“Everyone agrees that the failure of our schools is tragic. It’s bad business, and it’s bad policy.

But we act as if it can’t be helped. It can be helped. We designed these schools; we can reDesign them."

--Melinda Gates

reThink. reDesign. reCreate. reNew. Education

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FRAMEWORK FOR EFFECTIVE INSTRUCTIONAt the center of reDESIGN’s work is the belief that learners’ have the right to own their learning process. exercise choice, and develop their voice. Through the study of Framework for Effective Instruction (FEI), practi-tioners learn to build strategic scaffolds that will support students in using higher-order thinking skills -- analysis, evaluation, synthesis and creation.

FEI lessons provide students with access to the learning tools critical for success in college and professional work…

• high impact learning strategies -- literacy strategies and metacognition;

• and an accelerated approach to expanding students’ academic background knowledge.

“When I started toworkwithmycoach my classroom became somuch more…engaging: with less:me for lecturing, andmuchmore:me for inves:ga:on. I’ve beenteaching for many years, but now IfeelthatIamreallyteaching.”

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Antonia Rudenstine has worked in schools for the past twenty years. First as a teacher, then as a founder and administrator, and since 2003, as a consultant. She the creator reDESIGN’s school design principles, supporting school leaders and founders in the work of creating (and recreating) mission-driven, purposeful

schools. Throughout her career, Antonia has been engaged in the question of how we, as educators, can improve our learning environments so that more young people have genuine opportunities to thrive. In addition to supporting school leaders in their efforts to create powerful programs,

Antonia has written extensively about school design, instructional leadership, and reDESIGN’s F r a m e w o r k f o r E f f e c t i v e Instruction. She holds a doctorate from Harvard’s Graduate School of Education.

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Lew Gitelman, the originator of reDESIGN’s Framework for Effective Instruction, began his career as a special education teacher in Boston, MA. Af ter more than a d e c a d e , h e b e c a m e a P r i n c i p a l , l e a d i n g t w o alternative high schools. The first school was nominated, by the Department of Labor, as one of the top f ive alternative schools in the

country. His second school was the first Massachusetts high school for overage and u n d e r - c r e d i t e d s e c o n d language learners. As a founder of reDESIGN, L e w h a s w o r k e d w i t h Principals and teachers around the country. He is a m a s t e r a t o f f e r i n g constructive, creative and p r a c t i c a l s u p p o r t t o educators.

Much of Lew’s inspiration for, and understanding of, the need to develop more strategic teaching and learning practices derives from his own struggles as a student, including his ten-year ef for t to graduate from the University of Massachusetts. His work speaks directly to the lack of transparency in education, and the mystification of knowledge that is so prevalent in our schools.

reThink. reDesign. reCreate. reNew. Education

“This is like the best graduate level course Iʼve

ever taken…to have this kind of attention and

feedback on my work was amazing.”

--Mike Wolach, ELA teacher, Jill Chaifetz High School

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APPROACH

Our programs are carefully crafted to meet the specific and individual needs

of our clients. Though all of our projects draw on a set of proven design principles, reDESIGN does not employ a one-size fits all approach.

NETWORKS, DISTRICTS, AND

CHARTER RESOURCE CENTERS

reDESIGN has worked extensively with organizations tasked with serving multiple schools or programs:

• For the Office of Multiple Pathways

to Graduation, in NYC, we created and facilitated an intensive program to support 13 transfer schools, focusing on instructional improvement. Many of the schools

in the project have met AYP.

Schools in the project receive:

‣ 20-30 days of site-based coaching and mentoring for teachers and leaders,

‣ participation in a series of professional workshops,

‣ access to research-based materials: handbooks, templates, training videos, and participation

on our wiki.

• For the MA Center for Charter Public School Excellence, we have designed a comprehensive program for charter school founders in school design and start-up. We continue to facilitate the program, and in the past 3 years, charters have only been granted to participants in our program.

SCHOOLS AND DEPARTMENTS

For the past decade, reDESIGN has supported schools in their many different stages of development:

• HS for Excellence & Innovation is a new transfer school in NYC. In it’s first year, teachers worked intensely with reDESIGN to adopt the FEI. In May, the school’s NYCDOE

evaluators rated instruction in the school “highly developed.”

• In 2007, Berkshire Arts & Technology was struggling to fully serve its students. reDESIGN

conducted an extensive “audit” of every fact of the school-- instruction, culture, and operations. The school used the audit as a springboard, and within a year was

identified as a school with one of the highest student growth rates in the state.

• Phoenix Charter Academy is a “last chance” high school in Chelsea, MA. Our work at the school has

been that of a collaborator in the school’s design, as a coach for teachers and departments, and finally, as a mentor for the Leadership Team. In its 3rd year,

90% of graduates enrolled in college, and 90+% of students passed the ELA and Math state MCAS exams. The school made AYP in all categories.

“Ourpastexperiencewithcoachingitthatitisso

theore:calitwasimpossibletoimplementeffec:vely.reDESIGN

tailorsitssupportsothatitbalancesthetheoryandprac:ce.OUrschoolhas

improvedimmenselythisyear,andreDESIGNhasplayedthemostsignificantroleinthat

growth.”

• MA Dept. of Ed., Charter Office• YouthBuild USA• City Year, National

• N. Queens Community HS• Olympus High School NY• Opportunity Charter School, NY

• Math TEachers from NYC Transfer Schools, NY

• 1st Year Teachers at E. Brooklyn Community HS, NY

reDESIGN Consulting Services

ADDITIONAL reDESIGN CLIENTS

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301. Unit-Planning and Benchmarking: Moving beyond the creation of activities and lessons, practitioners will begin using the FEI to support the creation and implementation of a coherent, school-wide curriculum (courses, units & periodic assessments).

Summer: July 28-30Year: Jan. 8, Feb. 12, March 19

302. The Learning Strategies and the Craft of Writing: Can students who have had little opportunity to write analytically learn to do this in high school? This workshop is for Humanities teachers who are specifically working on teaching students to improve their writing.

Summer: n/aYear: Sept. 25, Oct. 23, Nov. 13

303. The FEI and Scientific/Historical Investigation: Science and social studies teachers are particularly challenged by the need to “cover” content, and the investigative nature of their disciplines. This workshop is designed to support practitioners as they navigate these competing priorities.Summer: Aug. 31-Sept. 2Year: Nov. 2, Dec. 7, Jan. 31, March 7

202. Math and the FEI: How do mathematicians think about math? What does it look like to create a math course where s tudents unders tand the discipline’s concepts and can use the procedures? In this course participants will use the learning strategies to create mathematical investigations.Summer: n/aYear: Sept. 25, Oct. 23, Nov. 13, Jan. 8

203. Bridging the Digital Divide: Web 2.0 and the FEI: Web 1.0 opened up a world of new information. Web 2.0 provides a forum for collaboration, investigation, creation, and evaluation. Web 2.0 and the FEI are perfect complements in the work of helping students become independent learners.Summer: August 24-26Year: Oct. 23, Nov. 13, Jan. 8

2 0 4 . F o r m a t i v e A s s e s s m e n t : Conferencing and Synthesis in the FEI: How can s tudents learn to use metacognition to consolidate new learning, and master strategies that will prepare them for college? This workshop explores the power of conferencing and synthesis--for teachers and students. Summer: n/aYear: Jan. 8, Feb. 12, March 19

101. Introduction to Independent Learning Strategies: How do students who have gaps in their background knowledge and skills learn to become independent learners? This workshop introduces participants to a set of high-impact learning strategies that support students in becoming college-ready.Summer: August 16-19Year: Sept. 25, Oct. 23, Nov. 13

102. The Learning Strategies in the Math Classroom: Math is different from the other subjects…the language is different, the “texts” are different…and students’ perceptions of themselves as math learners are different. This workshop introduces participants to math-specific features of learning strategies.Summer: August 23-27Year: n/a

201. Introduction to the Framework for Effective Instruction: What does a classroom that is teaching students to be independent learners really look like? This workshop introduces research-based approaches to lesson launches, invest igat ions , and synthes iz ing activities. Summer August 25-27Year Nov. 2, Dec. 7, Jan. 31, March 7

WORKSHOP OFFERINGS: TEACHING & LEARNING NEW YORK, 2010-2011

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reDESIGNp. 781.367.6457f. 617.778.7764e. a_rudenstine@me.com

“Wecouldn’thavebuiltourschoolwithoutreDESIGN,bothinthe

planningphaseofourwork,andoverthepastthreeyearsof

opera:on.ThemodelwecreatedwithreDESIGNhasallowedour

studentstosucceedatlevelsthatwedidn’tbelievewaspossible.”‐‐BethAnderson,Execu:veDirectorof

PhoenixCharterAcademy