Nanette Reynolds

Nanette Lee Reynolds, Ed.D.’78, will receive the 2012 Alumni Council Award for Outstanding Contribution to Education. A Civil Rights activist, Reynolds has spent her career creating a dialogue around issues of race and social justice. She will receive the award during HGSE’s 2012 convocation ceremony on Wednesday, May 23.

“There is no way I imagined the Alumni Council selecting me. I am humbled and honored,” Reynolds says. “I think being at Harvard gave me a sense that I was capable of doing what I put my mind to. I can remember feeling overwhelmed at the end of my studies. On a flight, I remember looking down in the evening and seeing a gazillion homes. I thought as one of 33 accepted in my class, ‘You can do this kid.’ It’s surreal to me that I graduated and secondly that my life’s work would receive an acknowledgment of this magnitude. This is not expected or anticipated. I didn’t work for this acknowledgment other than just doing the right thing, which is trying to provide access and opportunity for everyone.”

In the 1970s, Reynolds began her career working in higher education at prestigious universities like Brown and Massachusetts Institute of Technology. In her positions of counselor and assistant dean of student affairs and academic affairs, she focused her efforts on developing resources for minority students and women to ensure college success. By the early 1980s, she took her passion and work to the public sector. For 10 years, Reynolds was the first black woman to direct the Michigan Department of Civil Rights. As the longest serving director of the governmental organization, she played important roles in creating high caliber career development programs for civil rights professionals to better serve the state’s increasingly diverse population, and balanced aggressive enforcement of civil rights laws with the need to advance civil rights social collaboration. Her work with the department caught the attention of then-U.S. State Department Secretary Colin Powell, who invited her to join the five-person U.S. delegation to the Organization for Security and Co-operation’s conference on racism, xenophobia, and discrimination.

In response to Proposal 2, the 2006 ballot initiative that banned affirmative action in the public sector in Michigan, she cofounded The Imagine Fund, a nonprofit providing scholarship for academically qualified and economically challenged students of color to attend Michigan colleges and universities.

After nearly 20 years of public service, Reynolds formally retired in 2003, but continues to work as a consultant in areas related to her expertise and experience, particularly helping to assist leaders to achieve the benefits of diversity.  Self-described as an “affirmative action baby,” Reynolds has earned many accolades for her public service.

“The Alumni Council selected Nanette Reynolds to receive the 2012 Award for Outstanding Contribution to Education because she exemplifies values, aspirations, and habits of mind encouraged at HGSE.  She wrestled with personal tragedy, raised two admirable children, and devoted 20 years of her professional career in Michigan to assuring the civil rights of others,” said Alumni Council member Mieko Kamii, Ed.M.’73, Ed.D.’82. “In response to Proposal 2 that banned affirmative action in the public sector in that state, she laid the cornerstone for a foundation that provides scholarships for black and Hispanic students to attend colleges and universities in Michigan. In retirement, she continues to help those with struggling and silenced voices to be heard.”

HGSE first established the Alumni Council Award for Outstanding Contribution to Education in 1985 in order to recognize the significance of service to education by alumni. Each year, the Alumni Relations Office solicits nominations for the award from the alumni body. Candidates must be graduates of HGSE and have made a noteworthy contribution to education during their professional careers.

“I have met so many remarkable individuals who have already done and will continue to do amazing things,” says Patterson. “Their intellect, passion, generosity, and drive have inspired and challenged me in ways I never expected.”

Patterson’s talents were also recognized by the SLP faculty who consider her integral in helping push the thinking of her classmates on difficult topics of race, social class, and sexuality as they apply to learning.

“Natasha Patterson’s contributions to the School Leadership Program have been quiet, steadily growing and increasingly impactful,” says Lecturer Lee Teitel, director of SLP.  “As she has gained confidence and found her own voice, she has been a strong presence in the SLP community…. A key part of being a student in the SLP has been to contribute to the learning of classmates — a concept we call ‘stewardship.’ Natasha Patterson exemplifies that spirit and we — classmates and teaching staff that nominated her — are proud to give her this award.”

Upon learning that she had been honored with the Intellectual Contribution/Faculty Tribute Award for SLP, Patterson answered some questions about her time at the Ed School and beyond.

What was your goal upon entering the Ed School?
I wanted to gain the confidence, capacity, and connections to challenge the status quo and transform schools into learning organizations that truly change the odds for students in urban districts.

What are your post-HGSE plans?
I am going to Chicago as a part of a principal leadership program which is a collaboration between the Ed School, Teach For America, and the Chicago Public Schools. The first year I will be working as a resident principal, and the following year I plan to lead a school. Chicago Public Schools is making a lot of changes right now and I am excited to be a part of the effort. As a school leader, I hope to bring my advocacy, analytical, and problem-solving skills to assist the district in developing innovative solutions to Chicago’s most pressing education problems.

Is there any professor who significantly shaped your experience at the Ed School?
It’s really difficult to choose just one because they all profoundly shaped my experience here in different ways. However, Richard Elmore really challenged me to think outside the box. He painted a picture of what’s truly possible for schools when you “tear down the walls” both literally and figuratively. Lee Teitel pushed me to move beyond my comfort zone and take agency. I’ll never forget a conversation I had with him during office hours. I asked, “Do you think I’m ready to lead a school?” And he said, “I don’t have any concerns about you being a great instructional leader. That’s the technical part and you’ve got that. However, I do wonder whether or not you’ll be able to handle the more difficult adaptive challenges which is the real work.” I realized the gravity of the moment and my year here at HGSE. And I knew his concerns were legitimate.

My presence here at Harvard wasn’t just about me. I represented my hometown friends, my students, and my family — most of whom could never imagine being here. I came to HGSE to acquire tools and skills to transform schools so that one day my nephew Elijah and all students will have the opportunity to attain an excellent education. If I left here without these tools, then on some level I would have failed all those I represented. When I left his office, my focus turned to seizing my moment here. For the next few months, I worked on becoming the leader that I envisioned I could be. Although I still have a lot to learn, thanks to the encouragement and support from my cohort members, professors, and TFs I’m on the path to realizing my vision of equity for all students.

What advice do you have for next year’s students going through your program?
Meet and make as many friends as possible. Their support will be invaluable during the challenging moments. Attend Askwith lectures, they will be some of your best one and two hour “classes” at HGSE. Organize study groups. Get actively involved in at least one organization and if there isn’t one that fits your interests, start your own. Cross-register for at least one class at another school. Visit professors during their office hours.  And finally, maximize your year on Appian Way. Don’t worry about sleeping…you can do that next year!

For the full list of recipients, visit http://www.gse.harvard.edu/news-impact/tag/intellectual-contributionfaculty-tribute-award/.

Jamaica's Minister of Education Hon. Rev. Ronald Thwaites (center) with the Ed School group.

Over spring break in March, a team of 14 Ed School students traveled to Kingston, Jamaica for eight days to explore the theme Implementing Quality in Education. The team consisted of master’s students Addy Awofisayo, Chris Kajander, Colleen Silva, Jingqiu Guan, Josephine Ho, Sammy Lemoonga, Polina Mischenko, Robert Moore, Shamayne Cumberbatch, Shua Marquis Terryl Dozier, and doctoral students Dawn Miller, Julia Van Alst, and Paul Perry.

For several months prior to traveling to Jamaica, the team of International Education Policy Program (IEP) students convened weekly to research a topic of interest provided by Jamaica’s Ministry of Education — the role of sports in education. The scope of the project soon expanded its focus to “game-based learning,” defined as teaching and learning through games with defined objectives and outcomes. The group explored the ways in which game-based learning can be integrated into Jamaica’s classrooms through interdisciplinary methods. The team conducted a literature review of pockets of excellence from multiple countries whose programs and teaching strategies spoke to the needs and context of education in Jamaica.

Once the team arrived in Jamaica, they sought to highlight bright spots in Jamaica’s education system, looking for examples of teachers employing game-based learning within the classroom.  “We were interested in exploring and harnessing the successful teaching strategies that were already present in the Jamaican classrooms and could potentially serve as a resource to other schools in Jamaica,” says Silva.

Jamaican students engage in game-based learning.

In order to obtain more information about game-based learning, the HGSE team visited seven schools (both primary and secondary) in Kingston where they interviewed students, teachers, and administrators; observed class lessons; and experienced physical education activities outside of the classroom. Also, throughout a series of meetings, the team drew upon the knowledge of international agencies including UNESCO, UNICEF, USAID, and Inter-American Development Bank. The team’s discussions with the Ministry’s Monitoring and Evaluation, Core Curriculum, and Guidance Counseling department helped to facilitate the HGSE team’s field-study project.

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game-based learning practices;  (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game-based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level. A careful effort was made to ensure that the considerations did not overreach the findings and scope of our project. One of the limitations of the group’s research was the brief amount of time spent in a relatively low number of schools. Additionally, the considerations were selected, in part, based upon their feasibility, cost-effectiveness, and applicability to a wide range of schools across Jamaica.

The Ed School team presents policy considerations at the Ministry of Education.

“The most memorable part of our trip was after our presentation when a representative from the Inter-American Development Bank said something along the lines of, when you are ready to move forward with these recommendations, call us to talk about funding,” says Ho. “It’s exciting because our work may have some real impact!”

This distinct field-study project enabled the team of IEP students to gain valuable, firsthand insight into how a national education system functions and how it is managed from both top-down and bottom-up perspectives. The experience in Jamaica provided the team with the opportunity to collaborate with key stakeholders from the school, community and national level. Additionally, the HSGE students obtained a practical experience in applying their academic and professional skills in order to support meaningful improvement in Jamaica’s education system.

“Our trip was successful because of the unwavering support by the HGSE alums in Jamaica. They were committed to making our trip happen,” says Awofisayo. “What made the trip even more successful was that everyone contributed their talents towards a fulfilling field experience; we had someone capture the moments through photography, we had another person great at sharing stories and another with great at negotiation skills. It was a great team effort.”

Photos courtesy of Colleen Silva.

In this edition of the Harvard EdCast, Hitchcock shares his behind the scenes perspective on writing student storylines and prosocial messages for the popular school-based show.

Download audio file (michael_hitchcock.mp3)

Download the mp3: Behind Glee Ed

About the Harvard EdCast

The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iTunes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.

“It is a good day for education,” declared master’s student Maung Nyeu, as he made his group’s opening remarks. His words characterized the mood, as participants of the event organized by Professor Fernando Reimers gathered in the early morning to listen and share innovative ideas on education between cups of coffee and tea. The conference was the culmination of the spring course taught by Reimers, Education Innovation and Social Entrepreneurship in Comparative Perspective, and included 20 presentations from student groups.

Students presented business plans that they had developed, offering new ideas aimed at tackling some of the most intractable problems in education around the world. Each panel of student projects also received open feedback, and interchanged with discussants, including experts on education and entrepreneurship from across Harvard, as well as entrepreneurs and leaders from local and international businesses, consulting companies, colleges, and research centers. Among those who served as discussants and attended the event were the faculty chair of Harvard’s Innovation Lab, HBS Professor Joseph Lassiter, who teaches the new Harvard course on innovation and entrepreneurship; partners at the Parthenon Group; a trustee of Olin College; and several senior staff international development firms.

One attendee, Gustavo Herrero, director of HBS Research Center in Latin America, said, “Coming from the Business School it is very inspiring to see this focus on innovation in education reflected in these plans.”

Selected student groups presented throughout the day on topics ranging from the problem of educating marginalized indigenous children of the Chittagong hill tracts of Bangladesh, to the use of innovative technologies to change the workflow of teachers, and the possibility of addressing trauma through music therapy for children in the West Bank. While business plans themes varied, the groups shared a commitment to disruptive change through simple and cost-effective solutions that emphasize sustainability and scalability, key concepts covered in Reimers’ course.

Master’s student Isabel Schwartzman presented with her group on an innovative math curriculum designed for Brazilian public schools. She was impressed with the care and consideration with which the discussants read and reviewed their work. “We got some great insights from the discussants,” she said. “They gave us very concrete advice that is directly applicable to improving the design of our business plans.”

An afternoon panel on Global Education featured three plans, Diploventures, American Global Scholars Program, and LingoTrotters, all focused on increasing students’ access to global competency development and intercultural exchange. Babson College President Leonard Schlesinger was the panel’s discussant and provided astute feedback to presenters, noting that all teams had identified a critical need in education, and should continue to iterate, “it’s time to pivot.”

“We need to create the Swiffers in education,” challenged Reimers, referring to the floor cleaners by Procter & Gamble that changed the way we perform the simple yet burdensome task of cleaning our floors. While we may not be there quite yet, the conference was an exciting opportunity to break free of the accepted modes of thinking about and approaching problems in the field of education.

The spirit and diversity of the conference and its participants served as an inspiring reminder for students that they are not alone in trying to change the field of education. The communities and opportunities at Harvard serve to cultivate and develop students’ ideas, and offer critical resources and support networks that help catalyze plans into action, leading to disruption and innovation in education.

“Alyssa Chan exemplifies well the qualities that distinguish students and graduates of the International Education Policy Program: a strong commitment to expanding educational opportunity for the most disadvantaged children around the world, an extraordinary ethic of hard work and rigorous pursuit of academic excellence, and an understanding of leadership as service to others,” says Professor Fernando Reimers, director of IEP. “Alyssa has focused much of her intellectual work in understanding how to advance the educational chances of indigenous children in her native Canada…. She has been a steady contributor and leader in enriching the quality of the academic experience for her peers in the program.”

After graduation, Chan says she hopes to gain international experience in policy around equity and education with the aim of bringing that experience home. “I eventually plan to work in some capacity or another on large-scale changes that address the needs of marginalized youth that suffer significant inequalities in education in Canada,” she says.

Upon learning that she had been honored with the Intellectual Contribution/Faculty Tribute Award for IEP, Chan answered some questions about her time at the Ed School and beyond.

What was your goal upon entering the Ed School?
I came with the goal to either reaffirm my belief that education policy could change intrinsic motivations of societies, or accept the justification for it being impossible. If the former was true, I wanted to learn the theory, skills, and the partnerships that would contribute to this change, and if the latter was true, I had prepared myself to reconsider my long-term professional career path. I was particularly interested to acquire solutions for education inequities most associated with Indigenous communities, with the intention to transfer these practices back to the Canadian context.

Is that goal any different now?
My initial goal has changed, but fortunately this change comes from understanding how truly complex the education sector is. I was adamant on returning to Ontario immediately after this year, but am allowing myself to recognize opportunities outside my own country that could be invaluable to my personal and professional growth.

Favorite class?
Felipe Barrera-Osorio’s A822 course, The Consequences of Educational Policy Interventions in Developing Countries: Evidence from Recent Impact Evaluations, was not only a mouthful to say, but a challenging one to keep up with as well. While I’ve learned a great deal from courses at HGSE and HKS, A822 stands out because along with the learning, I feel I’ve also gained a different mindset in approaching novel policy initiatives in education. Felipe consistently demanded evidence – not only theory – to prove what works in educational interventions, and I find myself considering all such factors now in every journal I read or workshop I attend. The weekly provisions of coffee and snacks likely contributed to the three-hour class as well, but it is the deepened ability for critical thinking that I am most thankful to have taken away.

Is there any other professor who significantly shaped your experience at the Ed School?
As a professor, Fernando Reimers taught with conviction, optimism, and enthusiasm. As the IEP program director, he led with assurance, encouragement, and held high expectations for every student. Having worked closely with Fernando on the IEP advisory board, I am constantly amazed at how much he accomplishes on a day-to-day basis, let alone within a semester. He is a leader who sets the bar high, not only for himself, but for his students as well, and ensures that we all have the supports we need to get to our respective finish lines. While balancing meetings, conferences, and his own classes, he still ensures the time to attend our program events, mentor students, and every now and then invite the entire cohort to his backyard barbeque! I’ve learned a lot about leadership and inspiration through his example, and am extremely grateful to him this year.

How did you stay inspired throughout the year?  
I aimed to always make time to simply sit, talk with, and listen to my colleagues. It’s difficult not to be inspired when surrounded by passionate and genuine people. A quick brunch would likely lead into a few extended hours of discussion, a casual drink often incited a collective group debate, and where two or more were gathered in Gutman, one could always be sure of learning something new.

What children’s book will you be carrying at Commencement?
I feel as though many graduates will receive Dr. Seuss’ Oh the Places You’ll Go! from family and friends, so perhaps I’ll keep a reminder of where I’ve come from instead, and hold on to a copy of Robert Munsch’s Love You Forever as a tribute to my parents. They are undoubtedly the two people that I will love forever and like for always.

For the full list of recipients, visit http://www.gse.harvard.edu/news-impact/tag/intellectual-contributionfaculty-tribute-award/.

“For seven years, children have been my most treasured teachers,” Doughty says. “I came to HGSE to find new ways of interpreting and synthesizing their lessons and to become a better teacher myself.”

This is a goal that both the faculty and classmates in the Human Development and Psychology Program (HDP) feel Doughty has come a long way toward achieving in his year in Cambridge.

“Sandy is a true educator,” says Lecturer Richard Weissbourd, director of HDP. “He is intensely curious in and out of class and always has insightful and compassionate observations on topics ranging from autism to experiential learning. Students really appreciated his wisdom and clarity. His leadership and positive spirit have made him a great pleasure to have in the program this year.”

Upon learning that he had been honored with the Intellectual Contribution/Faculty Tribute Award for HDP, Doughty answered some questions about his time at the Ed School and beyond.

What are your post-HGSE plans?
I spend every summer in Los Angeles with kids at camp. We explore nature, build forts in the desert, sing silly songs, and build meaningful and lasting relationships with the world and each other. Camp is where I go to learn about how children think, play, and interact spontaneously. As one of the camp’s directors, I get to help college and high school students learn about the world of children and make the most of their efforts and passion.

During the year I work for an outdoor afterschool program where we play games with kids who have a hard time in school and at home. I have learned so much there and hope to continue building our understanding of children and our ways of helping them.

Unfortunately, play and exploration are typically considered a leisure activity or are thought of as separate from the central aims of education. I regard these as essential to healthy cognitive and emotional development and I dream of finding ways to help more children play, explore, and think critically about their world by engaging it directly.

What will you change in education and why?
American children spend most of their time sitting in chairs and much of their day interacting with screens and other manufactured representations of reality; a growing number of American kindergartens are eliminating recess and child-centered play. I hope to protect and expand ways for children to uncover the world through exploration and to find ways for children to become holistically engaged in their learning, especially in natural, social, and meaningful learning environments.

What is something that you learned at HGSE that you will take with you throughout your career in education?
This year, I have learned that the world is fantastically big and enigmatic, that teachers come in all forms, at all times, and from all directions, and that dissent does not always mean disloyalty, but is often a sign of care and courage, and a tireless source of innovation and goodness.

If you could transport one person/place/thing from HGSE to your next destination, what would it be?
If I could transport one place to my next destination, it would be the telescopes on the top floor of the science center, but I might rather prefer to transport myself to the many wonderful places my classmates will be going next year to visit them!

What children’s book will you be carrying at Commencement?
My mother read many wonderful books to me as a child, my favorite of which was Ferdinand the Bull. I love Ferdinand for sticking up for himself, for rejecting violence and convention, for standing apart from the angry crowd, and for finding peace among the flowers under his cork tree.

For the full list of recipients, visit http://www.gse.harvard.edu/news-impact/tag/intellectual-contributionfaculty-tribute-award/.

The event on May 9 included presentations and a panel discussion on MLV, involving the following Project Zero researchers and MLV collaborators, and alumni:

Ron Berger (Expeditionary Learning)
Marina Boni (Boston Public Schools)
Howard Gardner (Project Zero)
Leslie Gell (Ready to Learn Providence)
Mara Krechevsky (Project Zero)
Steve Seidel (Project Zero)
Damon Smith (Cambridge Rindge and Latin School)
Joan Soble (Cambridge Rindge and Latin School)
Stephanie Cox Suarez (Wheelock College)
Shari Tishman (Project Zero)
Melissa Tonachel (Mission Hill Pilot School)

Speaking on the contributions MLV has made, longtime project manager of MLV Mara Krechevsky noted that when people begin to understand MLV, they initially associate it with documentation, and then with group learning, but ultimately realize that MLV is about understanding culture, values and democracy. As she put it, “Learning in groups isn’t just about learning content. It’s about developing the capacity to negotiate conflict and moderate ideas.”

Project Zero is an educational research group at the Harvard Graduate School of Education. Project Zero’s mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels.

“I got involved in many different organizations and events to stay inspired,” Jani says. “I couldn’t get enough of the events that hosted people from all 12 graduate schools and the college; those events really brought creativity into my thinking because of all the different people I encountered.”

And the New York native wasn’t just a participant on campus, she was also a true leader.

“From the moment she arrived on campus, Hetal’s contributions began,” says John Collins, director of the Special Studies Program (SSP). “She organized cohort events, engaged us in team building activities and brought insight and energy to all of us in Special Studies. As our student government senator, she represented students here at HGSE and on the Harvard Graduate Council. Through her leadership skills she encouraged us to engage and, in so doing, she enriched the Harvard experience for us all. I fully expect her to continue in that role after graduation.”

Upon learning that she had been honored with the Intellectual Contribution/Faculty Tribute Award for SSP, Jani answered some questions about her time at the Ed School and beyond.

What was your goal upon entering the Ed School?
Upon entering the Ed School, my goal was to learn about all the factors that affect a child’s education. I have worked with students of varying ages, backgrounds, and learning styles, which caused me to realize just how much a child has to navigate in order to learn. My goal was to learn from the best about how effects of the environment, standardized testing, policy, and culture can be understood individually and under what conditions these effects work best together.

Is that goal any different now?
The unique aspect of the Special Studies Program is that it requires students to come in with a focus. Therefore, my academic experience was enhanced because my courses facilitated me reaching my goal. I am much more energized to go out there and utilize what I have learned over the course of the year. Many ideas that I had before coming here were often met with my own anxiety, limiting myself to exploration because I felt alone in my thoughts. However, the professors I studied under at HGSE, such as Sarah Lawrence-Lightfoot, Karen Mapp, and Nancy Hill to name a few, really helped put language and methods to the ideas I had. I now have the tools to execute these ideas and know that there are many others who also believe in teaching to the whole child.

What are your post-HGSE plans?
After HGSE, I plan on going back to work on my business. I have a small business which works with students who are at various academic levels. Before I came to HGSE, I completed my certification in applied behavioral analysis (ABA) because I was interested in working with students who were at risk or who were labeled as special education. I will be completing one more practicum this fall and, thus, my master’s in ABA. I am really interested in how environmental factors affect a child’s learning, and I’m eager to combine my ABA knowledge and my HGSE knowledge to work towards helping the whole child. If things pan out in the right direction, I hope to also be doing some research and consulting.

What is something that you learned at HGSE that you will take with you throughout your career in education?
You’re not alone in wanting to change the world. There are people not too far away, in the little world of Cambridge, who also are trying to make a positive change in the lives of others. If and when I feel ‘silly’ about trying to engage a parent or about sharing my personal story with families, I’ll remember that there are others out there who also strongly believe in the power of this work.

What will you change in education and why?
I’m not sure of the change that I would bring to education as a whole, but I hope to bring change to the lives of individuals in a positive way. I am grateful to have found this field because I feel it provides the visible fruits of my labor as I see a child grow. This continues to motivate me every day. A happy child is the best product of any business/field.

For the full list of recipients, visit http://www.gse.harvard.edu/news-impact/tag/intellectual-contributionfaculty-tribute-award/.