EEI at Work

DON'T JUST TAKE OUR WORD FOR IT - READ ON FOR STORIES OF OUR MISSION AND VALUES IN PRACTICE, IDENTIFYING SOLUTIONS IN THE EVERY DAY 

A school district needed a systemic response to formal and informal claims of discrimination.  Our company’s president worked with district staff and the Board of Education to identify, process and adopt an aggressive Access and Equity policy that is fundamentally changing the way the school system engages children of color.

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Boards of Education and their communities in two different towns, suffering from recent cataclysmic events, retained our president who restored stability and set a course for renewal.  
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Faced with staff and program reductions because of an impending fiscal cliff, school districts have engaged our president’s budget and innovation strategies to remain viable.   
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When a nationally recognized alternative school was being physically displaced by its school district, our president engaged a national bank in an adopt-a-school model which led to the donation of a closed bank branch building so the school could establish a permanent site.
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When a private pre-k through 12 school in the MENA (Middle East North Africa) region was seeking United States accreditation, our president was retained to lead the school through the successful process.
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Our president led a school community through a highly successful New England Association of Schools and Colleges (NEASC)accreditation process during which an evolving learner-centered school philosophy was institutionalized.  The final NEASC report cited his open-minded, visionary leadership and the willingness of the high school administration to be open to change and to encourage wider participation in decision making
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Our president spent eight months examining the causes for what has been called the achievement gap in a particular Northeast city.  The gap has negatively impacted students of color.  Still relevant today, the resultant report identified strategies, best practices and provided recommendations for reversing the trend.    

DURING THAT TIME, he was able to represent our country in a special project in South Africa for nine weeks. The work with the post-apartheid South African Department of Education included the facilitation of a KIVA, a human technology, in an effort to create a new culture of cooperation among previously separated staff members.
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When a school district was experiencing extremely low morale and a poor reputation, our president introduced new cultural initiatives leading to improved social-emotional health among stakeholders, a forward thinking and action oriented strategic plan, a new values oriented common language, and, over time, increased student achievement, multiple prizes and recognitions.
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Regarding our president, Dr. Yvette Jackson wrote, “[He] knows that transformation of the magnitude required demands more than professional development and instructional reform.  He recognizes that this transformation demands courageously addressing the root of the word ‘administer’: to minister service.  The service required involves going beyond the boundaries of school buildings and the district office by reaching out to students and their families in their home environments, demonstrating a fearless commitment to connect with their lives in order to engage them.  [He] garners the support needed for this service to bear fruit through community advocacy.” (Source: The Pedagogy of Confidence by Dr. Yvette Jackson)