Building Equity Through District Coherence
Subtitle: Managing Emergent and Deliberate Strategy for Math Intervention
Published: 2020
Language: eng
Description: In 2019, the Cambridge Public Schools added math interventionists to every elementary school to support equitable achievement in mathematics. The district superintendent charged me with the development of a systemic approach to guide the work of these new positions. This capstone explores the challenges of achieving curricular and instructional coherence across a system that strongly values autonomy at the school and classroom levels. Relevant leadership themes include the management of emergent and deliberate strategy development processes, the use of improvement science principles to solve complex problems, instructionally-focused and adaptive district and principal leadership, and the foundational nature of relational trust in schools. I also address the implications of the project’s outcomes for the district and the pre-kindergarten-12th grade education sector in the United States.
Notes: Keywords: district leadership; strategy development processes; emergent strategy; deliberate strategy; instruction; elementary mathematics; improvement science; relational trust in schools; instructional leadership;.

Doctor of Education Leadership (Ed.L.D.) Harvard University 2020.

Capstone paper (Doctor of Education Leadership (Ed.L.D.))--Doctor of Education Leadership (Ed.L.D.), Harvard Graduate School of Education, May 2020.

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