Dr. Stephanie Burroughs, Ed.D.

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Dr. Stephanie Burroughs, Ed.D.                

Ed.D. in Organizational Change and Leadership

M.Ed. in Education Leadership                                                                                                      

B.S. in Mathematics

I am an administrator in K-12 education in Massachusetts and have spent the past seven years working to achieve equity and equal education opportunities for students in mathematics classrooms. In the classroom, I have looked toward competency based education to support a growth mindset model in approaching mathematics learning and have also leveraged classroom technology to support students in engaging in mathematical discourse. Outside of the classroom, I have supported teachers in authoring curriculum that is thematic, and also in developing inclusive teaching practices and structures that provide all students with the opportunity to meet success in their K-12 mathematics education experience. I love working with teachers and am committed to building equitable mathematics programming. 

In December of 2019 I graduated with a Doctor of Education in Organizational Change and Leadership from the University of Southern California. I have gained critical skills in managing organizational change, specifically using a conceptual framework that looks at knowledge, motivation, and organizational influences that might hinder or support an organization's ability to manage change. My doctoral study has supported my understanding of the K-12 education landscape and the systems required to support effective education reform. 

My dissertation focused on Social-Emotional Learning and its impact on Mental Health, School Climate, and Student Achievement in K-12 student populations. Within this work, I researched the impact of mental health incidences on student's ability to concentrate and perform well in their education experience and on standardized assessments. I've also looked at the impact school systems can have on student achievement when school culture supports students socially, emotionally, and academically. I have found that, for districts to improve academic achievement, focusing on the social and emotional needs of their students is a critical first step. My research looked specifically at how school districts have been successful in rolling out social-emotional learning programs and what characteristics of their approaches might be easily transferable to districts looking to engage with SEL. 


Contributions to K-12 education

Curriculum Researcher with the Rennie Center



Recently, I began work with the Rennie Center for Education Policy and Research in collaboration with TeachPlus and the Department of Elementary and Secondary Education to develop CURATE reports on Mathematics Curriculum products. These reports discuss the effectiveness of curriculum products in terms of alignment to Massachusetts Standards, usability and accessibility for both teachers and students. As part of this work, I developed reports based on the input from a team of teachers in Massachusetts. 



Performance Assessment Working Group (PAWG)




In a previous district I worked for a year as the building representative for a Performance Assessment Working Group under my district's i3 grant. The PAWG group consisted of representatives from 14 different schools in the New England area and worked with the Center for Secondary School Redesign. We spent our time touring school districts in our grant network as well as in training on how to facilitate tuning protocols from the School Reform Initiative.

The experience was incredibly valuable and really provided me with a solid foundation to be able to work with rubrics in Mathematics and also introduce competency based grading to anyone that will listen!  


Credit for Life Financial Literacy Fair






After obtaining a small grant from the Office of Economic Empowerment, I developed a Credit for Life Financial Literacy Fair for high school seniors. With the support of the PTO, local businesses, and a Credit for Life Planning Committee we were able to grow the student experience from 60 participating seniors to the entirety of the senior class.

The final version of the fair included a mock experiment where students purchased apartments, cars, utilities, and insurance with a mock credit score and starting salary for their career of choice. This was coupled with participating in workshops taught by local business owners on credit scores, mortgages, citizenship, and understanding your digital footprint. 


iPads for Instruction Grant







In a previous district I wrote a grant to obtain iPads for my department with a colleague. This experience gave me my first taste at providing professional development for teachers and understanding that every teacher enters an instructional technology workshop at a different level of comfort.

The iPad grant program we coined "iPads to Improve Instruction" and focused specifically on training and supporting instructional techniques that would support student learning through technology integration. We explored multiple methods of note-taking and sharing student work using Doceri, Twitter, Explain Everything, and Socrative. The experience helped me improve as a professional and really helped me gain an understanding of the benefits of integrating technology into instruction.

Look for a summary of my favorite apps and what they do on my site!


National Education Policy Fellow with TeachPlus and the NEA





I was honored to be a part of the inaugural year of a National Education Policy fellowship with TeachPlus and the National Education Association. We developed a publication called "Rock the Union," but most importantly I gained a national perspective on the teaching profession. I was one of 53 total educators chosen across the country and spent a year collaborating with these professionals remotely as well as in person in Washington DC. We had incredible experiences interviewing and collaborating with policy makers, politicians, and change consultants.

Overall this was an incredibly valuable experience that trained me in education policy. I gained a big picture perspective on the k-12 education model and of course reinforced my respect and love of my profession. 








I was honored to be a part of a #GatesSocial and able to contribute to a small group discussion on the Gates Foundation's plans for their US Program. In contrast to my experience with TeachPlus and the NEA, this experience really shaped the whole conversation on k-12 education as it pertains to research, non-profits, and charter schools. 

I would go back again in a heartbeat just to be in a room where all stakeholders are at the table and assessing the rollout of education reforms and policies and their impact on students, teachers, and communities. I did just blog about this too!


Better Math Teaching Network with AIR



The American Institute for Research is conducting a research study on improving Algebra 1 Teaching and Learning, leveraging educators and education administrators in the New England area to support this work. My contribution has mainly been as a consultant on the work being produced by the educators in the working group. I've enjoyed looking at the Math Tasks being developed and engaging in professional discourse with other math education administrators in the region. 


Landscape Analysis for Personalized Learning in Massachusetts



The Massachusetts Personalized Learning EdTech Consortium is a partnership between school districts, LearnLaunch, the Department of Elementary and Secondary Education, and EdTech companies to support meaningful integration of technology in K-12 education. As part of their early launch work, I advocated for my district to become a part of the consortium and participated in building an initial landscape analysis on the state of personalized learning in the Commonwealth. Participating in the analysis of the data and contributing to the report was rewarding and afforded me an opportunity to take stock of professional learning in K-12 districts in Massachusetts. You can view the report here