Led all school program and initiatives. Directed daily school operations including facilities management, student meals, instruction, and school culture. Established instructional practices driven by formative performance data. Designed targeted professional development to meet the learning needs of students and professional practice of teachers. Supported the identification, training, and professional development of a permanent Principal.1. Conceptualized and delivered a new teacher training program as well as a mentoring program for teachers in years 1-3.2. Established EL program to meet the learning needs of students acquiring English proficiency.3. Transformed SPED services from 100% pull-out to push-in and co-teaching.

Collaborate with senior leadership to build sustainable reform models for school districts and individual schools. Build deep knowledge of the local educational landscape and identify and cultivate key relationships to support the enhancement of local schools. Worked alongside district leadership to build a framework that fosters equitable academic pathways in schools throughout the district. 1. Support school and district community engagement goals leading to systemic increases 17% based on community roundtable participation.2. Facilitate roundtables and public meetings in the community to build a shared vision, consensus, and civic capacity.3. Collaborate with key staff to design culturally responsive school and district transformation plan, support implementation, and monitor progress.4. Provide professional development in various areas to support equity, culturally responsive education, school transformation, and gifted and talented.

Collaborated with district and school partners to identify root cases of disproportionality and inequity to develop plans and solutions. Supported district leadership in establishing and implementing equitable hiring practices (recruiting, interviewing, selection, and placement). Executed bias identification training, community roundtables, affinity groups, and one-on-ones to identify practices and behaviors that foster equitable, collaborative spaces where everyone is seen, heard, and has a voice.1. Collaborated with district and school partners to identify root cases of disproportionality and inequity to develop plans and solutions.2. Increased number of underrepresented student groups enrolled in accelerated courses 25%.3. Reduced the number of referrals of Black males enrolled in schools who participated in CES facilitated PD.

Developed a comprehensive and compelling network vision. Provided direct management, professional development, mentoring, and overall evaluation to a team of coaches who supported schools and districts in Delaware, Pennsylvania, New Jersey, and New York. Collaborated with district leadership to reflect on student progress in relation to teacher practice and professional development needs.1. Developed a comprehensive and compelling network vision.2. Ensured strong practices in partners schools through performance management, modeling, and coaching.3. Increased student learning outcomes measured by New York State accountability measures in 23 out of 30 schools.

Developed/supported a team of coaches to increase student achievement by partnering with and building the capacity of network school leaders and their leadership teams. Provided coaches with mentorship and thought partnership on strategy and service delivery related to the development of their individual portfolio of schools.1. Established relationships with district leaders to support the implementation of tools and structures that accelerate the impact of our work on student learning.2. Built relationships with key education reform leaders to ensure these leaders understand our strategy and become advocates for our work in closing the achievement gap.

Led turnaround of an historically low performing school through the design, and implementation of a school improvement plan that systematically, purposefully, and aggressively attacked school growth areas by setting and communicating a clear vision, developing a positive culture, and focusing on student achievement. Consistently reflected on leadership practices to appropriately address the varying needs in a turnaround school.1. Developed a system of short-cycle assessments that established a culture of data-driven decision making.2. Systematized learning walks, informal observations, PLCs, and analysis of student work to support the evaluation process using Danielson.3. Persuaded the SUNY Board of Trustees to reverse their initial decision of non-renewal and grant New Hope a short-term renewal.

Led a non-public high school serving grades 9–12 in the District of Columbia. Guided school staff on implementation of federal and local policies/procedures and served as liaison between the school and the Office of the State Superintendent of Education (OSSE). Guided curriculum mapping and integrated thematic unit planning. Interpreted and implemented the different provisions of the state education regulations in accordance with OSSE guidelines. Interpreted IDEA to ensure that all provisions were met. Administered technical assistance, coaching, professional development on implementation of the Common Core.1. Exceeded placement expectations by 12% for participation in summer youth employment program.2. Achieved 99% special education compliance with IEP regulations.3. Reduced drop-out rate by 10%.

Led the transformation of an underperforming PK–5 inner-city school. Managed the instructional program, daily activities, strategic planning, and continuous school improvement through providing educational leadership for the school community. Conceived and administered the school operating budget and tracked expenditures. Recruited, trained, and evaluated staff. Managed implementation of Title I funds and provided district leadership with status reports. Supervised and managed the Federal Head Start Review. Monitored Special Education program to ensure compliance from its general provisions to preschool grants. Monitored student achievement using multiple assessments.1. Researched innovations related to technology, time, and talent to write a grant targeting elementary STEM.2. Transformed and revitalized school planetarium that had been closed for over twenty years.3. Increased parent engagement by 40% by restructuring PTA to support the needs of parents.4. Increased community partnerships by over 100% to support schoolwide initiatives.5. Evaluated school and grade level performance data for strategic planning.

Directed gifted programming for over 13000 students and served as Gifted Education leader and advocate. Responsible for program design, implementation, and assessment. Applied the project management model to monitor progress. Conducted scientific review of district, state, and national policies on gifted education and analyzed the impact on district practices. Developed and administered operating budget and tracked expenditures. Prepared status reports and developed briefing material.1.Researched and developed a framework for providing wrap around support to meet the unique needs of gifted learners and delivery model that emphasizes levels of service and tiered learning.2. Supported principals in tailoring program options, monitored program administration and achievement of students receiving gifted services.3. Increased gifted student identification from 1.3% to 9%.

Transformed improvement efforts in the 85 lowest performing schools by collaborating with District Senior Leadership to design and communicate a clear vision for the Empowerment School improvement model. Applied scientific research-based models of professional development, instructional strategies, and curriculum design to improve teacher quality and student achievement. Supported and coached principals in evaluating school and grade level performance data for strategic planning. Monitored implementation of school improvement grants, alignment of resources to grant funds, closed out grants and prepared grant state reports.1. Improved student outcomes on State Accountability metrics in ELA 14% and 10% in Mathematics.2. Collaborated with Teaching & Learning to develop and align curriculum documents with instructional materials.3. Designed protocols/policies for walk-throughs, action planning, and monitoring of school improvement grants regional instructional superintendents used to monitor principal progress.4. Conducted site-based school needs assessment to identify instructional program areas in need of improvement.

Delivered literacy professional development for all teachers in grades K-6, assisted with the successful implementation of the America's Choice Literacy School Design Stage III, modeled best practices in literacy with teachers through two-week coaching cycles, wrote grants, essential in school meeting adequate yearly progress goals (AYP), facilitated parent workshops, and worked closely with regional and district instructional leaders to improve instruction in literacy by helping teachers gather, analyze, and use data to guide instruction.1. Decreased students scoring Below Basic in ELA from 18.25% to 1.5%.2. Increased students scoring Proficient or above in Reading from 32.5 % to 41%.3. Facilitated literacy professional development for all teachers in grades K-6.4. Collaborated with regional and district instructional leaders to improve instruction

Planned lessons and curriculum using New York State Standards and student data from multiple formative assessments, administered tests, graded papers, and assessed student progress using both formative and summative measures. Delivered daily instruction to students in al content areas that were aligned to learned standards. Applied research based best practices to differentiate instruction for students and utilized strategies to meet multiple intelligences and varied learning styles.1. I served on the SLT and helped write the school's Comprehensive Educational Plan.2. Highest 3rd and 4th Grade ELA & Mathematics scores three consecutive years. 3. At the end of the year 66% of 1st Grade class reading on 3rd Grade level.