Celebrating Leading Educational Innovation and Improvement!

Donald Peurach, Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education

This is the second of a series of blog posts celebrating the launch of the Leading Educational Innovation and Improvement MicroMasters program. The aim of the program is to catalyze a world-wide community of professionals committed to engaging educational innovation and improvement as a field of study and a domain of practice.

Led by the University of Michigan School of Education, Leading Educational Innovation and Improvement has been developed in collaboration with individuals and organizations with deep experience in innovation and improvement, and with the support of funders aiming to advance innovation and improvement in educational practice and research. Our collaborators and supporters include:

  • The Microsoft Corporation.
  • The Spencer Foundation.
  • The Office of Academic Innovation at the University of Michigan.
  • The Center for Positive Organizations in the University of Michigan’s
  • Ross School of Business.
  • The Carnegie Foundation for the Advancement of Teaching.
  • LearnDBIR and the University of Colorado-Boulder’s School of Education.
  • The Success for All Foundation.
  • The MIST project: Middle-School Mathematics and the Institutional Setting of Teaching.
  • The National Center on Scaling Up Effective Schools.
  • The National Implementation Research Network.
  • Researchers from George Washington University, Northwestern University, and the University of Chicago Consortium for School Research.
  • And over 30 practicing teachers, school leaders, and system leaders leading educational innovation and improvement in their own contexts.

In the first blog in this series, we introduced a special initiative running from January – April, 2018, in which a cohort of collaborators will participate in the two courses that form the nucleus of Leading Educational Innovation and Improvement:

Existing online resources will be complemented by supplemental instructional guidance, online office hours, guest webinars, and blogging opportunities, all aimed at enriching learners’ experiences and supporting their success through deep engagement with University of Michigan faculty members and learning specialists.

Together, we will be using this experience to explore new approaches to developing foundational understandings of cutting-edge educational theory and practice, new ways of using open-access instructional resources to support place-based professional development, and new ways of collaborating to accelerate the redesign of graduate programs in response to dynamic policy environments.

We have a remarkable group participating in this initiative.

Our 2018 Winter Cohort launched on January 08, 2018, as a team of 103 collaborators: 23 from the University of Michigan and 80 from other parts of the country and the world. Participants range from undergraduate students to senior professors; from early-career teachers to veteran system-level leaders; and from aspiring reformers to senior developers in leading reform enterprises.

Our US-based learners are joining us from California, Colorado, Connecticut, Indiana, Massachusetts, Michigan, Minnesota, New Hampshire, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Texas, Virginia, and Washington.

Our international collaborators are joining us from Afghanistan, Australia, Austria, Brazil, Canada, China, Germany, India, Ireland, Qatar, Russia, Syria, South Africa, Turkey, United Arab Emirates, United Kingdom, and Uruguay.

In addition to engaging completing these courses together, members of the Winter 2018 are organizing into four study groups, with the aim of studying and writing about our experiences in this initiative from the perspectives of:

  • Participants in a path-breaking, trans-institutional, trans-national professional development experience.
  • Practice leaders driving educational innovation and improvement in diverse schools, systems, and nations.
  • Faculty members developing courses and programs focused on educational innovation and improvement.
  • Researchers and designers seeking to advance the use of information technologies in support collaborative learning among educational professional around the world.

As our work proceeds through the Winter and into Spring, we will be blogging from each of these perspectives, with two goals: to enrich understandings of other professionals seeking to advance educational innovation and improvement; and to invite them to join our community.

Thank you for joining us in celebrating Leading Educational Innovation and Improvement, and…

Stay tuned!

Improving Classrooms, Schools, and Educational Systems: Leading Educational Innovation and Improvement MicroMasters

This article was originally posted on 12/8/2016 on the edX Blog

Donald Peurach, Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education

James DeVaney, Associate Vice Provost for Academic Innovation

The moment is ripe for renewal and reinvention in public education, in the United States and around the world.

Social, economic, and political dynamics are creating needs and opportunities to pursue new aims for student learning, new approaches to classroom instruction, and new strategies for school and system organization.

Addressing these needs and seizing these opportunities will require transformative innovation that disrupts and re-constructs fundamental understandings, norms, practices, and organizational forms that structure public education.

It will also require continuous improvement, as educational professionals learn to collaborate in new ways within this new normal to realize ambitions for excellence in the educational opportunities and outcomes of all students.

The moment calls for a new generation of educational leaders who can understand, design, and employ evidence-based methods of educational innovation and improvement.

Leading Educational Innovation and Improvement MicroMastersThe University of Michigan’s (U-M) Leading Educational Innovation and Improvement MicroMasters program heeds that call, by catalyzing a diverse community of impassioned educators, reformers, researchers, and policy makers committed to collaborating to renew and reinvent public education.

We aim to create a new kind of learning community that allows learners to collaborate with other global experts and peers, obtain new knowledge and capabilities, and apply methods of educational innovation and improvement to their work.

We aim to do all of this while also making the program both flexible and affordable in order to meet the needs of our diverse learners.

Indeed, some members of this community are aspiring and early career leaders working within emerging roles as teacher-leaders, instructional and data coaches, evaluators, designers, and implementation specialists. Other members are senior leaders working within established roles as principals, superintendents, political appointees, and elected officials.

Some members of this community work within the formal educational governance structure in schools, local districts, and state agencies and ministries. Others work beyond the formal educational governance structures in non-profit organizations, universities, think tanks, and consulting firms.

What unites members of this diverse community is a commitment to discovering and leveraging innovative solutions for global educational improvement. Working within a community of experts and peers, learners who complete the program will be poised to achieve a depth and scale of innovation and improvement that none could achieve independently.

The Leading Educational Innovation and Improvement MicroMasters program was developed by U-M’s School of Education, in collaboration with U-M’s Ross School of Business and the Carnegie Foundation for the Advancement of Teaching.

It is designed as a gathering place for this leadership community: a context in which its diverse members can develop collective identity, common cause, professional relationships, and deep friendships.

It is designed to provide members of this leadership community with a robust professional knowledge base: leading theory, research, and cases to frame, inform, and guide their collaborative efforts to transform classrooms, schools, and systems.

It is also designed to develop capabilities among members to work together in new ways and to greater effect: by mobilizing practices and principals of Positive Organizational Scholarship and Improvement Science to incubate promising approaches, solve persistent problems, and manage for effectiveness and efficiency.

This mix of culture, knowledge, and capabilities will be the glue that binds members of this community together, as they proceed through the Leading Educational Innovation and Improvement MicroMasters program, move forward in their leadership roles, and possibly even join us on campus to complete a full Master of Arts degree in U-M’s School of Education.

U-M continues to play a leadership role by working globally to reshape higher education in an information age. This new MicroMasters program represents a clear opportunity to broaden access to leaders in education and ultimately to raise average levels of student performance and reduce achievement gaps between students, in the US and around the world.

We continue to be excited about the potential of the MicroMasters as a portable, modular, and scalable model designed to meet the changing needs of learners around the world. With this new program, we see an opportunity to broaden participation, accelerate learning, and enhance a growing community’s ability to drive positive change.

The first course in the Leading Educational Innovation and Improvement MicroMasters program starts January 24, 2017 and is currently open for enrollment.