Q&A: Dean Nonie Lesaux

Not long after taking over as interim dean of the Ed School in July 2024, Nonie Lesaux started doing the things deans usually do, like looking over budget spreadsheets and policy goals and introducing herself to donors. But a few months later, Lesaux also decided to tackle something new: She wanted to better understand how the Ed School interacts with the field of education. After serving as academic dean from 2017 to 2021 and as a member of the faculty since 2003, Lesaux knew we were a school heavily involved in many different forms of research, but she also saw countless examples of collaborations and partnerships with teachers and school districts and education departments around the world, some connected to research projects and others by individual faculty members. So, this fall, with the help of Bridget Rodriguez, senior director for external affairs and communications, and Senior Lecturer Carrie Conaway, a former strategy and research officer for the Massachusetts Department of Elementary and Secondary Education, Lesaux launched a new project focused on the school’s engagement with the field of education. We asked Lesaux about starting this work, why research is often born out of actual problems, and good surprises. 

Why did you decide to look at how the Ed School interacts with the field of education?  
We undertook this effort with a set of fundamental questions in mind: Where are we? How did we get here? Where might we go next? The interim period provided a valuable opportunity for reflection — allowing us to step back and systematically examine our engagement with the field. Over the past two decades, HGSE has deepened its identity as a professional school, strengthening connections with educators, policymakers, and system leaders. We see this in countless ways: partnerships, research collaborations, technical assistance, and direct capacity-building work with schools and districts. Yet while we could point to many compelling examples, we had never comprehensively mapped our field-focused engagements both to create a picture of how they look and feel all over the world and to better understand their impact. This year presented a really opportune moment to do so. The project will culminate this spring with a better sense of where we are as an ed school. And of course, everything we do is ultimately in service of the field. By taking a systematic approach, we gain not just a clearer picture of our reach but also insights into how we might amplify our impact. 

Any surprises so far?  
Rather than surprises, what we’ve found has been affirming. The Ed School is an extremely active and dynamic organization. And I knew we would learn in more detail about our rich and deep engagements all over the world, but still I was surprised by just how many and all the different types and the ways in which they are influencing everyday practice, policy, and people’s lives and experiences. It’s so inspiring, and it’s also a really important source of information as we think about what kind of work we might do going forward. 

Why isn’t it enough for the school to just do research?  
We want to be rigorous, and we want to be relevant. I would argue that the only way we maintain that really important combination is by doing work both with and in the field. And excellent research in education is often born out of the problems of practice and leadership and dilemmas and policy issues that our partners are facing every day. They look to us for solutions. And it’s very important that our research is designed in ways that recognizes the complexity of those dilemmas and challenges and aims to generate breakthroughs. In a lot of cases, that is necessarily going to mean that the work happens in partnership with the field. The more our faculty and our fabulous colleagues in research centers are in partnership with the field, the more their research becomes timely, accessible, relevant, and creative. 

At the same time, the needs of the education sector are evolving. The effects of COVID on student learning are significant, and overall mental health challenges among our students is rising. Turnover among teachers and leaders is a very real concern. And the emergence of AI is reshaping professional roles. To meet our mission, we must produce high-quality research, and one key dimension of high-quality research is its ease for uptake, whether by practitioners, leaders in schools and districts, or the policymaking community. Getting there often demands partnerships and collaborations that were once quite rare. 

I assume it’s also important for our students.  
Absolutely. When faculty and students engage with today’s dilemmas of practice, leadership, and policy, whether in our HGSE classrooms or in research groups or through initiatives tied to executive education, it deepens learning and fosters a culture of innovation. Today’s field-focused engagements and partnerships shape how and what our faculty teach, and therefore how our students experience their graduate studies.

Any last thoughts about the school’s impact in the field?
At HGSE, our impact comes from both groundbreaking research and close collaboration with educators and communities — as well as the synergies and relationships between the two. We are deeply committed to producing work that doesn’t sit on a shelf but instead actively informs work in classrooms, schools, and policymaking settings all over the world. Our faculty and students work alongside teachers and school leaders to address pressing challenges in areas like literacy, leadership, and technology. By staying connected to current problems and dilemmas, we are a giant step closer to meaningful improvements in education. Our reach also extends via thousands of HGSE alumni who are leading change in schools, government agencies, and nonprofits. Their work reflects our shared mission to expand opportunities for all learners and strengthen education systems. Looking ahead, we are focused on deepening partnerships and preparing leaders to navigate today’s biggest challenges — from the role of AI in education to fostering constructive dialogue in what can be a very divided world. At a time when society is changing faster than ever, education is more critical than ever. HGSE remains committed to shaping that future with innovation and expertise.