Big Picture redesigns education in the United States by generating and sustaining innovative, personalized learning environments; it would partner with the Internationals Network for Public Schools, which provides quality education for recently arrived immigrants. Together they would establish a Deeper Learning Equity Fellows community that will build a cohort of practitioners focused on developing policies, programs, and practices that assure deeper learning opportunities for all young people, especially those traditionally underserved. In bellwether communities, this project would draw attention and leadership to ensuring that deeper learning outcomes are fostered and provided to all students, a key aspiration of the field.
About the Grantee
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.