NYC Leadership Academy Defining the Foundational Skills of a Principal Supervisor May 13, Mary Rice-Boothe, NYCLA Diana Joyce, NYCLA Nancy Gutierrez, NYCLA

Introductions 2

NYCLA Client Services Supporting District Leaders Preparing School Leaders Supporting Current School Leaders Coaching Four Primary Service Areas:  Preparing School Leaders  Supporting Current School Leaders  Leadership Coaching Practice  Supporting District Leaders “Highly skilled NYC Leadership Academy partners lead an innovative curriculum design, development and coaching model, strategically aligned to the skills required to meet identified district needs. It was highly customized, laser-like in focus and skillfully delivered.” -Dr. Barbara Dean-Williams, Superintendent of Schools, Greece Central School District

NYCLA Footprint 28 States & 2 Countries

Objectives  Understand the successes and challenges of the NYCLA approach to preparing principal supervisors for the role  Leverage the NYCLA approach to inform your approach to supporting and preparing principal supervisors

Agenda  Welcome/Introductions  Session Frame  Principal Supervisor Impact Framework  Foundations of Principal Supervision Yearlong Supports Key Learnings  Closing 6

Principal Supervisor Impact Framework 7 1. What do you see? 2. How does this graphic compare to your (or your district’s) understanding of the role?

Reflection If you had to choose three of the most fundamental skills of principal supervisors in your district, what would they be?

Foundations of Principal Supervision 9

Our Design Process PurposeStandardsKBADs Assessmen t Scope & Sequence Curriculum Design

NYCLA’s Principal Supervisor Leadership Standards

Foundations of Principal Supervision – Summer Snapshot Monday: Principal Supervisor Role & Impact Tuesday: Data Driven Leadership Wednesday: Instruction and Feedback Thursday: Evaluation and Coaching Friday: Entry Plan

Reflection 13 If you had to choose three of the most fundamental skills of principal supervisors in your district, what would they be?

14 Supporting Current School Leaders Foundations Yearlong Supports  Virtual Learning Community  Coaching  Working with District PS Team

Key Learnings  Expanded reach of program  Shifting to an asynchronous approach  Power of teams  Exposure to a national network  Less is more

Closing  One key takeaway  One lingering question

Diana Joyce, Associate Director – District Leadership Support Diana manages projects with clients around the country that design and implement leadership development programs rooted in NYCLA’s proven model and expertise. Previously, Diana worked at TNTP, a national non-profit organization focused on ensuring effective teaching in every classroom. As part of TNTP’s Performance Management group, she supported a network of New York City schools in effective recruiting, staffing, and managing teacher talent. Previously, she was part of TNTP’s New Teacher Effectiveness group providing intensive training for new teachers working in Louisiana’s highest needs schools. Diana began her career in education as a Teach For America corps member and Special Education teacher in New Orleans. Diana holds a BA in Psychology from the University of Notre Dame. Mary Rice-Boothe, Associate Vice President – Innovation, Strategy, & Knowledge Management Mary works with clients around the country to design and implement leadership development programs rooted in NYCLA’s proven model. Mary comes to NYCLA with over 15 years of experience in education including roles as a teacher, principal, mentor and coach. Most recently Mary worked at a national non-profit organization focused on leadership development. As Executive Director of Content and Assessment, she led the team that designed, developed and delivered the content and assessment for the organization’s signature programs. Mary began her career in education as a NYC Teaching Fellow in East Harlem. Mary is also a member of NYCLA’s APP Cohort 3. Mary holds a BA in Metropolitan Studies from New York University, as well as an MA in English and English Education from the City College of New York. Nancy Gutierrez, Vice President – District Leadership Support Nancy oversees all services and programming related to building the capacity of school district leaders, from the role of the principal supervisor to the superintendent. Nancy’s previous work and commitment to the empowerment of under-resourced communities came from experiencing the low expectations placed on the children in her disenfranchised Latino neighborhood. Already personally committed to social justice, Nancy returned to her community to teach, later founding and serving as the principal of Renaissance Academy, which remains the highest performing middle school in the district and a California Distinguished School. Nancy then accepted the opportunity to lead the lowest performing middle school in the district, located only two blocks from her childhood home. Nancy is a graduate of the inaugural cohort of the Harvard Graduate School of Education’s Doctor of Education Leadership (Ed.L.D.) program where during her tenure she served as a Teaching Fellow for Harvard’s School Leadership Program, a mentor for Harvard’s Latino Leadership Initiative, and co-chair for Harvard’s Alumni of Color Conference. Right before joining NYCLA, Nancy served as the executive director of advanced leadership strategy for the New York City Department of Education where she launched, designed, and facilitated a leadership institute for current and aspiring school district leaders that led to superintendent certification. Nancy was named the UC Davis Rising Star and Association of California School Administrator’s Region 8 Middle School Principal of the Year in 2010 and the Harvard Ed.L.D. Class Marshal in Nancy also serves on the national board of the Coalition of Essential Schools and as faculty for the Harvard Graduate School of Education’s School Turnaround Leader Institute. NYCLA Staff Profiles