The Education Redesign Lab was founded in 2014 by Paul Reville, Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education. EdRedesign is driven by a diverse leadership team and staff, that combines extensive experience at the intersection of policy, politics, research, system-building and programs.
Professor Reville returned to the Harvard Graduate School of Education as the Francis Keppel Professor of Practice of Educational Policy and Administration in 2013, having just completed nearly five years of service as the secretary of education for the Commonwealth of Massachusetts. As Governor Deval Patrick's top education advisor, Reville established the Executive Office of Education and had oversight of higher education, K-12, and early education in the nation's leading student achievement state. He served in the Governor's Cabinet and played a leading education reform role on matters ranging from the Achievement Gap Act of 2010 and Common Core State Standards to the Commonwealth's highly successful Race to the Top proposal.
He is particularly interested in matters of federal and state education policy and is now concentrating his work on the design of 21st century learning systems, braiding schooling, health/social supports and enrichments to close learning gaps.
Prior to joining the Patrick Administration, Reville had chaired the Massachusetts State Board of Education, founded the Rennie Center for Education Research and Policy, cofounded the Massachusetts Business Alliance for Education (MBAE), chaired the Massachusetts Reform Review Commission, and the Massachusetts Commission on Time and Learning, and served as executive director of the Pew Forum on Standards-Based Reform, a national think tank which convened the U.S.'s leading researchers, practitioners, and policymakers to set the national standards agenda. Reville played a central role in MBAE's development of and advocacy for Massachusetts historic Education Reform Act of 1993. Reville has been a member of the HGSE faculty since 1997 and has served as director of the Education Policy and Management Program.
Reville's career, which combines research, policy, and practice, began with service as a VISTA volunteer/youth worker. He served as a teacher and principal of two urban, alternative high schools. Some years later, he founded a local education foundation which was part of the Public Education Network. He is a board member and adviser to a host of organizations, and a frequent writer and speaker on education reform and policy issues. He edited the book entitled, A Decade of Urban School Reform: Persistence and Progress in the Boston Public Schools. He holds five honorary doctorate degrees. Last and most importantly, he is the father of four children.
Over the last twenty-five years, Jennifer Davis has worked at the federal, state and local level to improve educational opportunities for children. Jennifer oversees the Lab's national movement building, policy, communications and development operations and is the liaison to Oakland, California for the By All Means Initiative.
Jennifer is the Co-Founder of the National Center on Time & Learning (NCTL)-initially known as Massachusetts 2020-an organization dedicated to expanding learning time to narrow achievement and opportunity gaps for children in high-poverty schools. NCTL's work is now embedded within the Education Redesign Lab at the Harvard Graduate School of Education.
Jennifer’s previous positions include: U.S. Department of Education Deputy Assistant Secretary and Special Assistant to Secretary of Education Richard W. Riley in the Clinton Administration; National Governors Association Special Assistant to the Executive Director in the early 90’s as President Bush and the governors joined together to establish national goals for education and launched the standards movement; and Executive Director of Boston Mayor Menino’s citywide afterschool learning initiative. Jennifer’s first position out of graduate school was with Communities in Schools (CIS) where she wrote case studies on the CIS model to integrate support services into schools.
Jennifer holds a B.A. from Connecticut College, an M.P.P. from the Claremont Graduate University and served as a Coro Fellow in Public Affairs in St. Louis, MO. Over the years Jennifer has served on many national and local boards. Today Jennifer serves on the boards of KIPP Massachusetts and Orchard Gardens Pilot School in Boston.
Bridget is the Managing Director of the Education Redesign Lab. Bridget most recently served as the Director of Planning and Collaboration in the Executive Office of Education (EOE), the Massachusetts Secretary of Education’s office, where she led the Innovation Schools initiative and facilitated the establishment of 54 Innovation Schools across the Commonwealth. She also served as the Secretary’s designee to the Board of Early Education and Care and the Early Literacy Expert Panel.
Bridget was formerly the Education Liaison to two mayors of Cambridge. She has also been a school principal and a bilingual teacher. She has served as a consultant for the Massachusetts Department of Elementary and Secondary Education evaluating and providing support to underperforming schools. She received her undergraduate degree from Haverford College and a Masters in Education Administration from the University of Massachusetts, Boston. Bridget is the parent of two Cambridge Public School students.
Lynne Sacks is the Research Director at the Education Redesign Lab and leads the Lab's research activities. Lynne has over 20 years of research, non-profit, and policy experience. She heads the ongoing By All Means documentation and evaluation study as well as the Lab’s other research. Before joining the Lab, Lynne worked for the Center for Equity and Excellence in Education at the George Washington University and the National Center on Education and the Economy. She has conducted research for the Massachusetts Department of Elementary and Secondary Education and the American Institutes for Research; she has also served as a consultant to New Profit, the Annenberg Center for School Reform, the Massachusetts Executive Office of Education, and the Commonwealth Corporation.
Lynne is a former high school and adult English and English as a Second Language teacher. Lynne received her undergraduate degree from Cornell University, and her M.Ed. and Ed.D. degrees from the Harvard Graduate School of Education.
Dan Scarver is the Assistant Director of Programs and Operations at the Education Redesign Lab. Prior to working at the Education Redesign Lab, Dan was a Program Manager at City Year Boston. As Program Manager, Dan empowered teams of AmeriCorps members to deliver quality service to students at the Higginson-Lewis K-8 School. Dan also taught 5th grade in the Mississippi Delta before joining the movement for educational equity in Boston. Dan received his undergraduate degree from Fisk University.
Raina Hall manages the Field Work Initiatives at the Education Redesign Lab including By All Means and the Local Children's Cabinet Network. Prior to joining the Lab, Raina oversaw operations, supported fellows, and directed events for the Government Performance Lab at the Harvard Kennedy School. Before coming to Harvard, she spent several years working in learning and development at the Public Consulting Group and at City Year Boston. Raina earned both her Advanced Graduate Certification in Non-Profit Management and her undergraduate degree from Washington University in St. Louis in Missouri.
Michelle Sedaca is a Research Manager at the Education Redesign Lab where she is helping build a knowledge base of best practices and approaches to creating comprehensive, integrated systems of support for children and youth. She most recently served as a Communications Manager for JFF's Pathways to Prosperity initiative, overseeing its communications and marketing strategy to amplify state and regional college and career pathways efforts. Michelle also managed a variety of research and writing projects for America's Promise Alliance and Jumpstart for Young Children. Projects included case studies on cradle-to-college and career initiatives, a report on the potential of K-12 digital learning, and a synthesis of research on the early childhood workforce. Michelle received her undergraduate degree in politics from Oberlin College and a joint master’s degree in urban policy and child development from Tufts University.
Ruth Santos serves as the By All Means consultant to the City of Somerville, MA. Ruth is originally from the UK, and taught in several countries including Turkey and Spain, before finally settling in Miami, FL where she earned a master’s degree in Environmental Education while continuing to teach full-time. A huge proponent of experiential learning, Ruth went on to create a variety of outdoor learning experiences for thousands of students from the fourth largest school district in the nation; first in the education department at Vizcaya Museum and Gardens, and subsequently expanding the University of Florida Extension’s environmental programming to reach youth in predominantly Spanish speaking neighborhoods. She has spent the last five years coordinating SomerPromise, Somerville’s Collective Impact initiative out of the Department of Health and Human Services, where her work focuses on cross-sector engagement and collaboration in support of children, youth and families. She currently guides the Somerville Children’s Cabinet and coordinates new and exciting initiatives in the Cabinet’s priority areas of Early Childhood and Out-of-School Time.
Tom Lenz serves as the By All Means consultant to Illinois, and is a Senior Consultant with Millennia Consulting, as well as a Coordinator for the Partnership for Resilience. His work focuses on community engagement and planning, leadership development, mentoring, facilitation, strategic planning, and program/policy development. Tom has over thirty years of experience working with non-profit organizations, religious congregations, unions, and government to build their internal capacity and undertake successful initiatives in health care, education, and housing/community development.
Prior to joining Millennia, he was an organizer with the Industrial Areas Foundation, the nation's largest network of broad-based community organizations. He also served as Senior Associate with the Great Cities Institute of the University of Illinois at Chicago (UIC) and was the Director of the Chicago office of the Local Initiatives Support Corporation. He received his undergraduate degree from the University of Notre Dame and a Masters in Urban Planning and Policy from UIC.
Daniela Lewy serves as a Consultant to the Education Redesign Lab and is a Managing Partner at Social Determinants of Health Consulting, where she supports domestic and international organizations to use a multi-sector approach to address poverty. Prior to this, Dr. Lewy was a political appointee in Governor McAuliffe's administration, serving as Executive Director of the Virginia Governor's Children’s Cabinet. Before joining the Governor's Office, Dr. Lewy was on the International Health faculty at Johns Hopkins Bloomberg School of Public Health in Baltimore, Maryland, working and teaching at the intersection of health, education, workforce, social services, and juvenile justice in the US and overseas. Dr. Lewy is also the co-founder and board member of Thrival World Academies, a network of free, publicly funded, credit-bearing, study abroad high schools for students from low-income neighborhoods. Dr. Lewy holds a Bachelor's degree from Wesleyan University, a Masters in Public Health from Johns Hopkins School of Public Health, and a Doctorate in Education Leadership from Harvard University.
Stefan Lallinger serves as the By All Means consultant to Providence, RI. He most recently led Langston Hughes Academy, a Pre-K through 8th grade open-enrollment school in the Recovery School District, in post-Katrina New Orleans, where he served as principal, assistant principal and teacher for nine years. In his last year at the helm, the school had the third highest student achievement growth of any open-enrollment K-8 school in the city of New Orleans, resulting in the increase of the school's letter grade. Prior to his work in New Orleans, he coordinated a boys mentoring program in Providence, RI. Inspired by his grandfather, a civil rights lawyer who argued Brown v. Board before the Supreme Court, Stefan has been a fierce advocate for integration and equity throughout his career.Stefan earned a bachelor's degree in Political Science and Development Studies from Brown University and a master’s degree in History from the University of New Orleans. He is currently pursuing his doctorate in Education Leadership at Harvard University and plans to work in a large, urban school district during his residency and after graduation.
Kendra Foley serves as the By All Means consultant to Salem, MA. Her background is in education policy, political fundraising and non-profit development. She served in the Patrick Administration as Governor Patrick’s Director of Boards and Commissions as well as Chief of Staff to Secretary of Education Paul Reville. Prior to her work in state government, she worked on three statewide gubernatorial campaigns. Committed to community service, she joined Teach for America after graduating from Boston College. She lives in Watertown with her husband and three children and is a current member of the Watertown School Committee.
As the son of immigrants and educators, Eyal Bergman was raised with a deep appreciation for American public schools. He was the founder and director of the Family & Community Engagement Office in the Cajon Valley Union School District in El Cajon, California. The goal of the department is to strengthen partnerships between school staff and the communities they serve in order to address persistent educational inequities. This vision is rooted in Eyal’s experience as a community organizer and youth mentor. Eyal believes that communities across America look to their schools as the best opportunity to lift their kids from poverty, and that as public servants, school and district leaders must seek authentic collaboration with families in order to properly serve their children.
Eyal is currently a student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education (HGSE). He recently joined Dr. Karen Mapp in co-authoring an updated version of the Dual Capacity-Building Framework for Family-School Partnerships. He earned his Master’s of Education from HGSE and his Bachelor’s from Tufts University.