Frank DeVito is passionate about education reform and works extensively with districts, schools, and community partners to redesign schools. Guided by a deep commitment to educational equity and excellence, he brings a firsthand understanding of the challenges that ethnically and racially diverse students and their families confront to all of his work to advance and sustain school reform. His areas of expertise include district, network, and school improvement planning, school innovation incubation and redesign, leadership development, family and community partnerships, project-based learning, curriculum mapping, differentiated instruction, adolescent literacy, English Language Learning instruction, and building Professional Learning Communities (PLCs).
With EDC’s Nellie Mae District Level Systems Change (DLSC) team, DeVito is supporting DLSC districts in building a culture of continuous quality improvement and results orientation. This initiative involves shifting the focus of education leaders and teachers to a paradigm and mindset of innovation, learning, research, problem solving, and effective practice adoption to be able to respond to the evolving needs of students. Previously, as a member of EDC’s National Center on Scaling Up Effective Schools (NCSU) team, DeVito worked to develop, implement, and test new processes to scale up effective practices in high schools that districts will be able to use within their own context.
DeVito presents his work on school reform and effective teaching practices at conferences such as the Coalition of Essential Schools Conference, Turning Points National Summer Institutes, the National Urban Middle School Conference, and the National Association for Bilingual Education Conference.
He is the founder and Chief Executive Officer of the Fenix Center for Innovative Schools. Earlier in his career, as the Director of Turning Points, a national middle school reform organization, he oversaw the replication of innovative school models in New England, New Jersey, New York, and Los Angeles. He began his career as a teacher and school leader for Chelsea Public Schools, served as a member of the Chelsea School Committee, and co-founded two innovative high schools for at-risk students that utilized a project-based model linked to professional internships.
DeVito holds an EdM in Educational Learning Theory and Critical Hermeneutics from Boston College, an MTh from the Gregorian University in Rome, Italy, and a BA in Philosophy and Social Science from Saint John’s Seminary College.