Meg Maccini

School Change Coach

Margaret Maccini is an education consultant focused on competency-based curriculum, instruction and assessment. She is also a doctoral student studying Education Anthropology. Meg served as a school change coach working in four of the schools in the i3 New England Network for Personalization and Performance. Her coaching focused on instruction, assessment and collaborative strategies using best practices from professional learning communities. She co-founded and facilitated the Performance Assessment Working Group (PAWG) comprised of teachers and administrators from each of the thirteen schools. PAWG guided the vision of the i3 New England Network and provided an opportunity for educators to develop and strengthen collaborative instruction and assessment practices.

As a public school educator, Meg is inspired and motivated by the Coalition of Essential Schools democratic and equitable schools movement.  Her work is driven by a belief that our public education system must offer a “personalized, equitable and academically challenging” education to all students. Under Meg’s leadership as Headmaster of the Boston Day and Evening Academy (1997-2008), BDEA developed an innovative, successful competency-based school, serving students in three shifts over a 12 hour school day who were overage for grade level and at risk of dropping out of high school.

For Meg, the most enduring impact of the i3 New England Network is that students were always considered essential partners in the work. She finds that teachers not only improved their practice, but also now recognize and engage students as partners in their work. Through her coaching role, Meg came to better understand the enormous pressure and challenges that traditional public schools face. As a coach, she was able to help schools problem solve some of these challenges, including by developing collaborative practices skills.

Meg holds a B.A. from UMASS Amherst, a M.Ed. from Harvard University, a CAGS in Education Leadership from Simmons University, and is a proud graduate of the class of 2007 LeadBoston! As a doctoral student at UMASS Amherst, Meg’s research interests include race, class and culture in education; critical and anti-racist pedagogies; resilience/persistence in students; as well as educational ethnography and urban schooling. Meg lives in Western Massachusetts where the coffee is strong, and the traffic is not as bad as in the Boston area. 

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