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ERIC Number: ED533013
Record Type: Non-Journal
Publication Date: 2011-Mar-1
Pages: 4
Abstractor: As Provided
Reference Count: 4
Design Thinking: A Process for Developing and Implementing Lasting District Reform. Knowledge Brief
Rice, Erik
Stanford Center for Opportunity Policy in Education
Traditionally, challenges such as how to sustain district reform, how to build a leadership pipeline, how to create an integrated project, or how to best intervene with struggling students would be resolved with a team of "experts" developing a solution in isolation of the stakeholders involved. By contrast, design thinking centers on the knowledge and experiences of those on the front lines--in the same spirit as student-centered learning, differentiation, and other user-centered approaches in education. Rice suggests that to best impact systemic challenges, design thinking should be practiced as part of an aligned set of focused priorities across schools and districts. To nurture a culture of innovation, district leadership should thoughtfully integrate design thinking into already-existing appropriate structures including strategic planning forums, curriculum development sessions, and teacher and principal leadership development.
Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: James Irvine Foundation
Authoring Institution: Stanford Center for Opportunity Policy in Education (SCOPE)