Dana Center Role
Doug’s career has been guided by his strong belief that each child—no matter his or her background or zip code—should have access to high-quality mathematics curriculum and instruction and should benefit from the educational materials, professional learning, leadership, and policies necessary to succeed in K-12 and postsecondary study.
As director of K–12 education strategy, policy, and services at the Dana Center, Doug leads both the strategic direction and content and business development partnerships necessary to create equity-driven, high-quality professional learning, instructional materials, and policy and advocacy at scale. He collaborates with coalitions of school district and equity leaders to support sustainable systemic change. In addition, Doug provides thought leadership at local, state, and national levels to help steward the K–12 mathematics and science education fields toward approaches and policies that work for all children.
Doug directs the Dana Center’s Launch Years initiative, which seeks to usher in a new paradigm to support students for college preparation and guide them through pathways for degree attainment, specifically focusing on the transition from junior year of high school through their junior year in college.
Before Joining the Dana Center
As executive director of math strategic initiatives at UnboundEd Learning, Doug contributed to the development of the professional learning experiences and strategic planning for grades K–12. He also partnered with the leadership and learning team to support content-embedded, capacity-building experiences for school and district leaders.
Previously, Doug worked for Parcc Inc., supporting multiple states in developing the mathematical content and instructional supports associated with the PARCC Assessment System. At Achieve, Inc., he was a member of the writing team for the Common Core State Standards for Mathematics, which included leading the development of Appendix A (the model course pathways) and being the principal contributor to international benchmarking studies necessary to determine college and career readiness. Before that, Doug spent 10 years at Bellevue Public Schools in Washington state, where he was a mathematics teacher, assistant principal, and principal as well as a district-wide lesson study lead.
M.Ed., 4–12 Curriculum and Instruction, Western Washington University
B.A., Mathematics, University of Washington
Sovde, D., et al. (2019). Integrating social, emotional and academic development—An action guide for school leadership teams. Washington, DC: The Aspen Institute.
Rainwater, T., Sovde, D., Hartzler, R., & Richardson, C. (2019). What is rigor in mathematics really? Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Fitzpatrick, L. P., & Sovde, D. (2018). K–12 and higher education and postsecondary collaboration to improve mathematics course alignment: Recommended process and case studies. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Fitzpatrick, L. P., & Sovde, D. (2018). Defining content in a transition to college mathematics transition to college mathematics course at the state or regional level. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Fitzpatrick, L. P., & Sovde, D. (2017). The case for mathematics pathways from the launch years in high school through postsecondary education. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Modernizing math pathways in secondary education: The launch years. Presented at National Council of Supervisors of Mathematics (NCSM) annual conference, San Diego, CA (April 2019).
Historical basis for connecting K–12 and higher education. Presented at the Association of State Supervisors of Mathematics annual meeting, San Diego, CA (March 2019).
Integrating SEL in mathematics instructional materials. Presented at the Bill & Melinda Gates Foundation’s Curriculum x Motivation convening, Seattle, WA (April 2018).
Rigor and character: How an understanding of the social-emotional dimensions of learning mathematics can accelerate learning. Presented at the NCSM annual conference, Washington, DC (April 2018).
Defining postsecondary preparedness in high school mathematics. Presented at the Texas Association of School Administrators midwinter conference, Austin, TX (January 2018)
Equity, implicit bias and culturally relevant instruction in diverse mathematics classrooms. Presented at Algebra for All, New York, NY (January 2018).
American Association for the Advancement of Science
National Council of Teachers of Mathematics
NCSM: Leadership in Mathematics Education