Engaging Schools

Cambridge, MA   |  www.engagingschools.org

Mission

Engaging Schools collaborates with educators to create school communities where each and every student develops the skills and mindsets needed to succeed and make positive contributions in school, work, and life. We provide professional learning and publications for instructional practice, classroom management, discipline and student support, postsecondary readiness, and advisory programs — all grounded in the values of equity, community, and democracy. The result: engaging schools where each and every student succeeds and makes positive contributions in school, work, and life.

Ruling year info

1991

Principal Officer

Larry Dieringer

Main address

23 Garden Street

Cambridge, MA 02138 USA

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Formerly known as

Educators for Social Responsibiity

ESR

EIN

04-2764204

NTEE code info

Secondary/High School (B25)

Primary/Elementary Schools (B24)

Educational Services and Schools - Other (B90)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Blog

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Guided Discipline and Personalized Student Support

Guided Discipline  is a set of strategies and practices that help teachers learn how to manage their classrooms effectively by creating high-achieving communities of learners in their rooms. Through on-site training or multi-day institutes, teachers learn how to be authoritative without being authoritarian and how to help their students learn a wide-range of pro-social skills to positively change behavior.

Population(s) Served

These services help schools institutionalize a set of strategies and practices that that reach and engage all learners -- from the high achiever who is disengaged and compliant to the low performing student who feels disconnected and unmotivated. Participants explore teacher behaviors, classroom structures, and learning strategies that ramp up engagement for all learners.  As a result, middle and high school teachers:•    Learn characteristics of five kinds of adolescent learners and the factors that influence their capacity to learn•    Explore six conditions of engagement and their relationship to greater academic achievement•    Build a high performing community of learners who can engage effectively and efficiently in whole group, small group, and independent student work•    Align standards-based content and instruction with personalized, student-centered learning•     Incorporate formative assessment and personal conferencing into daily instruction, two strategies proven to produce the greatest gains in academic achievement•    Build relational trust through personalizing relationships and effective teacher talk•    Increase personal interest and engagement through student voice, choice, and differentiated assignments and products

Population(s) Served

ESR’s approach to advisory programs is guided by principles of youth development and personalization.  Effective advisory programs are an important vehicle for ensuring that every student feels known, heard, and understood.  Students gain key academic and social competencies that they will need for success in school and in life and make meaningful connections with other students and with adults.

ESR’s work is also guided by principles of adult development and organizational development. Our process takes a school through the steps of establishing or redesigning an advisory program from start to finish and makes sure that all constituencies have a say in the goals, structure, and content of the program.  Developing a good design model, however, is not enough.  What makes ESR’s approach unique are the practices of advisory that we model and integrate throughout the entire design and development process.  Participants engage in direct experiences that build a clear understanding of the activities that are essential for building effective advisory programs and the skill sets needed to become effective advisors.

Population(s) Served

Our approach helps schools shift away from harsh, punitive, and discriminatory policies and practices to ones that are fair, restorative, respectful, accountable, and viable. Engaging Schools' approach provides opportunities, supports, and interventions that encourage positive behaviors among all students. Our program helps schools achieve a reduction in referrals and suspensions for all students, as well as address the disproportionate use of referrals and suspensions among particular groups of students, especially students of color, students with disabilities, and low-income students.

Population(s) Served

Where we work

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Financials

Engaging Schools
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Compare nonprofit financials to similar organizations

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Engaging Schools

Board of directors
as of 5/17/2016
SOURCE: Self-reported by organization
Board chair

Deborah Childs-Bowen

Alliance for Leadership in Education

Larry Dieringer Executive Director

Engaging Schools

Barry Berman Retired Chief Financial Officer

Brown Rudnick Berlack Israels, LLP

Leslie Rennie-Hill Rennie-Hill Education Consultant

LRH Consulting

Jan Phlegar Former Executive Director

Learning Innovations at West Ed

Janice Jackson Executive Director

Center for Opportunity Policy in Education, Stanford University

Nancy Wilsker Attorney

Hinckley, Allen & Snyder, LLP

Larrie Hall Chief Personnel Officer

NEWCorp (New Education for the Workplace, Inc.)

Mariko Lockhart Director

Seattle Youth Violence Prevention Initiative

Deborah Childs-Bowen Executive Director

Alliance for Leadership in Education

Adria Steinberg Executive Director

Jobs for the Future

Angela Hernandez-Marshall Team Leader

US Dept. of Education, Office of Elementary & Secondary Education

Stephanie Jones Associate Professor in Human Development and Urban Education

Harvard Graduate School of Education

Jenny Nagaoka Deputy Director

Consortium on Chicago School Research

David Ruff Executive Director

Great Schools Partnership

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No