Harriette Thurber Rasmussen, Ed.D. has spent the last two decades coaching educational leaders and their systems toward greater capacity. A member of the consultant cohort piloting an integration of Harvard’s Graduate School of Education, Harvard Business School, and the Kennedy School of Government for educational leaders, her practice is strongly influenced by frameworks and perspective from each institution and embodies cutting edge research around student learning, organizational effectiveness, and the socio-political aspects of executive leadership. She also served as a faculty member for the Coach Learning Program of Harvard’s Change Leadership Group and participated in the research and development of their systemic change framework.
Dr. Rasmussen served on the working group to develop FGU’s Masters in Digital Teaching and Learning. Her interest and experience in virtual learning environments date back to the 1990’s when she served as the co-coordinator of the International Education and Resource Network’s (I*EARN) Pacific Northwest Center. One of the first digitally based networks enabling cross-cultural collaborative project-based learning opportunities for students and teachers, today I*EARN is found in 140 countries where more than 2 million youth engage in projects daily. She is a founding board member for Educurious Partners that features a technology-based platform to engage at-risk youth with project based learning and field experts around common core standards and has developed synchronous and asynchronous learning modules for Harvard University’s Programs in Professional Education. Dr. Rasmussen consults nationally around leadership, learning networks, organizational effectiveness, and community engagement. Her clients have included The Bill and Melinda Gates Foundation, Washington State Board of Education, American Institutes for Research, and school districts ranging in size from 800 to 50,000.
A resident of Seattle, Dr. Rasmussen received her Ed.D. in Educational Leadership and Change from Fielding Graduate University. Her research interests include teacher efficacy, instructional coherence, adaptive leadership, strategic authority and accountability, organizational complexity, and adult development with an emphasis on learning networks. She is widely published in trade journals and was a contributing author to Change Leadership: A Practical Guide to Transforming Our Schools.
Industry Expertise (6)
Writing and Editing
Professional Training and Coaching
Training and Development
Areas of Expertise (11)
Adult Learning Systems
Organizational Effectiveness and Coherence
Harvard Gates Fellow (personal)
(2001) Harvard University Graduate School of Education
Founder, Educurious Partners (professional)
Dr. Rasmussen is a founding board member for Educurious Partners that features a technology-based platform to engage at-risk youth with project based learning and field experts around common core standards and has developed synchronous and asynchronous learning modules for Harvard University’s Programs in Professional Education.
Co-coordinator, I*EARN (professional)
Dr. Rasmussen was co-coordinator of the International Education and Resource Network’s (I*EARN) Pacific Northwest Center. One of the first digitally based networks enabling cross-cultural collaborative project-based learning opportunities for students and teachers, today I*EARN is found in 140 countries where more than 2 million youth engage in projects daily.
Fielding Graduate University: EdD, Educational Leadership and Change
The Evergreen State College: BA, Education Reform and Communication
- Educurious Partners - Director
- 2011-2012 American Institutes for Research : Member Advisory Committee
- 2007-2010 The Gardner School : Chair Board of Trustees
- 1997-2002 Learning About Learning : Editor
- 1992-1997 The Open Window School : President Board of Trustees
- 1994-1996 Washington State Commission on Student Learning : Assessment Advisory Committee
Event Appearances (14)
Leading Adaptive Capacity: Essential Perspectives to Survive and Thrive
(November 2016) Fall Heads Conference, Northwest Association of Independent Schools Tacoma, WA
Holding Steady with Adaptive Capacity: A Trustee’s Oxymoron
(November 2016) Institutional Leadership Conference, Northwest Association of Independent Schools Tacoma, WA
Utilizing Communities of Practice in the Development of Leaders for Change
(June 2016) Carnegie Project on the Educational Doctorate Convening Portland, OR
Learning from Your Student About College Preparedness
(October 2012) GEAR UP West Seattle, WA
Instructional Rounds: Not Just a Repacked Walkthrough
(June 2012) Association of Washington School Principals Annual Conference Spokane, WA
What is Professional Learning Really?
(June, 2011) From Structure to Instruction Institute Atlanta, GA
Instructional Rounds: What it is... and isn’t
(June, 2011) From Structure to Instruction Institute Atlanta, GA
The Leadership Perspective
(March 2010) Administrators’ Academy, 21st Annual National Service Learning Conference San Jose, CA
What City Slickers Can Teach Us about Organizational Coherence: Just One Thing
(April 2009) Executive Leadership Program for Educators, Harvard Graduate School of Education's Oregon In-State Institute Portland, OR
Communications Essential Learnings
(1994) Commission on Student Learning, Bellevue Public Forum Bellevue, CA
The Heart of Parental Involvement: The Challenge Ahead
(1994) Schools for the 21st Century Celebrator Dinner Where
The Impact of the Schools for the 21st Century Program on Education Reform
(1994) KRWM hour-long radio broadcast Bremerton, WA
Education Reform: Reasons and Rhetoric
(1993) Newport Heights Elementary School community meeting Newport Beach, CA
The Impact of Parental Experiences on Schools and School Change
(1993) The New Stakeholders: Transferring Ownership Where
Research Focus (5)
Teacher efficacy, instructional coherence
Learning systems with an emphasis on adult development
Systems and organizational complexity
Adaptive leadership, strategic authority and accountability
In Their Shoes: A Qualitative Study of Peer Observation and its Impact on Collective Efficacy among Elementary School TeachersDissertation, Fielding Graduate University
In the era of increasing inequity and global complexity, the stakes for America’s struggling education system have never been higher – for students, their futures, and our society at large. At a time when students are being asked to reach outcomes never before met, the level of collective efficacy across a school faculty remains one of the highest predictors of student performance. This study examined how the vulnerable practice of peer observation might develop the collective capacity of teachers to deliver on the promise of student success and break through the institutionalized socio-economic barriers so many of our students face.
Beyond the core: Peer observation brings common core to CTE and elective classesJournal of Staff Development
(June 2014) Vol. 35. No. 5.
Wrestling with data: Learning network grapples with how to gather and analyze valuableJournal of Staff Development
(October 2012) Vol. 33, No. 5.
A tapestry of inquiry and action: Cycle of learning weaves its way through Washington districtJournal of Staff Development
(2012) Vol. 33, No. 3,
Leadership as conversationASCD Express
Change Leadership: A Guidebook to Transforming Our SchoolsJossey-Bass
(2006) Initial editor & contributing author with Tony Wagner, Robert Kegan, Lisa Laskow Lahey, Richard W. Lemons, Jude Garnier, Deborah Helsing, Annie Howell. Jossey-Bass, 2006. Summarizes the learnings of the Change Leadership Group (Harvard Graduate School of Education) and provides a framework for organizational and individual transformation, along with a set of tools to actually engage the reader in this process.
Tutorial on Parent Involvement in High School TransformationNorthwest Regional Educational Lab
(2006) An on-line tutorial to support school leadership in working with parents during high school conversions for the Northwest Regional Educational Lab.