Ideating and Prototyping the School Design Lab

The School Design Lab @ Educate78- Blog Series

Blog Post #3: Ideating and Prototyping the School Design Lab

In the third post in a multi-part blog mini-series, Carolyn Gramstorff, Director of Educate78’s emerging School Design Lab, continues to share her journey to launch the Lab through the lens of the design thinking process. If you haven’t already, check out Carolyn’s earlier insights from the Empathy and Define phases of her design work.

Please join us in an interactive design process shaped by your insights and ideas!  After all, this School Design Lab belongs to Oakland’s public schools across all 78 square miles of our city. Who better to inform and shape it than you?

In my last blog post I attempted to make sense of the many engagements I had conducted in my initial empathy/inquiry phase of designing a school design lab for Oakland. In that post I proposed ten key principles for our work to equitably transform public education in our city through redesign.

These simply complex notions include a deep understanding and operationalizing of:

Applying the contractor’s rule of thumb-  Pick Two: time-money-quality

Understanding that school design requires thoughtful systems redesign

Keeping the “end-user” front and center

Cultivating strong leadership, because it matters…a lot

Engaging the community for this will make or understandably break this work

Being clear about what we mean when we say “design”

Keying on personalization to support the multiple pathways to quality and innovation

Using cohorts flexibly and when this configuration makes sense

Understanding that design and planning is important, but execution and implementation is critical

Building schools and systems where a high quality design process becomes a part of the organization’s DNA

So that’s the seemingly simple part – defining the principles.

But as we all know, it is always easier to be a Monday Morning Quarterback than to actually play the game. It’s true in the simple game of football (just ask Cam Newton). And it is especially true in the complexity of education, equitable systems change, movement building, school design, and teaching and learning…all of which are related to the work we are doing here in Oakland and beyond.

While it is fantastic that we have laid out these principles above, what really matters is seeing if we can actually use these to actually build a school design lab that actually supports school designer who can actually create and then actually implement high quality schools here in Oakland.

How do we do this?  We prepare to build something and test it.

Ideating: Pivoting Towards Prototyping

So how do we move from a set of principles to actuality?  This is indeed huge and complex challenge.

Design thinking’s challenge is to find the simplicity in complexity, creating solutions that are both beautiful and functional, improving the quality of experience for the “end user”, and creating solutions that serve the needs of people.

In our design process, after synthesizing inquiry into our Oakland School Design Principles, we further distilled this thinking into three key questions that drive our prototype:

How can we apply these principles to build a school design lab prototype that will:

Maximize Resources

Enables us to maximize our resources while learning about the support needs of schools/designers working at varying stages of a school design process and in different sectors of the public school community?

Develop and Provide Supports

Develops and provides thoughtful, nimble, flexible, responsive, results-oriented, implementation-focused supports to a diverse range of school designers?

Iterate on Success

Iterates on successful past practices and lessons learned from Oakland’s successful small schools and high performing locally grown charters?

To help us to take the next steps towards an actual program, we considered lots of options: a resource center, an interactive technology solution, weekly seminars, paid full time design fellowships, partnership development with community organizers, city-wide design challenges, maximizing coaches, partnering with leadership development programs, building playlists, and more.

Moving Towards a Model:  The Prototype

After months of inquiry, distillation, and ideation we have landed on a prototype that we’ll be testing and improving on over the next six months.

The Educate78 School Design Lab has three important components – the school design fellowship, the design line, and a series of jam sessions.

Each of these components is crafted to support school designers and guide the work of high quality school design here in Oakland.

The Fellowship

One of the most unique feature of our fellowship is its level of personalization.

Most school design incubators and accelerators use a cohort-based model that starts the designers at point A and moves them through a time-bound fellowship to point B at the same time. In these cohort-based models, school designers are recruited from a certain education sector (charter or district). These designers are then required to attend seminars at regular intervals (usually weekly to bi-monthly), where they receive the same content based on some form of a leadership development and school design scope and sequence along with smaller proportions of coaching to focus on the specific needs of the individual leaders.

Our Educate78 School Design Lab, however, is aligned to a new personalized learning format. As a personalized learning model, our fellowship:

  • Intentionally recruits and seeks to learn from a diversity of designers in varying contexts – including re-designs of existing schools, replication of high quality schools, and innovative new schools from both the district and charter sectors
  • Allows varying entry and exit points of the design process. For example, some designers have entered the fellowship in their first year of operation, others are starting with us at the very beginning of their design process, and all points in between
  • Uses personalized action planning, resource allocation, and coaching/consultation – based on a rigorous set of outcomes for each design phase – as the mainstay of its programmatic model
  • Requires demonstrated competency to move from one phase of design to the next
  • Provides different levels of coaching and investment based on the design phase and requires fellows to demonstrate successfully execute of key benchmarks and competencies in order to move from one phase to the next

In order for a personalized format to work, however, in additional to excellent coaching and human support, our designers need a number of important resources, such as clear outcomes, formative assessments process, tools to support their project management, and exemplars of high quality school design. These needs drive the second component of our prototype – the Design Line.

Design Line

Every great designer needs more than inspiration, motivation, and great human supports. Invariably, all designers need a good set of tools to support them in their creative process. The Design Line is our solution to create and provide our school design community with the resources and tools that they need to master an understanding of high quality public school design, apply and develop that understanding and ultimately implement and operate a high quality public school design.

Over the next six months, a team of school design coaches, consultants, and partners will be hard at work prototyping a variety of tools and playlists that we will test and use in our fellowship.

So far we have drafted some foundational framework.

School Design Lab Foundational Framework
  • Our eight domains of high quality school design that frame important through lines in all five phases of our design process. These include mission and vision; educational program; curriculum, instruction, and assessment; climate and culture; talent and human capital; systems and operations; governance and decision making; and strategy.
  • A set of key design outcomes for each phase and domain of design.
  • A self assessment that is aligned to each phase and domain of design that tracks a designer’s current knowledge/understanding/experience with a given outcome as well as his/her completion of a key product or process associated with this outcome.
  • An outcomes based action planning tool.
  • A playlist template

As our coaches work with our fellows to identify key focus areas for their school design work, they will support the creation of action plans and custom-built playlists which will, over time, populate the content within the design line. In addition, we’ll work with specific partners to develop other resources to be used by our fellows and within the open source resources we intend to provide over time.

Stay tuned to future blog posts where we’ll share some examples of these resources for your review, input, testing, and iteration.

Jam Sessions

While personalized learning is a key component of our program, we also recognize that building and supporting a deep and wide community of designers is critical to our success in helping to transform public education in Oakland. We know that meaningful and authentic community engagement in this field is not just nice – it is absolutely necessary.

As a result, the third key component of the School Design Lab prototype is what we call Jam Sessions.

Our Jam Sessions will play a key role in many aspects of our work. They will:

  • Support our fellows and other key stakeholder in their learning, shared understanding, and skill building in key topics related to high quality school design
  • Provide a mechanism to support community voice and participation in the school design process
  • Build a community of practice to support effective school design

Jam Sessions will take many forms – from school visits to learning about quality and innovative practices and design challenges around shared areas of learning/interest to seminars and intensive boot camps to bolster skills development in a design team.

We intend to make our Jam Sessions available not only to our Fellows, but to educators, families, youth, and community members from across the city. Stay tuned to our Jam Sessions home page for upcoming events that you can participate in.

On to Testing

With the prototype in place – we’re ready to mobilize testing. Over the next six months, we’ll be intensely testing the viability of this model. We hope you will continue to join us on this journey – through our blog posts, jam sessions, and more, as we rapidly learn, fail forward, collect data, tweak, twist, and move forward on this journey. We can’t wait for the adventures that lay ahead.

Hang on…because here we go!

Defining School Design

In the second post in a multi-part blog mini-series, Carolyn Gramstorff, Director of Educate78’s emerging School Design Lab, continues to share her journey to launch the Lab through the lens of the school design thinking process.  Click here to read Carolyn’s earlier insights from the Empathy phase of her design work. 

Please join us in an interactive design process shaped by your insights and ideas! After all, this School Design Lab belongs to Oakland’s public schools across all 78 square miles of our city. Who better to inform and shape it than you?

Defining Towards Design

While I am somewhat new to the design thinking process, it feels remarkably like kin-folk to Harvard Project Zero’s Teaching for Understanding (TfU, a curriculum design framework my colleagues and I used at North Oakland Community Charter School).

Within the TfU framework, we always started by “mucking about”. We’d seriously and intentionally play, explore, and build connections with a juicy topic. Similarly, in design thinking, we launch with empathy and inquiry.

Former students “mucking about”.


In TfU, “mucking about” is followed by sense and meaning making to understand about an idea, concept, or topic.  In the world of design thinking, there is a parallel second phase of “defining”.  According to the Stanford dSchool’s  Introduction to Design Thinking Process Guide, the Define mode is “an endeavor to synthesize your scattered findings into powerful insights.”

Scattered findings?  Indeed!  After months of powerful engagement with the school design community both here in Oakland and across the country, synthesis was the perfect next step in my journey to build Educate78’s School Design Lab.

Early mapping of the School Design Lab concept

As a result, here are my Top 10 powerful insights about the work of school design here in Oakland:

#1: Apply the contractor’s rule of thumb.

Ash Solar, the Executive Director of GO Public Schools, shared a word of wisdom, “Pick two:  you can have it fast, good, or cheap.”  In other words, when engaging in a project as complex as school design, we must be mindful of the incredible investment of time, talent, and resources and trade-offs that come between the three.

To go beyond “good”, we need to give this work the time and resources it needs to get there.  In the absence of tons of talent and fiscal resources, we need to give this work the gift of time.  If we have a sense of urgency around the time, we need to invest some serious resources to ensure a high quality outcome.  We can’t have all three – so we need to be smart and strategic with the resources we do have.

#2: School Design Requires Thoughtful System Redesign.

Oakland has a rich history of school design work dating back to the Small Autonomous Schools Movement.  This period arguably launched some of the district and city’s most successful schools: Urban Promise Academy, Met West, Think College Now, Life Academy, Manzanita Seed, and Ascend K-8.  Yet there is also a list of schools from this movement that fall short of this mark, and still others that no longer exist.

While complex and multifaceted, one reason often referenced is the lack or regression of systemic transformation needed to sustain the innovation generated by these new schools.

If we want high quality, innovative schools, we need to ensure that the ecosystem is aligned with appropriate supports.  As we work to transform schools designed for a factory-model era, we must retool both the operations and mindset of the systems in which these schools exist.

#3: Keep the End-User Front and Center.

The brilliance of the design thinking framework is the concept of user-centered design.  This mandates we focus our attention on the needs, wants, and limitations of the “end user” at every stage of the design process.  For school design teams, that means unwavering focus on students, families, and communities.  In designing the Lab, this means attention on the design team.  Like designing a school, with all the rich diversity that exists within our communities in Oakland, this is a mighty challenge, as there is no single school designer archetype.

Each design team comes with a different set of resources, skills, experiences, and needs.  Each design team will be designing for a unique community of learners, in a diversity of areas in our city – each with a unique history, set of assets, and varying needs.  To best support our design community in this complex work, the Educate78 School Design Lab will need to take on the challenge of being designer-centered. It will need to be personalized, nimble, scrappy, resourceful, equitable, data-driven, and reflective in its approach to organizing and supporting the work of a design team.

#4: Leadership Matters… A Lot!

In education, “aces in the right places” is a critical component to student achievement. Leadership matters in order to see a school design through to successful, high quality implementation. Without a great leader – and I would argue, a great team of leaders — the work is doomed. Why?  This work is harder than brain surgery. This work requires skills, experience, knowledge, and….perhaps, most importantly, a gritty mindset, vision, resilience, and ability to connect with people. We must focus on cultivating, finding, investing in, and sustaining a robust pipeline of educators, leaders, and community members who have the will, skills, and mindset to do this work.

#5: Community Engagement = Make It or Break It.

Oakland is a unique place to be engaged in this work.  As a city, we have a deep history and enduring legacy of powerful community-based efforts.  Some of the best and most successful schools in our city were designed in deep and authentic collaboration with parents, students, and teachers.  What these schools have embedded into their DNA is that real community engagement is not only a good thing to have – it is critical to successful school redesign.

Engagement goes far beyond gathering signatures on a petition, or holding a meeting to say that something is happening.  Real, authentic engagement and relationship building starts by focusing on building deep, authentic, caring relationships with the people who are or will become a school’s community.  Like any important relationship, this means taking the time to learn and grow to deeply care about one another.  This means meeting and eating together, being introduced to the elders and neighbors of a community, listening to the stories, playing with the kids, and understanding the world through the lived experience of those in the community.

Once this relationship is growing, it then means authentically involving community members in all phases of the design process – starting from exploring great schools that help the group to imagine what’s possible, coming to consensus around what a great school is or could be, designing based on the visions and rooted in the hopes of the community, engaging students and parents as critical friends who shape and improve prototypes, and empowering parents and other community members to play key roles in the launch and leadership of the school.  True engagement means checking in with the community, and using their feedback as a key indicator of success and/or work that needs to be done in moving a school forward.  Without strong community engagement processes, we stand to make a huge design error – we may have built a school, but will it succeed if it is not built for and by the community it intends to serve?

#6: There’s a Spectrum of Design Work – Let’s Be Clear What We’re Working On.

Oakland lacks a solid definition for “school design”.  Definitions range from program improvement  (such as integrating technology, revamping school climate through restorative justice practices, adding a maker space, implementing a new NGSS curriculum) to whole school design focused on all or multiple aspects of a school –climate, curriculum, governance, and talent.

As we build the School Design Lab, here’s our definition: significant, whole school design.  We are not about tinkering in one area. We mean constructing equitable schools characterized by a clear and powerful vision and operating principles and tightly aligned systems and practices that enable powerful outputs in the form of student achievement and experience.

We’re about all the design on this end of the spectrum: teams designing completely new schools, existing high quality schools moving toward replication or significant expansion, and existing schools endeavoring to significantly or completely transform.

#7: Personalization is Critical.

School designers are risk takers, creative, entrepreneurial, visionary, inspirational, bold, and courageous – yet no two designers are alike.  Successful schools have been created by smart, dedicated folks from an array of backgrounds – from teachers and parents to activists and entrepreneurs.  Here in Oakland, there is a rich array of pathways for working to design a school:  design teams are working through the district’s Call for Quality Schools, creating school plans to quality for Measure N Linked Learning funding, and leveraging the Next Generation Learning Challenge.  Some of our city’s most successful and respected charter schools are working to replicate or expand.  And visionary teams seek to join Oakland’s successful history of community-based single site charters.

We need a diverse range of quality, student-centered schools here in Oakland.  As such, we need our support systems for school designers to be nimble, flexible, responsive, and relational.  Each design team will need a playbook and coaching built to match the specific strengths and needs of its players.

#8: Use Cohorts Strategically.

My first vision for the School Design Lab was a cohort meeting weekly to bi-monthly.  Before running with this idea, I included the exploration of the power of cohorts in my inquiry process.  As I’ve engaged with a variety of experienced school leaders and designers with cohort-based incubators, here’s what I’ve found.

Universally, what the leaders of cohort models love are the relationships formed. Many leaders talked about the engagement with peers who pushed their thinking as a key outcome from these experiences.

A key frustration of the cohort-based programs, however, was that working as a group often constrained their time and did not focus on what they needed most to advance their work.  This parallels the critiques we hear from our students who are express a need for greater personalization around content and pacing, but still value and need connection and community from their peers to push their work and thinking forward.

In the building the Lab, we are working to be mindful of the circumstances and needs of our school designers.  We bear in mind that often our designers are leading a design process on a part time basis.  Some will be able to focus more work time on the design and build of a school.  And so we need to keep in mind that while we need to nurture the design community, we also can’t treat them the same and expect to get exceptional results from all of them.  Experienced educators know this.

We know that cohorts are powerful.  Relationships are key and shared values and understandings around equity and quality are critical.  As such, our school design lab’s model must find ways to strategically harness this power and to find the right balance between the power of the cohort and the need for personalization.  This will be a tricky and dynamic process – stay tuned to see what we learn.

#9: Execution, Execution, Execution.

We live in a world where design is valued.  And it should be –exceptionally designed technologies are marked by both beautiful form and state of the art functionality.  In the world of school design, we need to care about thoughtful design.  We need to create thoughtful, thorough, rigorous plans that help us think through various students, scenarios, and situations and ensure that we are equipped to handle them.  Don’t get me wrong – design and planning is critical.  But it’s not enough.

In the world of school design, we must focus on high quality execution and pragmatic implementation.  We  need to be prepared to support our design team, to be responsive, iterative, and nimble when reality deviates from the plan.  To do this, we need to continue to support our school designers as they transition into school leaders and operators as their plans and designs are translated into lived experiences for students, families and educators.  This is long term work – and we need to ensure that we have resources in place to see this work through to implementation and beyond.

#10: High Quality Design Never Ends.

Call me a change junkie (I admit it – I am), but I believe that our very best schools actually never finish designing.  We might spend 2-3 years before opening a school, and then another several getting it up off of the ground only to think – we did it! But that’s just the beginning.  And while some things should move out of “start up mode” and begin to institutionalize, we believe that the best, most successful, high quality schools really never leave the design-thinking process.  A school must constantly take stock of its strengths and growing edges.  It should engage its stakeholders in examining its mission and vision, and adjust to reflect its ongoing growth, maturity, and understanding of self.  It should set even more rigorous and stretchy goals for itself and challenge its community to continuously reach, improve, and build on its past successes.  It is our job, as school designers, to build this idea of continuous improvement and innovation into our schools’ DNA.

There you have it!  10 design principles we’ll hold up while creating a world class school design system for our Oakland school design community.  What resonates with you?  What’s missing?  Which of these feels most important to you?  Let us know what you think.  We need your collective wisdom to get this work right!

Keep an eye out for our next blog post where we’ll share how we’re attempting to put these principles into practice through our School Design Prototype.  Stay in touch, and stay tuned!

Empathy and School Design

Design Thinking: Past and Present

Prior to joining the Educate 78 Team in August, Carolyn was the Executive Director at North Oakland Community Charter School.

Its been about five months since I left my former life of 14 years as an Oakland public school leader and jumped into my exciting new role as the Director of Educate78’s School Design Lab.  There are many things that I find different in my new role — I no longer get hugs and high fives from children as a daily acknowledgement of the importance of my work, I haven’t cleaned up vomit from a floor, and I get to ride my bike to work much more often than in the past.

What is similar to my past and present work, however, is the importance of entering a new context and project by engaging in a deep and rigorous listening and learning process prior to jumping in and taking action.

This important “entry step” has been a critical part of my work at every stage of my career.  As both an AmeriCorps Member and novice teacher, I was trained to begin my work by first getting to know the people, place, and history of the communities where I was beginning my work.  Likewise, as a school leader I was always very intentional that the beginning of each year prioritized a process that helped our teams to develop relationships, deepen our appreciation of the strengths and assets in our community, and to sharpen our understanding of our collective history and the context we were engaging in together.

In my most recent entry into the school design community, I’ve come to learn that this stage of the design thinking process is called the “empathize mode”.  According to my new friends at Stanford’s dSchool, in this phase it is the responsibility of the designer(s) to observe, engage, and watch and listen.

This phase of taking the time to listen, learn, build relationships, and understand the context and connections of the people and place where you’ll be working, is a critical skill and mindset of anyone who wants to design or redesign anything.

View users and their behavior in the context of their lives. As much as possible do observations in relevant contexts in addition to interviews. Some of the most powerful realizations come from noticing a disconnect between what someone says and what he does. Others come from a work-around someone has created which may be very surprising to you as the designer, but she may not even think to mention in conversation.

Sometimes we call this technique ‘interviewing’ but it should really feel more like a conversation. Prepare some questions you’d like to ask, but expect to let the conversation deviate from them. Keep the conversation only loosely bounded. Elicit stories from the people you talk to, and always ask “Why?” to uncover deeper meaning. Engagement can come through both short ‘intercept’ encounters and longer scheduled conversations.

Certainly you can, and should, combine observation and engagement.  Ask someone to show you how they complete a task. Have them physically go through the steps, and talk you through why they are doing what they do. Ask them to vocalize what’s going through their mind as they perform a task or interact with an object. Have a conversation in the context of someone’s home or workplace – so many stories are embodied in artifacts. Use the environment to prompt deeper questions.

Learn more about these concepts.

The design thinking processes also stress that empathizing is critical not only at the outset of the process, but throughout.  I am certainly reminded of that everyday, as I feel I have only begun to scratch the surface when it comes to understanding the complexities of designing and implementing high quality schools here in Oakland.


Over the past several months, I started with empathizing as I set out on the exciting path to build Educate78’s School Design Lab.  Our audacious vision is for the lab to support school design teams in creating high quality, innovative new schools.

In launching this work, I am thoroughly relishing my first round of empathizing.  In a relatively short amount of time, I had the opportunity to: watch and listen, engage, and observe from an incredible cast of courageous educators and innovators taking on the task of transforming our schools.

 Watch and Listen

Since August, I have watched and listened to over 40 Oakland public school leaders and teachers from many of the diverse public schools here in Oakland – from district managed neighborhood schools to charters schools at varying stages of their own organizational development.  These school teams are engaged in different stages and forms of transformational design work in their existing, freshly hatched, or soon to be launched schools.  And man is there some inspiring stuff taking place.

  • Ashley Martin and her team at Hoover Elementary School are doing some great empathizing of their own through a listening campaign with parents that she will build on this Fall as her community engages in OUSD’s Call for Quality Schools focused on the West Oakland region and continues to bring high quality STEM practices to her school community.
  • Principal Nima Tahai and his team, including Abdul-Haqq Khalifah, from Garfield Elementary School are focusing on using technology and a blended learning approach to support effective literacy instruction as a centerpiece of their school redesign efforts as they prepare to answer the Call for Quality Schools focused on better serving their newcomer population.
  • An amazing team at Lighthouse Community Charter School is spending this readying for the launch of their first “replication” school – Lodestar, which is on track to open in the Fall of 2016.  This inspiring design team, led by Yanira Canizales, recently gained approval of their charter petition to OUSD and is methodically knocking down the myriad of tasks involved in the ramp up of a new school – from writing inspiring job descriptions to recruit talent to building and selecting curriculum that will fit into their personalized, project-based educational model.

Yanira Canizales, Paul Koh, and Jenna Stauffer led their team and community in support of Lodestar’s charter petition at OUSD’s public hearing.

  • There are also some very promising schools emerging from the school design pipeline and launching for the first time this fall including Youth Uprising’s Castlemont Community Transformation Schools and Jeff Duncan-Andrade and Vidrale Franklin’s Roses in Concrete Community School. As these schools get up and running they are tackling the challenges of early implementation and aggressively transforming an inspiring plan into quality implementation and outcomes focused on our most vulnerable students and communities.


I’ve been fortunate to spend a lot of time engaging with the exciting and rapidly proliferating community of school designers and leaders – both here in Oakland throughout the country – who are working through the complex tasks of simultaneously envisioning, designing, supporting, and building the schools that will propel us into the future.  There are some great school design lab models out there that we can benefit and learn from, here’s just a few that I spoke to:

  • Denver Public Schools’ Imaginarium serves as the engine of innovation to help to transform public schools. The Imaginarium makes significant investments in this work with design teams moving through transformational redesign processes starting with small “tests”, moving to small implementation, and then scaling over a period of 2-3 years in order to incubate and launch schools that are “joyful, rigorous, and personalized”.
  • Innovate Public Schools, located in San Jose, supports aspiring school developers through a multi-year program that focuses on supporting effective and aware leaders, building aligned schools, rigorous instructional designs, caring school cultures, and authentic parent and community engagement.
  • 4.0 Schools supports communities of entrepreneurs, educators, and families to create new education startup companies and schools. They use a unique incubation process, built of design thinking principles, that support extensive testing of innovative educational innovations prior to launching a full blown school model.

What’s incredibly exciting is that many of these folks now operating these school design labs often point to Oakland’s Small Schools Movement as a significant progenitor and proof point in this work and movement.  I was to lucky sit down with some very significant players who led and shaped this work, in addition to learning from the research and case studies that emerged.  This, however, is just the tip of the iceberg.  There is still so much more to learn from these innovators, both from the wild successes and the challenges that they inevitably encountered.  Continued engagement with this group – leaders, organizers, and parents from this game changing movement – is absolutely critical.


Like a lot of kids, I learn best from seeing things in “real life”.  And in my empathizing process, I had the opportunity to observe in a variety of newly designed and launched schools where they have endeavored to bake excellence, innovation, and transformation into the school’s DNA in order to better prepare students for the exciting prospects and challenges they will face and the leaders and movers of the 21st century…and beyond.  I am finding some great schools that are developing as exciting models for our next generation of school designers to visit and learn from. One of the supports we hope to provide in the lab is compiling a great list of school exemplars and helping teams to visit and experience these types of school communities first hand.  While there are many, here’s just a few that I visited or am eager to see from the standpoint of effectiveness, innovation, and serving a diverse student population:

In my next post in this series, we will continue our journey through the School Design Lab with a discussion on the DEFINE step for clearly identifying the problems we want to solve.

Know a Great School?

We need your help in identifying great schools to visit.