Big Picture Learning

For Support Of Educator Leadership Development

  • Amount
  • Program
  • Date Awarded
  • Term
    24 Months
  • Type of Support
    General Support/Program
Big Picture Learning is a nonprofit organization with an extensive history of improving student opportunities and outcomes by developing and supporting adult leaders. Since 2016, through the Deeper Learning Equity Fellowship, Big Picture Learning has successfully supported four cohorts of a dozen or more diverse, equity-focused, empowered leaders of change. This grant enables it to provide fellows with the tools and experiences they need to expand their leadership and influence in the public-school sector, thus enabling them to advance more equitable opportunities for those students least served by the existing system.
About the Grantee
Grantee Website 
325 Public Street, Providence, RI, 02905, United States
Grants to this Grantee
for support of a national education fellowship initiative  
Big Picture Learning is a national nonprofit dedicated to supporting and sustaining personalized learning. In addition to operating schools, it recruits adults to serve as leaders of equitable opportunities and outcomes in their schools and communities. This grant supports Big Picture in finding and developing cohorts of leaders in education and youth development. These leaders will be tasked with bridging the divide between education opportunity and student learning outcomes in the communities where they live and work. (Substrategy: Educator Capacity)
for a pilot study of school site visits that exemplify deeper learning  
Big Picture Learning creates innovative learning environments through design, research, and educator training. This grant would enable its principals to experiment with different ways to offer policymakers and business leaders site visits to Big Picture schools so they can see firsthand instructional designs and student practices that advance deeper learning. This project supports the Program’s strategic goal of giving policymakers experiences that make the case for deeper learning; moreover, it would test the possibility that, with some capacity building, school personnel could conduct site visits independently, rather than having them coordinated through a separate grantee, as in the past.

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