“Education is for the students. No one knows what students need better than we do.” — Angelica Martinez, Class of 2023, Sunnyside Unified School District (Arizona)
Historically, research institutions, education entrepreneurs, and technology developers have led the research and development (R&D) of educational programs and tools. The distance between ‘consumers’ (learners and families) and ‘creators’ (product developers) is wide, and research and development processes are a part of research and development processes that give little input to those most affected by inequitable situations. This is the cause.
Since its founding, Digital Promise Inclusive Innovation Center (CII) is focused on bridging that distance by engaging educators, students, families, and communities in collaborative leadership, collaborative research, and co-designing educational solutions.
To be clear, community-based organizations have been leading the way in proximity-centered efforts to transform education for years. CII is focused on investing in research and development capacity building to enable educators, students, and families to collaborate with researchers and developers to create solutions that continue research.
Our efforts are based on the following provocations:
“The solution to inequalities in education lies in fundamental changes in thinking, intimacy, collaboration, and ultimately in the collaboration and development of fair and powerful learning with those most affected.” What would happen then?”
In our years of collaboration on inclusive innovation, we have witnessed important shifts in thinking, fostering intimacy and collaboration, and resulting in greater voice and leadership for students and families who have been historically and systematically excluded. A novel solution centered around this was born.
We are now sharing the story, solutions, and results of this work in a paper. A new story: How we can transform education by unlocking the power of R&D through inclusive innovation. Through the words of superintendents, district leaders, teachers, and students involved in inclusive innovation models, and by showcasing the solutions they have co-created, we explore the principles that drive that work, the research and development that results from it, change, and demonstrate its solutions and outcomes. appeared.
doctrine
We often talk about the importance of incorporating student and community voices in research and development, but methods for doing so tend to focus on gathering feedback and understanding the contributions and roles of students and families in educational solutions. Their influence will be limited. Effective student- and community-centered research and development requires engaging in new ways of thinking, collaborating, and creating. Essentially, the need to build muscles that can embody true collaborative research and co-design with people not traditionally included in R&D or formally trained, but with significant expertise. there is. Their lived experience means they have a legitimate place in the process.
Core to Inclusive Innovation consists of six principles. These are four practical principles that guide the day-to-day process of working in research and development, and two influential principles that guide results. Additionally, we have developed a set of principles and competencies tailored to each doctrine to create conditions for mutually beneficial engagement.
the shift
The initiative, which involves three districts in southwestern Pennsylvania, focuses on recruiting and retaining a diverse educator workforce, led by educator DeShanna Wisniewski. Dr. Michelle Miller, Superintendent of South Fayette School District (Pennsylvania), describes the role of district leaders in this effort:
“Humility is one of the most important traits of a director, especially in inclusive innovation. Superintendents need to be listeners and learners in order to guide others. It is important for leaders to stay out of the way and just be there to support the promoters of the activity. ”
This explores how traditional power holders, such as leaders, researchers, and solution developers, emerge from inclusive innovation and adapt to support the leadership of teachers, students, and families in the research and development process. This is one of many examples in our paper showing how. These changes we have documented are breaking down barriers between school districts and communities, enabling district leaders to share leadership, teachers and parents to collaborate on problem solving, and students to collaborate on learning experiences. This resulted in the creation of
This approach to research and development can provide new ways for schools and communities to move forward together as partners in supporting student success.
solution
Inclusive innovation influences ideas and concepts that emerge as solutions. As a result, the solution is not a typical product or tool. They are designed by people who experience barriers to teaching and learning, so they reflect how educators can support the needs of their students. Examples include:
A journey map exemplifies: Inclusive innovation stage We then explain how the work progresses through the R&D process, from the first stages of building trust and relationships in Connect & Commit to scaling solution implementation in Sustain & Scale. An example of his map of Middletown City Schools’ journey to increase the number of Black male educators through its Admiral Squad initiative is shown below.
new results
Research to capture, analyze, and document results involves an ongoing process to qualitatively and quantitatively understand the impact of the work. We focus on understanding progress toward community-defined outcomes resulting from collaborative leadership, research, design, understanding dynamics, relationships, and solution implementation. .
To date, solutions created by districts, students, and communities have resulted in:
- Reflecting a unique and diverse student population, more than 800 students enrolled in the comprehensive cybersecurity pathway initiative across 10 school districts. Of those, 25 percent were female, 12 percent had learning gaps, 43 percent were eligible for free or reduced lunch, and 54 percent were students of color.
- Student-created writing activities designed to increase students’ confidence, interest, and writing skills increased student engagement and completion of social studies research papers by 15%.
- More than 40 teachers are participating in student-led mental health professional development in one district and are participating in efforts to begin scaling the model within and beyond the district.
- 25% increase in hiring of Black male educators in school districts.
Read our paper to learn more about inclusive innovation efforts. And join us as we work with Innovative School Leagues and school districts across the country to bring the power of research and development closer to schools and communities.
