Abstract

Demands for educational transformation present unparalleled challenges for practitioners, as successive reform initiatives often exclude their voices and discount their expertise. Despite empirical evidence recognizing educators as key agents of change, systemic barriers continue to hinder their participation in policy-centered decision making. This study underscores the urgent need for education systems to invest in practitioner capacity-building, structural enablement, and cross-sector collaboration to create a more equitable and responsive future for education governance. A qualitative phenomenological approach was employed to explore how best to prepare and enable PK-12 practitioners to co-create education policy at the state level, aiming to empower them as leaders in systemic reform. Co-creation, a collaborative practice increasingly embraced within the private sector and policy making spheres, offers a promising pathway for fostering social innovation and transformative leadership. However, its application within education governance remains limited. This study draws on Appreciative Inquiry (AI) to address this gap and to identify strategies, best practices, and recommendations for enabling practitioners to lead policy co-creation efforts.

Through purposeful sampling, 15 PK-12 practitioners with firsthand experience co-constructing state-level policy participated in semi-structured interviews. Thematic coding and visualization methods were employed to analyze their responses, revealing actionable insights into practitioner preparation and systemic support for collaborative governance. The findings culminated in the development of the Reyes Practitioners as Architects of Co-Created Education Reform (PACER) Framework, and a corresponding toolkit designed to bridge the gap between practitioners and policymakers. By emphasizing reflective growth, equity advocacy, and systems thinking, the Reyes PACER Framework equips educators with the tools, knowledge, and strategies to influence policy effectively. By underscoring the urgent need for education systems to invest in practitioner capacity-building, structural enablement, and cross-sector collaboration, this study aims to create a more equitable and responsive future for education governance.

Library of Congress Subject Headings

Educational change—United States; Education and state—United States; Educational leadership—United States; Teachers—United States—Attitudes

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Gabriella Miramontes

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