against the area’s children and youth. The Harlem Children’s Zone Promise Academies...

  17. Designing and Developing the Pennsylvania Early Care and Education Career Pathway System

    Friday, Ola J.
    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...

  18. Delivering Blended Value in the Education Marketplace

    McLean, Sarah
    I served as a resident at Education First (Ed First), a national, mission-driven, for-profit organization that provides a wide array of policy- and strategy-related services to support states, districts, policymakers, advocates, and practitioners in K-12 education. From 2006 to 2015, the organization grew from a one-woman start-up to a 50-person, consulting firm with client relationships with some of education’s most influential organizations, including the U.S. Department of Education and the Bill and Melinda Gates Foundation. In early 2016, for the first time in the organization’s history, it found itself with declining revenues. Ed First’s partner owners seized this opportunity to...

  19. Impact Through Partnership: How District Central Offices Can Foster Principals’ Development as Effective Instructional Leaders Through Systems of Support, Development, and Accountability

    Rose, Jessica D.
    Public schools in the United States have not historically nor do they currently serve all students excellently and equitably. Principals are key stakeholders in educational transformation as the second most impactful in-school factor in student achievement and as the leaders of learning in over 98,000 schools across the country. Their role has shifted considerably over the past twenty years to include instructional leadership as well as building management. Most principals are not fully prepared through pre-service training, and district central offices are increasingly re-defining their role to include the continued development of school leaders. While many types of support are...

  20. Cross-Sector Collaboration to Design Breakthrough School Models: Strategic Community Building for Transcend

    Thigpen, Tyler S.
    Traditional “industrial model” schooling was created for a different era. Student outcomes have flat-lined, and student motivation is disturbingly low. To see both the change and leap in outcomes students deserve, we must engineer a new design of school for the 21st century. One of the most significant barriers to developing and spreading relevant school models is the lack of research and development in education (R&D). Transcend is a nonprofit organization created in 2015 to build an R&D engine and accelerate innovation in the core design of "school." As a doctoral resident with Transcend, my project question was: how might...

Aviso de cookies: Usamos cookies propias y de terceros para mejorar nuestros servicios, para análisis estadístico y para mostrarle publicidad. Si continua navegando consideramos que acepta su uso en los términos establecidos en la Política de cookies.