Form design teams by building trust and relationships and prioritizing meaningful representation before project kick-off.¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy governs the first activity phase, forming design teams. It has two parts: build trust and relationships, by establishing shared understanding and goals around equity and meeting community members before project kick-off; and prioritize meaningful representation, by providing "a wide range of stakeholders: students, alumni, teachers, administrators, parents, community partners", resisting rushing the process, and positioning youth and adults as equally valuable design partners.

Design Implications¶

Context¶

Requirements¶

• Establish shared understanding and goals around equity before the project begins
• Meet community members before project kick-off
• Provide a wide range of stakeholders and resist rushing the process

Constraints¶

Target Learners¶

• high school students, alumni, teachers, administrators, parents, and community partners in equity-focused high school communities

Target Learning Goals¶

• designing alumni surveys that serve each school community's own evaluation purposes

Related Strategies¶

• Anticipate barriers to data use by building in strategies for future data use from initial conversations, and trust the process by going at the community's pace.
• In co-design meetings, position community members as experts and create space for challenging ideas, including adapting survey questions to community feedback.
• Building Trusting Relationships
• Using Empathy Interviews for Family Engagement
• Conduct research in partnership with educators on equity problems educators prioritize
• Multi-stakeholder analytics partnership using improvement science with strict data governance
• Build personal connections and find common ground in research-practice partnerships
• Build community-wide foundations before implementation through knowledge exchanges and planning meetings across sites
• Weekly design meetings as key sites of teacher inquiry, collaboration, and knowledge creation

Examples¶

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Key Sources¶

• Shelton Daal, Emi Iwatani, Tiffany Leones. (2024). Empowering High School Communities to Evaluate Their Programs Through Alumni Surveys. Digital Promise. https://bit.ly/AlumRefs