Kaleb “Kofi” Rashad, Ed.D., is the Creative Director at the High Tech High Graduate School of Education, where he leads initiatives focused on deeper learning, school redesign, and change leadership. Kaleb works nationally and internationally with educators, districts, and municipalities to design learning environments where the humanity of each young person is honored—and where students have the space to dream, wonder, build, make, create, and engage in meaningful work.
Kaleb began his career in public education as a teacher, then as an assistant principal and principal in K–12 schools. Before joining High Tech High, he supported school transformation efforts in several states, including redesigning his own school, and helped create a new school in San Diego centered on creativity, innovation, and human-centered design.
He joined High Tech High in 2015, serving first as the director of the original High Tech High (the first school in the network) and later as the CEO of HTH K–12 before transitioning to the Graduate School of Education. At HTH GSE, Kaleb supports graduate students, residency programs, and system-level partnerships dedicated to reimagining what is possible in education. His work emphasizes elevating youth voice, co-designing projects with young people, public exhibitions of learning, and weaving community wisdom into the design of school. Kaleb also advises international networks exploring school innovation, equity, and the future of learning.
Born and raised in Gainesville, Florida, Kaleb earned a B.A. in Human Development, an M.A. in Teaching & Learning, an M.A. in Educational Leadership, and a Doctorate in Organizational Change & Relational Trust from Azusa Pacific University. His doctoral research explored how trust is cultivated in community schools, focusing on empathy, voice, and relational leadership—commitments that continue to shape his work today.
Kaleb’s teaching, research, and design practice draw from systems thinking, human-centered design, project-based learning, and liberatory educational traditions. He is a frequent keynote speaker and facilitator, helping communities build vibrant, regenerative learning cultures grounded in joy, human dignity, and justice. His recent projects include multi-year school redesign efforts across the U.S. and abroad—in California, New York, Virginia, North Carolina, and Portugal—supporting systems as they move from vision to action and from reflection and improvement to long-term sustainability.
Given the right conditions, young people can do some of the most original, creative, and meaningful work imaginable—work that enriches the community and cultivates a deep sense of purpose, belonging, and identity.
