Include historically underserved voices in all stages of continuous improvement work, including designing solutions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Interviewees argued that those directly impacted by the system should be involved in all stages of improvement work, beyond being subjects of empathy interviews. As one TA support provider explained, "we would believe in having a much broader group of folks at the table to share their experience of being a part of the system." Without broad stakeholder contribution, they argued, understanding of the system and the improvement efforts would be incomplete. Leaders also advised that teams leading this work "need to be representative of the entire stakeholder community."

Design Implications¶

Context¶

Requirements¶

• Intentional selection of representative improvement teams, including parents, families, students, and community members from underrepresented communities

Constraints¶

• Interviewees varied in their conceptualizations of how stakeholder engagement would transpire, from ongoing voice-hearing to diverse representation in the work

Target Learners¶

• Students, families, and communities historically underserved by institutional policies and practices

Target Learning Goals¶

• Grounding improvement efforts in the lived experiences of those impacted by inequitable systems

Claims¶

Related Strategies¶

• Supportive practices for inclusive youth co-design: reach beyond usual voices, respect time, ensure accessibility, and compensate fairly
• Design at the Margins

Examples¶

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Key Sources¶

• Valdez, A., Takahashi, S., Krausen, K., Bowman, A., & Gurrola, E. (2020). Getting better at getting more equitable: Opportunities and barriers for using continuous improvement to advance educational equity. WestEd. https://eric.ed.gov/?id=ED606089