E.E. Ford Foundation Grant
It is with great pride that we announce that San Francisco University High School was awarded a prestigious leadership grant from the Edward E. Ford Foundation in November, 2019. Acknowledging UHS’s innovative work building internal institutional research capacity especially in the area of student engagement, this $250K grant, for which we will need to raise $250K to match, is awarded to projects that “promise a significant impact on the practice and thinking in the independent school community throughout the country, are innovative and replicable, encourage bold, new ideas that address challenges faced by independent schools and have a "ripple" effect where the benefits of the successful pursuit of an idea will not be limited to a single school.” We look forward to keeping you informed about our institutional research work and what we continue to learn about student interconnection and thriving in the high school years.
The E.E. Ford Foundation leadership grant will support San Francisco University High School in developing a unique model for school research, self-assessment, and strategic decision making that leverages existing faculty and staff while also expanding leadership and professional growth opportunities.
During the creation of our Strategic Design, it became clear that to be a strategically nimble school, we needed to develop a greater capacity for more tailored, in-house self-study. Motivated by that need, we have created a new institutional self-assessment model that leverages existing faculty and staff talents while also expanding leadership and professional growth opportunities. The internal research team is charged with building reliable tools, habits, and practices that enable us to make informed decisions and provide metrics to assess and guide programmatic change. The team consists of a permanent technical arm and a rotating strategic arm to develop tools for analysis of UHS-specific research agenda. This model not only provides opportunities outside the scope of typical responsibilities, but also builds institutional thinking among a broader portion of our community, generating more effective insights, analyses, and trust-worthy recommendations.
Since its inception, our internal research team has undertaken a longitudinal study on student identity and connection, built a tool for tracking student feedback for teacher professional growth, and is in the process developing a tool for assessing and measuring student thriving. We know that this model and these research queries addresses an emerging need and priority in the NAIS community, and we are optimistic that many like-minded independent schools will seek not only to replicate the research project team model of self-study and growth, but also to build a network of shared learnings and practices generated by each school’s research exploration.
Over the next two years we will continue to build the team’s capacity, institutionalize its role in our school, support ongoing training for team members, present this work at various conferences and meetings, and build a community of interested peer schools with the eventual production of best-practice workshops.