Design Thinking as an Instrument for Improvement Science

• In Event: Marriott Roundtable Session Three
  In Roundtable Session: Equity and Improvement: Designing, Leading, and Learning (Table 2)

Abstract

This paper describes how a design-thinking intervention in a K-12 international school led to opportunities for professional learning and grassroots leadership in school improvement. Drawing on data gathered from meetings, participant journals, and participatory action research, this qualitative study described a design-thinking intervention intended to build a data tool to better understand student reading achievement. The results revealed that the design team was able to identify context-specific constraints to effective reading instruction and data use, build tools and strategies to address these constraints, and led to other grassroots school improvement efforts. The findings from this study reveal that design-thinking could be an effective instrument for professional learning and school improvement driven by grassroots leaders in schools.

Author

• Jessica C. Albrent, Lahore University of Management Sciences
  Presenting Author