Innovare (Latin):
To innovate, to reform, to change.
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1. Elevate student voice in reflecting and acting on data
Have students take a short survey to learn how they are experiencing school, review results to see how experiences are promoting or hindering equitable learning, learn new practices to try with students, and track improvement over time
2. Support Educators in reflection on instruction & environment
Use the “SEL Look Fors in Blended Learning” tool to reflect on a learning activity you have designed or led after it has taken place, or ask a colleague to use it as they observe you
Work with families and community members so that they are able to help deepen and improve relationships between all three parties (students, families, staff)
Understand every students academic and emotional health
Cocreate a safe, supportive space where teachers and students can work together to explore values like empathy, patience, kindness, open-mindedness so people can be willing to share openly and honestly in circle.
2. Weave in opportunities for SEL practice and reflection
Recognize and respond to students’ social and emotional needs as well as build in trauma-informed practices that will support all students
3. Implement a comprehensive system of supports
Create a trauma-informed learning environment as well as identifying, assessing, addressing and treating traumatic stress.
Encourage students to share their views, values and voices to strengthen the community as well as help educators, families, and other individuals talk about racism, racial identity, and the way these forces shape society
5. Collaborate with families and partners
Build strong collaborative relationships between schools and community partners to align SEL practices and learn from one another
Develop a plan to assess student learning process and loss
Plan around worst case scenarios and be sure to leave room for mental health days
Create Self-Care circles that can be used with adults or students to center themselves and reflect on and share ways to practice self-care
2. Ensure access to mental health and trauma support
Support educators in gaining a greater awareness of how their current personal and professional context affects their levels of stress in the time of COVID-19
3. Identify opportunities for innovation & anti racist practices
Practice radical compassion, confront inequities, re-order our priorities to focus on our collective well-being, and lead human-centered, structural change. If sharing this article with staff as a launch for discussion, see this related discussion guide.
4. Provide embedded professional learning
Create professional learning activities that leads staff to to reflect on their beliefs and then critically examine commonly held beliefs about how to meet the learning needs of racially and ethnically diverse students
Leverage existing shareable communication templates for communicating with teachers, school leaders, and families to communicate potential updates and procedures as needed
Create student privacy policies based on state guidelines and provide guidance to educators and families, as well as to help families understand their options regarding distance learning.
Review the independent policies of Zoom, Google, and other platforms used by your institution
If students are using their own devices make sure that communication includes the district’s bring-your-own-device policy (if you don’t have one, create it)
Engage with staff to obtain feedback and review to make any updates necessary
Build repository of technology-facing lessons and material and ensure all students have access to the material and can reference it as needed
This will help to understand the quality and progress of technology processes in your building or district
2. Identify chronic technology issues that arose during the school closure period
Use there issues to begin the development of a long term technology maintenance plan
Ensure all devices are accounted for, repaired, replaced, or dispatched
Use this information to develop a plan for how the data will be analyzed and reported.
2. Communicate to relevant stakeholders expectations around data collection and usage
This will ensure that stakeholders have a clear understanding of the data that is being used to inform your improvement strategy
For more support on tools for using data to drive systems-level improvement, see this seminal report from the Carnegie Foundation on Transforming Educational Systems Toward Continuous Improvement
As a leadership team, investigate the reasons for the gaps and address them
5. Rerun the cycle and monitor for improvement
Prepare for your next learning cycle
2. Align school website with district website information
Ensure all communication is up to date and aligned across the school and district to avoid uncertainty
Create a master list of any changes to distribute at the first staff meeting
4. Staff collaboration and communication of updates
This repository of devices can be used by staff in times of need
2. Stage device processing areas as needed to run procedures.
Utilize industry published device failure rates to estimate the number of devices that will need to be replaced
The procedures should include:
Conduct an technology device inventory. If needed, identify a vendor to assist with this process
2. Audit all school areas and classrooms with a focus on:
4. Prepare to provide medical supplies to staff and students
Update WiFi access points and devices as needed
Gather feedback from families to ensure connection is available and working
Ensure regular communication with stakeholders to maintain alignment
Support Teachers to create feedback loops with your community to improve practice
Continue to monitor device usage and compliance with online learning programs.
Only the vendor management lead roles require any technology knowledge. All other lead roles are primarily communication and process roles, including:
Technical processes are dependent on good documentation; ensure systems are in place to track and resolve issues that may arise using one a paid or conduct an online search for a free service, such as Google Sheets or others
4. Identify technology liaison to plan and communicate with district technology teams
Establish a focus on connecting with, caring for, and affirming the experiences of members of the wider school community.
2. Develop and implement two-way communication strategies
Be sure to create structures to communicate the importance of SEL in navigating upcoming transitions and be responsive to student & family concerns.
Take a data-centered approach to decision-making, work with your leadership team to identify the strengths and targeted strategies that best meet stakeholder needs..
4. Build a broad coalition and integrate SEL into plans
Establish structures to meaningfully involve community partners, families, and students in developing a vision, goals, and plans for the year.
Review and assess feedback frequently, and make necessary updates
While assessing the needs of your organization, focus on areas such as, but not limited to, Wellness, Logistics, Communication, Instruction, and Crisis Response.
2. Assess survey results and establish Back to School Committees
Conduct a basic data analysis protocol to assess survey results to create appropriate committees to address identified stakeholder needs.
With your Back to SchoolCommittees, develop expectations for communications, collaboration, meeting times, venue, etc.
4. Develop and implement on-going cross-committee collaboration opportunities
During these times, committee members should provide updates on the progress being made inside the committee while other team members can provide feedback and support.
Review feedback from families and identify most important themes Use the feedback collected through family engagement to identify most common family needs and requests. Use these to guide schedule creation.
Collect information about relevant system constraints
Collect relevant data to determine all physical and logistical constraints that will impact the schedules.
Survey families to identify scheduling needs
Identify which families will choose to have their students attend remotely and which siblings need to be on identical schedules (if feasible).
Determine which groups of students the school system will serve entirely in person, in a hybrid setting, or entirely remotely.
Design daily schedules for hybrid, in-person, and remote learning
Design schedules that align to the instructional priorities and reflect student and family preferences. Try to ensure students within the same family have compatible in-school and out-of-school schedules.
Establish criteria for shifting in and out of all-remote scenarios
Consult with public health officials to identify school closure thresholds that will result in moving into or out of all-remote settings.
Clearly communicate school schedules to students and families, community stakeholders, and staff.
Implement the schedules and adjust based on family, teacher, and school leader feedback.
Gather feedback from families, teachers, and school leaders on challenges and inefficiencies in the schedule, and make adjustments.
Secure any necessary agreements with community partners and communicate partnerships to families, teachers, and school leaders.
Be prepared to improve schedules based on feedback from families and staff and to switch to all-remote schedules—and back again—should local health conditions so require.
Adjust all schedules as needed based on public health guidance
Ensure communication is sent to all stakeholders immediately to convey any potential scheduling or operational changes
Understand educators’ learning needs and the resources (e.g., time, people, and money) available to be used to respond to these needs. Use this information to develop a yearlong plan for professional learning.
Plan traditional professional learning sessions
Develop system- and school-based professional learning sessions aligned to system professional learning priorities and available in remote or in-person settings.
Create a system of teacher collaboration focused on the system’s professional learning priorities and guided by strong rationale and clear expectations that can function in remote or in-person settings.
Plan observation, feedback, and coaching
Develop a system of observation, feedback, and coaching anchored by clear expectations. Align it to broader system priorities and a coaching methodology that can function in remote or in-person settings.
Run an improvement cycle focused on access
Collect the relevant data to monitor professional learning access, analyze gaps, and address issues to reach goals.
Develop clear and consistent communication channels
Establish a system of two-way communication that ensures all key stakeholders are informed about professional priorities, expectations, and practices, and ensures user feedback to drive improvement.
Implement system- and school-based professional learning sessions aligned to system professional learning priorities and available in remote or in-person settings.
Implement collaborative learning opportunities
Implement a system of teacher collaboration focused on the system’s professional learning priorities and guided by strong rationale and clear expectations that can function in remote or in-person settings.
Run an improvement cycle focused on implementation:
Collect the relevant data to monitor professional learning access (where remaining) and implementation, analyze gaps, and address issues to reach goals.
Communicate professional learning opportunities updates to stakeholders
Establish a system of two-way communication that ensures all key stakeholders are informed about professional learning priorities, expectations, and practices, and ensures user feedback to drive improvement.
Implement system- and school-based professional learning sessions aligned to system professional learning priorities and available in remote or in-person settings.
Implement collaborative learning
Implement a system of teacher collaboration focused on the system’s professional learning priorities and guided by strong rationale and clear expectations that can function in remote or in-person settings.
Implement observation, feedback, and coaching
Implement a system of observation, feedback, and coaching anchored by clear expectations. Align it to broader system priorities and a coaching methodology that can function in remote or in-person settings.
Run an improvement cycle focused on quality
Collect the relevant data to monitor implementation (where remaining) and quality, analyze gaps, and address issues to reach goals.
Communicate professional learning opportunities updates to stakeholders
Establish a system of two-way communication that ensures all key stakeholders are informed about professional learning priorities, expectations, and practices, and ensures user feedback to drive improvement.
Determine the impact of budget reductions and personnel opting out of returning in person to individual school staff allocations, minimizing negative impacts on schools with the highest concentrations of vulnerable students or high concentrations of more novice teachers.
Determine which staff intend to return
Reach out to all school leaders and school staff to confirm their intent to return and identify any limitations on their ability to attend in person.
Identify key roles that will be essential and assign school-based staff to each role
Determine the key student wellbeing, academic, and operations roles needed for every in-person, remote, and hybrid schedule to function. Identify which roles are new and which will require staff to operate outside of their normal expectations.Support school leaders to assign staff to these roles.
Determine any remaining vacancies and continue hiring and onboarding new staff
Fill vacancies and onboard new staff, providing mentors to all novice teachers.
Plan observation, feedback, and coaching
Develop a system of observation, feedback, and coaching anchored by clear expectations. Align it to broader system priorities and a coaching methodology that can function in remote or in-person settings.
Strengthen substitute pools to address potential increases in teacher absenteeism.
Run an improvement cycle focused on providing access for staff to support
Collect the relevant data to monitor access to staff support, analyze gaps, and address issues to reach goals.
Share new staff roles and expectations and provide training.
Conduct fall budget adjustments.
Conduct any necessary fall budget adjustments to minimize negative impacts on high-risk students. Determine any necessary changes to staffing as a result of the fall leveling or staffing adjustment process.
Develop training material for substitutes
Prepare a training for substitutes on procedures (e.g., taking attendance) technology, curriculum, and student connection/wellbeing needed to teach in remote, hybrid, and in-person settings
Run an improvement cycle focused on the implementation of staff support.
Collect the relevant data to monitor access to staff support (where remaining) and its implementation, analyze gaps, and address issues to reach goals.
Implement traditional professional learning sessions
Implement school-based professional learning sessions aligned to system professional learning priorities and available in remote or in-person settings.
Implement a system anchored by clear expectations. Align it to system priorities and a coaching methodology that can function in remote or in-person settings.
Run an improvement cycle focused on the quality of staff support
Collect the relevant data to monitor the implementation and quality of staff support, analyze gaps, and address issues to reach goals.
For each prioritized focus area, identify the quality, implementation, and access goals, and decide those for which data collection will be prioritized.
It is important to identify the members who will manage data collection and analysis and also those who will act on the information.
Identify the specific data required for each goal
Be sure to account for how remote versus in-person instruction will affect data collection.
Ensure appropriate data access
Make sure that the team has the data that is needed and that data sharing agreements are in place with vendors, community partners, and others, where necessary.
Run an improvement cycle focused on access
Be sure to collect the relevant data to monitor access, analyze gaps, and address issues to reach goals.
Build the system to collect and communicate the required data and the timeline for collection
This information should be used to develop a plan for how the data will be analyzed and reported.
Communicate to relevant stakeholders expectations around data collection and usage
This will ensure that stakeholders have a clear understanding of the data that is being used to inform your improvement strategy
For more support on tools for using data to drive systems-level improvement, see this seminal report from the Carnegie Foundation on Transforming Educational Systems Toward Continuous Improvement
As a leadership team, investigate the reasons for the gaps and address them
Rerun the cycle and monitor for improvement
Prepare for your next learning cycle
Collect the relevant data to monitor for access (where remaining gaps exist) and to monitor implementation, analyze gaps, and address issues to reach goals.
Build the system to collect and communicate the required data and the timeline for collection
This information should be used to develop a plan for how the data will be analyzed and reported.
Communicate to relevant stakeholders expectations around data collection and usage
This will ensure that stakeholders have a clear understanding of the data that is being used to inform your improvement strategy
For more support on tools for using data to drive systems-level improvement, see this seminal report from the Carnegie Foundation on Transforming Educational Systems Toward Continuous Improvement
As a leadership team, investigate the reasons for the gaps and address them
Rerun the cycle and monitor for improvement
Prepare for your next learning cycle
Collect the relevant data to monitor for access (where remaining gaps exist) and to monitor implementation, analyze gaps, and address issues to reach goals.
Build the system to collect and communicate the required data and the timeline for collection
This information should be used to develop a plan for how the data will be analyzed and reported.
Communicate to relevant stakeholders expectations around data collection and usage
This will ensure that stakeholders have a clear understanding of the data that is being used to inform your improvement strategy
For more support on tools for using data to drive systems-level improvement, see this seminal report from the Carnegie Foundation on Transforming Educational Systems Toward Continuous Improvement
As a leadership team, investigate the reasons for the gaps and address them
Rerun the cycle and monitor for improvement
Prepare for your next learning cycle
Ensure that students who need more supports have the opportunity to thrive, regardless of background or circumstance
Create a referral pathway for when student and family needs are identified
Include procedures (e.g., follow-up assessment, communication with caregivers) for connecting students to more targeted, intensive (Tiers 2 and 3) supports matched to needs either within school or from identified community partners.
Allow families and students to self-select or opt-in/out as they choose, and provide feedback on progress.
- Review the community outreach plan to ensure it includes the identification of external resources available (e.g., community providers, community mental health center) to increase the school’s capacity to provide tailored student supports and ensure they are implemented effectively and equitably.
- Conduct outreach to local providers. Plan opportunities for regular communication between the school and community providers. Establish formal partnerships to provide services and ensure a data sharing agreement for student success. Recommend school systems do this in partnership with schools.
Collect the relevant data to ensure schools have plans in place to provide targeted and intensive (Tiers 2 and 3) strategies to each student who needs more support. Analyze gaps, and address issues to reach goals.
If a universal screener is not used, it is essential to identify and train licensed professionals on more targeted, culturally-relevant assessments for identification of needs for Tiers 2/3 supports.
Connect the students who have demonstrated a need for more targeted or intensive supports with appropriate supports, leveraging the referral pathway
For detailed steps and aligned resources on running an improvement cycle focused on engagement access, see the Managing and Improving section.
- Collect the relevant data to ensure schools are providing high-quality, targeted, and intensive (Tiers 2 and 3) strategies to each student who needs more support. Analyze gaps, and address issues to reach goals.
- For detailed steps and aligned resources on running an improvement cycle focused on access, implementation, and quality, see the Managing and Improving section. For support with goal-setting, see the Tailored Student Supports table.
Use multiple data sources to identify what healing needs to happen - to repair frayed relationships or to help people rejuvenate after the challenging experience.
Re-create your narrative to use during summer communications and especially with the start of school
Connect the experience people have gone through to who you are as an organization and who you are becoming. Try to find new ways to infuse your equity commitments and your values as you reform 2.0 remote structures and you reopen schools.
Re-assess your communication structures, frequencies, and methods for summer and start of school
If COVID-19 closures persist, recognize that you may need to communicate more than average for summer to help combat isolation and stress.
As a leadership team, identify your key priorities as your return to school. It is essential that your stakeholders are well informed of your oath forward.
Identify and calendar key start of year communication forums
Think about events such as staff back to school PD, new staff orientation, new family welcome events, etc where you can share priorities and highlight key goals.
Develop a communication strategy for future crisis/closure moments
Identify your key learnings from this crisis to develop a communication strategy for future crises.
Evaluate the benefits of how you have operationalized this challenge
As a leadership team, assess the challenges and successes that your team has had using collaborative structures and distributed leadership during crisis management.
Identify your team’s successes that you want to take into SY ‘20-21
Identify and communicate the successes your team will continue to build upon during the 20-21 school year.
Create and conduct ongoing listening forums for students, families, and staff
To help you keep a pulse on stakeholder needs, conduct ongoing sessions with your various stakeholder groups to communicate your strategies and assess their impact
Consistently look for opportunities to celebrate successes and continue to build upon them to meet the needs of your community.
During this session, your team should identify and begin to ideate solutions to things such as where the organization is being stretched thin or what areas are most sensitive to disruption in the building.
Conduct rapid PDSA cycles to measure impact of strategies
You want to be sure to support your team through the PDSA cycle to evaluate the impact this crisis has had on the strategic plan and make adjustments as needed.
Chief Operating Officer - The Chicago Community Trust
CEO and Co-Founder of the Award winning educational project MusicMath, which aims to revolutionize how music and mathematics are taught in the same learning space. Music Producer (B.A), Educational Technologist (M.A), and currently doing a PhD in Educational Science at the University of Tartu, Estonia. His research and expertise areas include: meaningful use of technology for educational purposes, STEAM education, Collaborative Learning, Learning Analytics, CSCL, and Intelligent Tutoring and Virtual Agents Systems.
Terrence has committed himself to the mission of equipping youth of the diaspora, whether they identify as Latinx, African, or African American, with the transferable skills and tools necessary to build communities.
For over a decade he has worked with, for, and alongside students and families in the Chicagoland area as an advocate and educator. Terrence has served in secondary school leadership at several networks/districts on Chicago's south and west sides. Utilizing his skills as an instructional designer, leadership coach, and trainer, he provides consulting services, coaching, and training to organizations, school districts, and companies aimed at creating and sustaining more equitable environments and experiences for students & communities.
SUPERINTENDENT, KALAMAZOO PUBLIC SCHOOLS
Rita believes that education is the primary equalizer of various social justice issues that our communities face today. She is passionate about providing our next generation with quality education and life options so that they may break the cycle of poverty for their families and communities while learning to be contributing members of society. From California to Chicago and now to Kalamazoo, Michigan, Rita is bringing a more just and equitable education to students across America.
Managing Director - CJM Ventures, LLC / OPTO Holdings, L.P.
McGowan’s private equity career began 25 years ago with AEA Investors in New York City, after earning an undergraduate degree in theoretical mathematics from Columbia University’s College of Arts and Sciences, and following two years of mergers and acquisitions training at Morgan Stanley.
In 2011, with the help of MDP leadership and mentors, McGowan formed CJMV, a private equity firm focused on buyouts and growth equity investments in companies located near Chicago and London. CJMV's current portfolio includes OPTO International, an Illinois-based manufacturer of retail shelving and display systems; Cedar Capital, a Chicago-based asset management firm; and Ingenica Solutions, a UK-based health care information technology company. CJMV’s former portfolio companies include Autism Home Support Services (“AHSS”), the largest provider in Illinois of home-based therapy for children on the autism spectrum. He is also a board member of 8th Light, BigStep Cloud, Campus Cubed, CompanyFirst, Innovare, Just Hot Tubs, Kinzie Capital, Leadership Lyceum, and is a Board observer for Kenna Security, Psycle and SonarMed. He was formerly a Board member of Rise Interactive, Simple Mills (observer), and Spikeball.
Since Spring 2012, McGowan has taught at the University of Chicago’s Booth School of Business (“Booth”), and currently serves there as an Adjunct Professor of Entrepreneurship, and as an Investor in Residence and Faculty Advisor to Booth’s Polsky Center for Entrepreneurship and Innovation. In the Fall of 2019, he began his ninth year teaching Booth’s Sterling Partners Investment Thesis Challenge (“SPITC”) and his seventh year co-teaching Booth’s Private Equity and Venture Capital Lab. He also has conducted the Booth Private Equity Case Challenge (f.k.a. Oxford-Chicago Global Private Equity Challenge) for the last five years.
McGowan is an active angel investor and currently serves as Chairman of the Limited Partner Advisory Committee for Hyde Park Venture Partners Fund I (and a member of Fund II’s Board), on the Board of Directors and Portfolio Advisory Board of Hyde Park Angels, and as Chairman of the Advisory Board for Valley Growth Ventures.
McGowan married his high school sweetheart, Sandy, and they have three children: one recent graduate of Walter Payton College Prep, and two attending the University of Chicago’s Laboratory Schools (“Lab”). At Lab, McGowan served for nine years on its Board of Directors including four years leading Lab’s Development Committee (two as Chair, two as Co-Chair), including oversight for Lab+, the School’s $80 million capital campaign. McGowan is the former President of Friends of Walter Payton College Prep (and former Chair, Annual Fund), and serves on the Board of Trustees for the Court Theatre at the University of Chicago, as well as the SHSAA Board of Trustees for Stuyvesant High School, where he attended with Sandy in New York City.
PRINCIPAL - LASALLE II MAGNET SCHOOL
Lauren Albani is the current principal at LaSalle II Magnet School. The mission at LaSalle II is to not only provide the highest quality of programs across the core subject areas, but to also educate students about other cultures and to teach them to communicate in critical languages spoken around the world. As part of the daily curriculum, students participate in world language instruction in Arabic, French, Chinese, or Spanish. Under her leadership, LaSalle II has experienced significant academic success and developed into a vibrant school community for students and their families.
Lauren began her career teaching on the west side of Chicago and then in Gary, Indiana. Inspired by her time in the classroom, she became an administrator in order to more broadly impact educational change. Later, she was accepted into the UIC Urban Education Leadership Program, and recently successfully completed her doctorate degree.
Lauren believes that all students deserve a high-quality education and is committed to making that a reality for students in Chicago Public Schools.
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FOUNDER & PRESIDENT – SURGE INSTITUTE
Carmita’s career started in corporate America; however corporate could not contain her desire to lead high-‐impact initiatives that benefit urban youth and transform urban communities -‐ so she blazed a trail within the non‐profit sector. Carmita’s commitment to empowering our country’s most under-‐served young people by providing them with pathways to excellence through education and holistic supports led her to a decade of executive service, driving results for visionary leaders including Alma Powell, Gen. Colin Powell and Arne Duncan, the former US Secretary of Education.
Carmita holds an MBA from Northwestern University’s Kellogg School of Management, and a BS in Chemical Engineering from the University of Michigan. She serves on the Board of Directors for the Academy for Urban School Leadership, Marwen, and America’s Promise Alliance. She has received numerous awards and recognition for her thought-‐leadership and professional service, including the Chicago Business Journal’s 2016 Woman of Influence award.
FOUNDER – EDUCATION PIONEERS
An educator, attorney, and social entrepreneur with a strong background in creating quality educational opportunities for students, Scott began his career teaching social studies and leadership at St. Jude High School in Montgomery, Alabama, through the University of Notre Dame’s ACE Program. Scott later served as the legal counsel for Aspire Public Schools, where he worked with the management team and school leaders to build a network of high-performing public charter schools throughout California. At Education Pioneers, Scott feels incredibly fortunate to collaborate with exceptional individuals and high-performing organizations that share his deep commitment to developing diverse, talented leaders to transform urban education.
Scott graduated summa cum laude and Phi Beta Kappa in government from the University of Notre Dame, received his Master of Arts in Teaching from the University of Portland, and earned his law degree from Stanford Law School. Scott is a Draper Richards Kaplan Entrepreneur, a board member of Beyond 12, Inc., and a Pahara-Aspen Education Fellow, Class of 2010. An avid San Francisco Giants fan, Scott lives in Alameda, CA, with his wife and two daughters. Follow Scott on Twitter at @scottmorgan1.
FOUNDER & CEO – LATINOS FOR EDUCATION
Amanda was a Director at The Bridgespan Group where she served as an organizational consultant to youth and education clients in support of their strategic planning efforts. In this capacity, she also developed HR tools that have been widely utilized by nonprofit organizations nationally. She spent seven years at Deloitte, an international professional services firm, where she focused on human capital consulting projects primarily in merger and acquisition environments and diversity programs for Deloitte staff nationally.
Over the course of her professional career, Amanda has been a frequent speaker at conferences and events. She is a blogger on Huffington Post LatinoVoices and has been featured in Poder Magazine’s list of movers and shakers. She is the recipient of the Ricardo Salinas Scholarship. She currently serves on the KIPP Massachusetts, Achieve Mission, Roxbury Community College boards and the RISE Colorado advisory board. El Planeta named her one of the 100 most influential Hispanics in Massachusetts. Amanda holds an M.S. from Fordham University and lives in the Boston area with her spouse and two children.
DIRECTOR, EQUITY IN THE CENTER
Kay is the Executive Director of Equity in the Center, which seeks to shift mindsets, practices, and systems to increase equity in the social sector.
As a former independent consultant, Kerrien facilitates leadership teams in bold decision making to solve strategic and operational challenges. She has expertise in leading senior executives and managers through strategic planning, business case analysis, and change management initiatives. Kerrien also supports chief executives and senior leadership teams, through thought partnership and management coaching, in building organizational capacity to achieve measurable outcomes.
Kerrien has worked extensively in education and has experience taking innovative program models, in both the charter and public school context, to scale regionally and nationally. She supported the implementation of a $15M national charter management pilot for EdisonLearning and helped to secure national accreditation while taking the Communities In Schools drop-out prevention model to scale in DC. In addition to the United Nations and World Bank, she has consulted at The Advisory Board, Bain & Company and AT Kearney, Twentieth Century Fox and Viacom. She is a graduate of Harvard College and London School of Economics.
