Dawn led DME technical assistance supporting 10 state teams selected for the Americans for the Arts State Policy Pilot Program (SP3) as they planned and mobilized to affect state policy over a three-year period. Teams included state agencies, individuals, businesses, researchers and not-for-profits.
In 2007, Ford's Theatre
Society of Washington, D.C. raised education into its mission to bring
Abraham Lincoln's legacy to life. Since 2008, DME has periodically
provided evaluation, planning, and design technical assistance to inform
Ford's development of new education programs and services. Their work
now includes student oratory and community leadership development,
teacher fellowships, Civil War partnerships, a virtual community
strengthening the work of urban and rural teachers, historical walking
tours, new museum spaces and exhibits, audience- community dialogues on
tolerance, virtual social media and learning communities, and the
recently built Center for Education and Leadership.
A Handbook for K-12 Professional Development Planners (Los Angeles County Arts Commission, San Francisco Arts Commission,
and Santa Clara County Office of Education, 2009)- research, online resource, searchable models.
Research and technical
assistance helped Tennessee assess and respond to education needs in the
field. The resulting Ready, Set, Grow! (2005) report served as a
blueprint for the 2006 U.S. Department of Education grant leading to the
Value Plus School initiative. After four years, external evaluators
found the poverty achievement gap had disappeared in treatment schools
in a controlled study.
The largest U.S. international artist/writer residency program invited DME to examine its education work. DME analyzed programs and offered recommendations from 2011-2013. Work included an in-depth case study of an 18 year partnership with a local rural elementary school and analysis of a teacher fellowship program.
The New Jersey State Council on the Arts and the Geraldine R. Dodge Foundation invited DME to probe the current professional development needs, interests, and capacities of educators. DME coached the clients in a survey of educators from across the state and analyzed the results. DME facilitated state thought leaders in design thinking work to brainstorm the barriers to professional development the survey revealed. Also, DME scanned a decade of historical research for a 30-year old state professional development institute and identified promising practices across the country to inform professional development redesign efforts in New Jersey.