TransformEd partners with school systems to support educators in fostering the development of the whole child so that all students, particularly those from underserved populations, can thrive.
At Transforming Education, we envision a future in which all students become thriving adults, able and empowered to lead personally meaningful lives and to contribute to their communities.
Our learning agenda
As we work with educators, we draw from research, best practice, and the input of diverse stakeholders then apply and share what we’re learning around three key questions, which comprise our learning agenda:
- How can the practices, systems, structures, and environment of a school foster students’ social-emotional development?
- How can researchers and practitioners learn from one another in order to accelerate improvements in student outcomes?
- What are the most effective ways to prompt a paradigm shift towards schools developing the whole child?
Our Core Values
We know that social-emotional competencies matter for students’ success in college, career, and life. We believe that it is possible to change education systems so that all students have opportunities to develop social-emotional competencies and academic skills in school.
We recognize that every student has social-emotional competencies that can be developed further. We believe that all students deserve access to the tools, strategies, and resources that can help them to develop as whole people.
We step up when high-leverage opportunities arise and take strategic risks in service of our mission. We work with urgency to help students succeed now while also recognizing that meaningful change may take time.
We develop evidence-based hypotheses about the most effective ways to measure and develop social-emotional competencies. We use data to test these hypotheses, and we course-correct as needed based on our findings.
We amplify our impact by partnering with diverse organizations and individuals who have demonstrated expertise in research, policy, and practice. We model social-emotional competencies in our collaborative work with others.