The Learning Leadership Network is composed of 10 school districts committed to secondary school transformation to ensure that school systems are creating engaging, equitable, and effective learning experiences for their students.
Ash Vasudeva is senior vice president of strategic initiatives, where he oversees the Carnegie Foundation’s policy and communications efforts to build the field’s capacity for improvement research and networked improvement communities.
Prior to joining Carnegie, Vasudeva was a senior program officer at the Bill & Melinda Gates Foundation, where he focused on supporting school systems to implement college and career ready standards and strengthen educator effectiveness systems.
Previously, Vasudeva was co-executive director of Stanford University’s School Redesign Network, where he developed the LEADS network (Leadership for Equity and Accountability in Districts and Schools), which enabled superintendents and their cabinets to collaborate on systems-reforms with faculty from Stanford’s School of Education, School of Business, and School of Design (d. school).
Vasudeva taught science at Pasadena High School and entered the field through Teach for America. He received his bachelor of science degree from Carnegie Mellon University and his doctorate from the University of California, Los Angeles.
In this project, Carnegie addresses the measurement challenges of educators by supporting the development and testing of practical measures for instructional improvement and providing guidance for how improvement networks and partnerships can do the same.
The iLEAD network is composed of 11 university-district partnerships committed to the use of improvement science to develop leaders, address local problems of practice, and promote equitable educational opportunities and outcomes for all students.
February 19, 2020
The Evidence for Improvement approach described in this paper is designed to enhance a network’s internal learning processes and, in turn, lead to more positive impacts for educators and students. It has implications for improvement practitioners, evaluators, and funders.