Vision / mission
We partner with states, districts, schools, and communities to implement customized strategies and build capacity to advance equity and opportunity in K-12 education, so that all students, and particularly those who have been systemically marginalized, are prepared to achieve their academic and personal potential.
Our Belief Statements on Diversity, Equity, and Inclusion
Diversity: We believe that Mi will build stronger relationships, communicate more effectively, better understand existing systems and their impact, and generate better ideas if we have team and board members who share the race, genders, ethnicities, and economic backgrounds representative of the communities where we work.
Equity: We believe that Mi and its work should reflect the equity of opportunity and outcome we expect to see in the world. We use data to identify and eliminate inequities in our organizational policies and systems including team recruiting, hiring, compensation, evaluation, and retention. In our work with partners, we advance policies, structures, systems, and resources that foster equitable, high-quality education for all students.
Inclusion: We believe that Mi will be most effective if all team and board members feel that they can bring their full selves to their work. Mi makes intentional efforts to maintain a culture in which the strengths, knowledge, and skills of all are recognized, appreciated, and utilized. By empowering and engaging everyone in our organization, we can maximize our impact in schools and communities.
Theory of Action©
We seek to dramatically improve student achievement at scale by fundamentally transforming state and local education systems, structures, and policies. Our work with schools and districts is grounded in our Theory of Action, a set of deeply held, organization-wide values and commitments about school improvement based on our more than 20-year history of working with school leaders and educators. We believe that schools can substantially improve the outcomes and success of their students, particularly those who have been systemically marginalized, by eliminating barriers to student learning through a focus on:
Conditions: Schools have sufficient control over people, time, money, and program to address the root causes of disparate outcomes.
Partnerships: The school develops partnerships with families and community organizations to meet the needs of teachers and students.
Leadership: The principal manages and communicates complexity while maintaining focus on the school’s vision, key priorities, and the success of all students.
Planning: Evidence-based, actionable improvement plans prioritize meeting the needs of all students and are informed by a review of existing conditions and input from school, district, and community stakeholders.
Performance Management: Consistent processes are utilized to monitor and measure plan implementation and outcomes, determine what’s working, and inform efforts to improve.
Collective Responsibility: The school faculty and staff demonstrate collective responsibility for both the quality of instruction and the learning and success of all students.
Instruction: Processes and supports continuously help teachers work together to improve and refine standards-based instruction so that all students can access and engage in rigorous learning.