ERS Team

Samantha LeVangie

As a Principal Associate consultant, Samantha currently works with ERS’s Human Capital Practice area on their reimagining the teaching job content, as well as on a project team that provides support to organizations in thinking through the sustainability of high school redesign and related programming. She is the co-author of recent Teaching Job publications, including our Catalytic Entry Points case studies and our recent analysis on teacher turnover and principal turnover. In her past project work she supported district leaders in planning for and monitoring their ESSER spend, and provided high quality analysis to inform recommendations to Tulsa Public Schools on changes to make to their school portfolio and graduate pathways.

Prior to joining ERS, Samantha was an early childhood Educator-turned-researcher who contributed to research and publications across various topics relating to the PreK-12 education system. These include addressing COVID-Specific educator shortages, implementing school-strategies for innovative systems change, understanding playful learning practices in US schools, and developing early language and literacy skills in dual-language preschool students. She completed her Bachelor’s degrees in Psychology and English Literature (with minors in Theater and Education) at Brandeis University, and her Master’s of Education in Human Development and Psychology from the Harvard Graduate School of Education. Outside of ERS, Samantha is an avid reader, hiker, and improv-performer in the greater Boston area.

Education

Master’s of Education in Human Development and Psychology 

Harvard Graduate School of Education

BA, English Literature 

Brandeis University