The Codesign Collective: Crowdsourcing Human Intelligence in the Age of AI

Part I

Introduction

In this series, we explore the roles teachers can play in shaping AI technologies to meet the needs of their classrooms and communities.  Today’s educators are navigating extraordinary challenges—the youth mental health crisis, the profound impacts of poverty, systemic inequities, and the eroding support for public education. They shoulder the weight of preparing students—whether in the most under-resourced urban environments or the most affluent settings—for an increasingly complex and  uncertain  future.

Yet, by shifting from fear to agency, teachers can actively influence how AI supports learning, fosters equity, and enhances student well-being—ensuring solutions truly meet the challenges they face.

Now, more than ever, we must slow down and refocus our attention on our enduring commitment to addressing the complex challenges in education that only humans can solve. These are challenges we’ve shaped, and they demand our creativity and determination to overcome.

While the solutions to education challenges lie within us, technology, when used responsibly, offers transformative support. AI can empower teachers to personalize learning, identify barriers, and create equitable opportunities for students. It can also reveal hidden patterns, challenge outdated assumptions, and inspire innovative approaches to teaching and collaboration.

However, technology must always serve the human purpose—enhancing the educator’s role, amplifying student potential, and fostering deeper connections. Used responsibly, AI can help us reveal hidden possibilities, challenge old assumptions, and inspire us to explore new ways of connecting and collaborating. Our goal is to harness these tools , not to replace human interaction, but to make us more human.  To deepen compassion, strengthen relationships, and build a more equitable and inclusive educational landscape. Together, we can use these tools to create solutions that center humanity at every level, building bridges we hadn’t yet imagined.

The Codesign Collective is a space for this work. Leanlab Education’s Codesign Collective brings together hundreds of educators from around the country. The Codesign Collective is a cohort of innovation-oriented educators who are committed to advancing the role of evidence-based edtech in K-12. Over three sessions, we’re collaborating with teachers to create the wisdom needed to complement AI’s capabilities. We’re co-creating strategies that put teachers at the center of edtech efficacy and implementation, ensuring solutions are not only innovative but deeply rooted in authentic, human-centered approaches.

This is the story of how teachers from around the country, Leanlab, and the 228 Accelerator are cultivating the collective wisdom we need for a future we can shape—together. 

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Methodology: equityXdesign and Codesign

At the heart of our work is the equityXdesign framework, an approach that reimagines how we tackle systemic inequities in our schools and communities. It’s paired with codesign, a collaborative process that invites diverse voices to create meaningful solutions together. When combined, equityXdesign and codesign serve as complementary engines for equitable change—moving us from concept to action in a way that centers those most affected by our decisions.

equityxdesign & Cede Power

One of the foundational principles of equityXdesign is to cede power. This means recognizing  that equitable change isn’t just about shifting policies; it’s also about reshaping relationships. True transformation requires us to try on new ways of being—ways that may feel unfamiliar but are necessary for growth.

By creating new, flexible identities that blur the lines between teacher and researcher, we invite innovation. When these traditional roles become permeable, we open doors to new possibilities, ideas, and relationships. It’s a process that requires vulnerability and a willingness to let go of fixed roles. By doing so, we allow for a deeper focus on what truly matters: the human being at the center of our work.

Codesign as a vehicle for change

Codesign complements this work by actively involving teachers in the process of developing solutions. It’s not only about hearing teachers’ voices; it’s about amplifying them and ensuring they shape the direction of new tools and strategies. Codesign creates a shared space where power is distributed more equally, fostering an environment where genuine collaboration thrives.

Together, equityXdesign and codesign redefine what it means to create change. They challenge us to let go of rigid structures, prioritize human relationships, and embrace new ways of thinking, doing, and being. In this series, you’ll see how these methodologies shape  AI’s integration into education while fundamentally  reshaping our understanding of who gets to lead the way forward.

What We Did in the Session: What Would James Baldwin Say? 

In celebration of writer and activist James Baldwin’s 100th birthday, we grounded this exercise in Baldwin's enduring wisdom, connecting his powerful insights from the past to today’s technological realities, specifically AI in education.

To inspire this discussion, we presented the following prompt to ChatGPT-4o:

“Based on the 1963 article, A Talk to Teachers, what would James Baldwin say about AI and emerging technologies? Provide eight quotes, each at least eight lines long.”

ai-generated quotes inspired by baldwin

The AI's response was both profound and thought-provoking. Here are excerpts from two of the quotes it produced:

"The revolution of the machine will be no different from the revolutions of the past if it leaves the most marginalized further behind. AI’s potential for justice is real, but so is its potential for deepening inequality. If the creators of this technology do not confront their biases, they will create systems that replicate, and even amplify, existing structures of power. The promise of AI must be the promise of all progress: to serve those who have been most wronged, not just those who can afford it. If it fails to do so, AI will not be the harbinger of a new era but merely the next phase of an old, unyielding oppression."

"AI, like any tool, reflects the hand that wields it. If that hand is corrupted by racism or greed, so too will be the machine's purpose. The real question is not whether machines can think, but whether they can think with justice. A society that has failed to address its own historical biases cannot expect to program them out of its creations. We cannot hide behind the guise of technological progress while perpetuating the same moral failures. If AI is built on the same foundation of inequality, it will merely become another force to maintain the status quo. In this, technology becomes not a savior but a mirror—a reflection of our deepest flaws."

This exercise allowed us to juxtapose Baldwin's moral clarity with AI's emerging role in education. What would have been a rigorous academic task five years ago was performed in less than five minutes—thanks to AI. But this speed also raises critical questions: Are we moving too fast to consider the ethical implications? Are we creating spaces for AI to challenge inequity, or are we simply perpetuating old biases?

Using Baldwin’s voice as a guide, we opened up a powerful dialogue on how AI can either be a tool for justice or a mechanism of existing oppression. The session allowed educators to explore both the promise and peril of AI, and to reflect on their role in shaping its impact on education.

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Modeling the Empathy Interview: Technologies for Transformation

At the core of equityXdesign and codesign is the commitment to make the invisible visible. This means identifying inequities and courageously discussing the power dynamics that influence relationships and decision-making. Given the inherent power hierarchy between teachers and researchers in the context of the Codesign Collective, this approach was vital.

To disrupt this dynamic, we intentionally flipped the script: we began by publicly interviewing the researcher. This unconventional start modeled the empathy interview tool, reinforcing that the goal is not just to collect information but to see the person. By shifting the focus to understanding and human connection, we sought to cultivate a more equal relationship and deeper engagement.

Once this demonstration was complete, we had teachers pair up and conduct empathy interviews with each other. This encouraged vulnerability and  helped establish a foundation for trust and collaboration in exploring AI’s role in education.

Here are some of the insights that emerged:

• AI Gaps in the Classroom: One teacher expressed concern about the potential gap in AI literacy among both students and educators. They highlighted the need for better understanding and support to ensure AI is used effectively and equitably.

• Misuse of AI: Another teacher pointed to specific examples of potential AI misuse, such as AI-generated quotes attributed to James Baldwin and a recent AI-generated student article about the Florida school shooting. These incidents underscored the ethical considerations and risks associated with AI in the classroom.

• Data Privacy and Urgency: One teacher voiced a pressing concern about the lack of urgency in addressing data privacy issues. They noted that AI could be weaponized in ways that harm students if privacy protections aren’t strengthened.

This exercise not only surfaced valuable insights but also deepened our understanding of the complexities educators face as they navigate AI’s potential and pitfalls. By modeling empathy and prioritizing human connection, we began to lay the groundwork for more meaningful and equitable AI integration in education.

Conclusion: Teachers as Empowered Researchers

As we closed the co-design session, it was clear that the insights gathered through empathy interviews laid a strong foundation for the work ahead. Teachers, now empowered as researchers, became not just participants but vital sources of intelligence. They were charged with uncovering the knowledge that lives within the relationships and interactions of the classroom itself.

Using the same empathy interview approach, teachers will return to their classrooms to source new ideas and understand how these emerging technologies are being received and metabolized in everyday practice. This approach centers educators as active agents of change, ensuring that AI integration is informed by the lived experiences of those on the frontlines.

Stay tuned as teachers bring these fresh perspectives back to the Codesign Collective, helping us shape the next steps for AI in education with equity and authenticity at the forefront.

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The Codesign Collective is accepting new members. K12 educators are invited to join and help shape the future of education through codesign research.

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About the Author

Caroline Hill is the founder of 288 Accelerator, an organization that provides training, community, and more for K12 educators and leaders who wish to become agents of equity. 288 Accelerator partners with Leanlab Education to codesign and deliver community programming for the Codesign Collective at quarterly convenings. Caroline brings more than 20 years of experience in public education, education innovation, management consulting, and engineering to her work.

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Humans in the Loop: Insights from Codesigning AI in Real Classrooms

With the explosion of AI in education since ChatGPT’s release in November 2022, the edtech market has seen an influx of tools promising revolutionary changes to teaching and learning. But are these tools meeting real classroom needs? Leanlab Education set out to answer this question by working with five edtech companies, each developing AI-powered solutions, through codesign research involving over 40 teachers and their students across the U.S.

The Great Divide: Teachers' Expectations vs. AI Reality

Teachers bring three core expectations to AI-powered edtech. They expect:

1. Tools that save time.

2. Support for differentiated, engaging instruction.

3. Assistance with instructional design, delivery, and feedback.

These expectations aligned closely with the intentions of the edtech companies developing AI-powered tools involved in our studies. Their logic models and theories of change emphasized four primary goals:

• Personalize and differentiate learning to meet individual student needs.

• Enhance student engagement and increase agency in learning.

• Improve student outcomes by supporting educators and addressing diverse classroom needs.

• Support educators in designing, delivering, and providing feedback on instruction.

While teachers' expectations and edtech company intentions are well-aligned, Leanlab’s studies revealed significant gaps in practical application.

Across four Leanlab studies with teachers and students, several issues consistently impacted AI tools’ effectiveness:

• Technical issues like slow load times disrupted learning and wasted valuable classroom time.

• Differentiation shortcomings meant tools lacked flexibility to meet diverse student abilities, hindering personalized support.

• Trust in AI-generated content was low, with teachers questioning accuracy and reliability.

• Integration challenges limited how seamlessly tools fit within existing classroom workflows.

• Teacher familiarity and confidence with technology varied, affecting both adoption and effectiveness.

These barriers highlighted a core issue: while AI-powered tools aim to save time and enhance learning, their actual usability often falls short, leaving educators questioning the value of incorporating these tools into their classrooms.

Codesign Research: Bridging the Gap with "Humans in the Loop"

Leanlab’s codesign approach—facilitating collaboration between educators and developers—proved instrumental in addressing these gaps. Teachers provided ongoing feedback that informed real-time product changes, fostering improvements in both functionality and teacher trust. For instance, when teachers identified differentiation limitations, Leanlab recommended adding scaffolding to better support learners at various levels. This iterative process not only enhanced tool utility but also empowered teachers, who felt heard and valued in the product development process.

Building Trust and Usability in AI Edtech

Leanlab’s research demonstrates that embedding “humans in the loop” through codesign is essential to creating trustworthy, effective AI tools. This method helps companies validate that products address real classroom needs while evolving based on educator input. By collaborating with a diverse group of teachers and students early on, companies can ensure their tools are equitably designed and accessible across various educational contexts.

At Leanlab, we believe that codesign research is crucial for closing the gap between AI-powered edtech’s promise and reality in education. Interested in exploring how codesign research can shape your product? Discover Leanlab’s approach to creating trustworthy tools that align with teachers’ needs and ultimately transform education.

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Codesign Product Research

Curious how codesign research can help bridge the gap for your AI-powered product? Learn more about Leanlab’s approach to creating trustworthy and effective tools by diving into Codesign Product Research. Let’s shape the future of AI in education, together.

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Humans in the Loop AI Webinar Series

This fall, Leanlab Education hosted a webinar series on AI in education and the role of codesign in the development of AI-powered edtech.

Leanlab researchers, entrepreneurs, and impact investors came together to discuss high-level learnings from Leanlab’s 2023-2024 AI research, recommendations for edtech companies developing AI tools, and the importance of building trust with educators through codesign. Recordings of the webinars are available below.

Humans in the Loop: Insights from Codesigning AI in Real Classrooms

Leanlab researchers share thematic findings from recent codesign studies with teachers and learners, as well as recommendations for companies developing AI-powered edtech.

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The Humans Behind AI: A Conversation between Entrepreneurs, Impact Investors, & Researchers

A conversation on AI-powered edtech development with panelists Malvika Bhagwat, Owl Ventures; Arman Jaffer, Brisk Teaching; and Peter Gault, Quill. Moderated by Leanlab Founder & CEO Katie Boody Adorno, panelists discuss designing for impact, building trust with education partners, ethical AI development, and more.

In the Age of AI, Edtech Needs Inclusive Innovation More Than Ever

This post originally appeared in Edtech Insiders.

The post-pandemic era has led to learning loss and an increased dependence on edtech tools—however,  the majority of edtech tools still lack credible evidence supporting their efficacy. One 2023 report noted that only 39% of the most-accessed learning solutions support their usage with published research, while only 26% support their usage with studies aligned to federal standards. This is true despite the implementation of the 2015 Every Student Succeeds Act (ESSA), which clearly outlined four tiers of evidence to support edtech adoption in schools. 

Why have so few edtech products engaged in efficacy research, and especially few in objective third-party research & development or evaluation studies?

• Some attribute the lack of evidence to the lack of demand for evidence among school purchasers. Historically, many districts have relied on peer recommendations rather than a tools’ evidence base to make purchasing decisions.

• Others note the noisy credentialing environment, in which organizations with no regulatory authority badge and credential products, makes it hard for decision makers to know which products are truly evidence-based.

• Still others point to the cost of research—the painful, expensive, and time-intensive third-party evaluation processes that often don’t keep pace with the realities of a fast-moving tech sector. 

However, as a flood of new AI-enabled edtech enters the market at the same moment that schools face the ESSER funding cliff, buyers are starting to cast a more discerning eye on which tools are truly moving the needle on outcomes.

Raising the Bar for Edtech Adoption

This June at ISTE Live, one group of education leaders sought to support the field by outlining some top considerations purchasers should consider when adopting new edtech solutions:

• Does the tool have a credible evidence base?

• Will the tool help us address a critical learning need?

• Is tool adoption and implementation within our budget? 

• How much time will staff need to commit?

• How will instructional time be impacted?

• What data will be collected?

• Is the tool safe for use with our students (e.g., will student data be collected)?

• Is the tool just one more thing/initiative for our teachers to deal with (AKA: does the cost of getting buy-in outweigh the reward)?

• What are the edtech company's intentions?

Simultaneously, a coalition of the sector’s leading edtech arbiters—1EdTech, Cast, CoSN, Digital Promise, InnovateEDU, ISTE, and SETDA— launched five Edtech Quality Indicators to bring more cohesion to the field. Consistent with education leaders' needs, the five indicators state that quality tools should be safe, evidence-based, inclusive, usable, and interoperable. 

These parallel developments point to a potential shift in the market; nonprofit organizations are engaging in collective impact work to send cohesive and consistent signals into the market, while purchasers are seeking safe, vetted, streamlined, and cost-effective solutions. 

Inclusive Innovation: Preventive Medicine for Edtech

While there is a need for more evidence measuring the potential of edtech, the evidence that does exist is promising… at least for some populations. Laurence Holt’s remarkable EdTech Next article “The Five Percent Problem” cites studies demonstrating considerable student learning gains from leading products Khan Academy, Dreambox, and IXL. The problem he points out is that these gains were realized only by “students who used the product as intended.” How many of the students “use the product as intended”? Often, as few as five percent of students studied, and often those with additional benefits. The obvious question: what do we do about the other 95%?

Enter inclusive innovation, a R&D approach that aims to increase the usability and effectiveness of emerging solutions by focusing on the process by which products are created and evolve. Inclusive innovation refers to a systematic process that elevates the insights of users representative of the diverse backgrounds, needs, and abilities in American classrooms. 

The theory underlying inclusive innovation is that when products are:

1. Developed in close proximity to diverse, representative users

2. Designed to incorporate the feedback of diverse users

3. Built on a pre-existing foundation of evidence-based best practices

… the resultant products are more likely to be implemented as intended, and thus more likely to demonstrate impact on student outcomes. 

We see inclusive innovation as ‘preventative medicine’ for edtech companies. By incorporating early touch points and feedback loops with diverse student populations while products are being developed, companies can expect reliable usage that drives long-term results. 

Various organizations in the field describe such inclusive innovation practices, as ”inclusive R&D”, “co-design”, “co-creation”, “co-development”,” inclusive design”, and “participatory methods”. In practice, all variants of inclusive innovation involve engaging teachers and learners early and often during product development. Whether it’s the creation of user surveys, the development of research questions for focus groups, or the work to match an edtech company with a school to co-design an efficacy study that addresses school-identified goals, inclusive innovation practitioners are working directly with learner communities. 

The Importance of Inclusive Innovation in AI-Powered Edtech 

While AI has the potential to revolutionize education through personalized learning experiences and increased teacher efficiency, it also has the well-documented potential to perpetuate bias, threatening to exacerbate existing inequities in education.

The speed at which AI technologies are developing is rendering traditional research methods (which can take multiple years) unhelpful or obsolete. So, how might R&D help guide AI-powered edtech toward its full potential; to advance educational equity rather than threaten it? 

Rather than eschewing research altogether, we believe that inclusive innovation practices—like rapid-cycle evaluations and iterative co-design—can be leveraged to produce timely and actionable findings for companies. But what exactly are these approaches and how do companies access them?

Many organizations are engaging in this work, often through collaborative efforts. Here are a few examples from the field.  

Leanlab Education: Building Communities and Co-Designing Innovations

Leanlab Education is a nonprofit with a mission “to study and grow transformational education innovations co-designed with school communities”. Leanlab acts as the intermediary between edtech companies and school environments, matching partners on projects and leveraging its in-house research team to facilitate product feedback and research studies aligned to the ESSA tiers of evidence. By involving educators and students in the research design and product development process, emerging learning innovations address real-world challenges and meet the needs of diverse learners—intentionally designing for the margins. 

By pairing enthusiastic education partners trained in inclusive innovation methods with companies seeking third-party research, Leanlab has increased access to inclusive R&D; to date, Leanlab has engaged over 30,000 students in nearly 80 studies. This approach ensures that emerging innovations are equitable, user-friendly, and a value-add to school communities, and thus more likely to demonstrate significant impact.

Central to this work is the newly-launched American Group of Innovative Learning Environments (AGILE) Network, a cohort of public schools, charter schools, and nontraditional learning communities ready to partner in R&D through a centralized (and co-designed) infrastructure. While managed by Leanlab, the AGILE Network is a collective impact initiative built on findings from the Global Edtech Testbed Network and supported by a growing number of partners—including founding partner AERDF, Digital Promise, and ISTE. 

ISTE: Edtech Index 

ISTE (along with acquired non-profit ASCD) is a global education community working to accelerate innovation in education through the smart use of technology. Well-known for their marquee conference, ISTE Live, that convenes more than 17,000 educators annually, ISTE is now using its reach to elevate the importance of evidence-based edtech and inclusive innovation. 

ISTE’s Edtech Index consolidates information and validations on over 1,500 edtech products in one accessible platform, as well as a free teacher ready evaluation tool that helps educators determine the usability of edtech products for their contexts. The Edtech Index measures products aligned to the five domains of quality identified by the partnership of groups in the field: safety, evidence-base, inclusivity, usability, and interoperability. 

Digital Promise: AI, Equity, and Inclusive Networks

Digital Promise’s efforts to advance equitable education systems through R&D takes various forms, including AI literacy and digital equity initiatives, work through their Center for Inclusive Innovation, and the Learner Variability Project. By conducting rigorous human-centered research, making findings accessible, and providing resources for educators, Digital Promise helps create an environment where all students can benefit from edtech advancements. 

The Center for Inclusive Innovation reimagines education R&D by building the capacity for districts and communities across the country to engage in R&D, with a focus on supporting students furthest from opportunity. After their network partners co-design and engage in R&D, project details and solutions are shared with the larger field, highlighting R&D practices in diverse contexts. Digital Promise has also been an early leader in AI in education policy guidance, creating an AI Literacy Framework, leading workshops for school leaders, and advocating with companies, government, and schools for keeping humans in the loop.

AERDF: Finding Bold and Equitable Solutions

The Advanced Education Research & Development Fund (AERDF) maintains an extensive portfolio of inclusive R&D projects that incorporate learner and educator perspectives from start to finish. Inspired by federal Advanced Research Projects Agency (ARPA) initiatives, AERDF’s focus on equity-driven R&D ensures that breakthroughs are developed that address systemic inequalities in education, with a focus on Black and Latino students and students experiencing poverty.

AERDF’s advanced R&D projects involve sustained collaborations with educators, researchers, and communities to co-create solutions that are effective and inclusive. Their work creates bridges across the ecosystem, tackling challenges like assessments, math outcomes, and literacy, and showcases their findings for the larger field. 

Chan Zuckerberg Initiative: Partnering to Co-Build

As a funder and collaborator in the edtech field, the Chan Zuckerberg Initiative (CZI) supports the development of evidence-based, co-created personalized learning experiences through the use of technology. CZI partners with organizations conducting and promoting inclusive R&D–including Leanlab Education, Digital Promise, and ISTE–as well as educators and students to co-build tools and reimagine education.

CZI engages in co-building through their edtech innovation studio, Render. With their collaborative product development approach, Render is creating AI-customized math materials, tools focused on elementary literacy, and administrative applications for classroom grouping. Reflecting their inclusive approach, Render’s co-building opportunities are posted online and matched to educator interests.

The Path Forward: Scaling Access to Inclusive Innovation 

As AI continues to reshape the edtech landscape and schools look for breakthrough solutions that improve outcomes for all students,, there is an opportunity to establish inclusive innovation as an expected norm. Stakeholders across the edtech ecosystem—educators, researchers, solution providers, funders, and policymakers—can all engage in inclusive innovation and guide the transformation of K-12 education. 

Through collective action, we can ensure the future of edtech, particularly AI-powered edtech, is not only innovative but also inclusive. 

Here’s how each group can get started:

• Educators, district leaders, and students can get involved in R&D projects, with opportunities aligned to their needs, interests, and capacity. Leanlab Education, In Tandem, Transcend, and Digital Promise are only a few examples of robust innovation communities. 

• Schools, when seeking out new edtech, can check validations in the Edtech Index, use Evidence for ESSA or other reviewing bodies, or include inclusive design criteria in RFPs. 

• Solution providers can co-build promising edtech with the communities they aim to serve, tapping third-party research organizations that use inclusive R&D methods or design internal R&D efforts on co-design principles. 

• Funders, policy makers, and solution providers can leverage open research, guidelines, and other resources to support inclusive R&D efforts, improve developing edtech, and collaborate more effectively. 

AGILE Network Launches to Accelerate Inclusive Education R&D

The American Group of Innovative Learning Environments (AGILE) Network offers a centralized infrastructure for research, development, and evaluation.

Research nonprofit Leanlab Education launched the American Group of Innovative Learning Environments (AGILE) Network at ISTELive24 with members from learning environments across the country, including school systems, teachers, and non-traditional learning environments. Comprised of education communities on the cutting edge of innovation, the AGILE Network works to accelerate the pace of education research and development (R&D), while elevating historically underrepresented educator and student perspectives. 

By leveraging a centralized infrastructure that facilitates “matching” between R&D opportunities—development of emerging technologies and research studies—and participating schools and educators, the AGILE Network aims to become a critical piece of American education R&D infrastructure, designed to keep pace with rapid development cycles in the private sector. 

Member schools and educators influence the development and evaluation of emerging education solutions, including curriculum and technology—addressing a well-documented evidence shortage in the market. Studies in the 2024-2025 school year will cover topics including generative AI, literacy, assessment, and mathematical reasoning. 

The AGILE Network represents the diversity of learning experiences in the United States, welcoming public districts, charter schools, independent schools, non-traditional environments like micro-schools, and individual educators. To combat existing inequities in education R&D, members have been intentionally assembled to prioritize historically marginalized learner communities. Twenty learning environments are joining the 2024-2025 cohort, including:

• Academy for Integrated Arts (Missouri)

• Allegiance STEAM Academy (California)

• Astra Nova Schools (National)

• Catalyst Schools (Illinois)

• Distinctive Schools (Illinois)

• Ednovate (California)

• Limestone Community School (Kansas)

• Milpitas Unified School District (California)

• Oak Ridge Schools (Tennessee)

• Prisma Online School (National)

Of the new network, Leanlab Education Founder and CEO Katie Boody Adorno shared, “The AGILE Network will reduce barriers to engage school communities in the co-development and co-design of emerging technologies with researchers. By systematically elevating school community perspectives, we believe we will accelerate the pace of breakthroughs in the field of teaching and learning.”

Following the kickoff convening, Kevin Nham from Ednovate remarked, “I’m looking forward to partnering with edtech companies to develop tools that will truly impact student achievement.” Catalyst Schools’ Nick Tomasso added, “I’m excited about opportunities to grow in my own practice by collaborating with like-minded educators.”

The AGILE Network is a collective action initiative and builds on a decade of Leanlab Education’s leadership bringing together learning communities and education technology companies to co-design, co-develop, and study education innovations. The AGILE Network framework was developed through a planning grant with InnovateEDU and the Center for Education Market Dynamics (CEMD) and is based on the guiding Tenets and Principles published by the Global Edtech Trialing Network. 

Advanced Education Research and Development Fund (AERDF), the world’s first Advanced Inclusive R&D organization dedicated to scientific discovery and invention for PreK-12 education, is a founding partner, contributing essential R&D infrastructure expertise, resources, and advanced R&D projects currently seeking breakthroughs in reading, executive function and math, and assessment. “The AGILE Network serves a critical need to enable education R&D to actually be inclusive and done with educators,” said Chris Liang-Vergara, Chief Learning Officer at AERDF.

Digital Promise and ISTE are contributing network partners, nominating qualifying educators and school districts, and supporting inclusive innovation convenings. Initial funding was provided by the Siegel Family Endowment and Walton Family Foundation, among others. Education, nonprofit, and supporting partners are expected to increase following the pilot year of the network.