Jay Laughlin Email & Phone Number

Ann Arbor, Mi, Us

Los Angeles, California, United States

Serve as the Head of Schools and Senior Lead Principal for an elementary and secondary campus, leading and managing two administrative teams responsible for >700 students (93% low income and >95% Latinx)- Assumed the CNCA network’s singular and unique position as a dual-campus Lead Principal, overseeing two newly merged school communities, leading strategy development for continuous improvement, and building leadership capacity on administrative teams across both the elementary and secondary campuses- Spearheading the design and facilitation of leadership team professional learning, including systems for gathering, analyzing, and responding to data to increase collective capacity. Leadership development includes establishing a shared vision, aligning on roles and responsibilities, and implementing structures for effective collaboration so leaders can drive continuous school improvement- Establishing an instructional priority based on data, accompanied by strategic planning and implementation resulting in significant academic gains in reading and math during return to in-person learning. Outcomes exceeded mid-year goals and scored above normed typical growth gains (+18% in reading, +4% in math), as measured by iReady data in January 2022- Enhancing professional culture by crafting a strategic plan to positively impact all stakeholders. Data driven process includes monitoring and adjusting action plans based on emerging needs. Results in improvements in 67% of all categories on mid-year culture surveys

Chicago, Illinois

Served as principal of a CPS school with 564 PK-8 students (70% low income and >70% Latinx)- Achieved highest school rating possible in CPS (Level 1+) after two years as principal- Led increase in national school attainment percentile in each successive year- Math attainment increasing by 17% from 69th percentile to 81st percentile of schools nationally - ELA attainment increasing by 11% from 70th percentile to 78th percentile of schools nationally- Identified in top 10% of Chicago Public Schools by Chicago Magazine, September 2019- Led school from Partially Organized rating on University of Chicago’s 5 Essentials to Well-Organized (from rating 2/5 to 5/5)- Implemented school-wide restorative discipline practices; reduced out of school suspensions to 0 by 2019- Developed Instructional Leadership Team to facilitate professional learning connected to implementation of new curriculum, Danielson best teaching practices, and Hammond's Culturally Responsive Teaching- Developed teacher coaching and evaluation cycles for 35 teachers across PK-8

Promoted after one year as AP to Principal at a CPS school with 564 PK-8 students (70% low income and >70% Latinx)- Launched standards based, vertically aligned curriculum in ELA and Math across all K-8 classrooms- Developed Instructional Leadership Team to facilitate professional learning connected to new curriculum- Implemented teacher coaching and evaluation cycles for all 35 teachers across PK-8

Greater Chicago Area

Served as Resident Principal at a CPS school with 290 K-8 students (80% low income and >95% African American)- Observed, evaluated, and coached 16/22 classroom teachers in grades K – 8, providing them with customized development plans for improving instructional practices aligned to REACH Students Teaching Framework (adapted from Danielson Framework)- Created and led Multi-Tiered System of Support (MTSS) for Off-Track students leading to 80% reduction in behavior misconducts, improved grades, and school-wide increase in On-Track percentage from 54% to 65%

Greater Boston Area

Masters in School Leadership. One year program included studies in methods of instructional coaching, school reform policies, adaptive leadership practices, schools and the law, school system operations and leadership, building effective teacher teams, data driven improvement practices (Data Wise), Instructional Rounds, race and equity professional development.

Greater Boston Area

Served as Intern Principal at a Boston Public School with 318 K-5 students (70% low-income and 78% Latinx). Partnered with principal that was hired after the start of the school year to design and implement a strategic plan to improve teaching practices and raise student achievement- Upon resignation of principal in Oct 2013, co-led school with Network Chief and then interim principal- Co-led school to achieve 11% improvement in student math performance and 17% improvement in student ELA performance

Served as 4th Grade Teacher at Chicago Public School with 1,012 Pk-8 students (96% low income and 95% Latinx)- Increased student gains each year, culminating in >2 grade levels of math growth and >1.5 grade levels of reading growth- Team leader and facilitator of Parent University to build literacy supports among families at home - Served as lead facilitator in Lesson Study Alliance to improve whole school mathematics instruction

Dr. Jorge Prieto Math And Science Academy - Chicago

Founding 4th Grade Teacher at Dr. Jorge Prieto Math and Science Academy

Master'S Degree, School Leadership

Bachelor Of Science, Human And Organizational Development And Economics

Activities and Societies: Vanderbilt Students Volunteering for Science, Project S.H.A.R.E. Mentor Magna Cum Laude Semester abroad.

Master, Elementary Education And Teaching