One such leader is Kim Washington, principal of Hyattsville Middle School. Kim arrived as principal in 2011 to work with a student body that is 90% students of color and 70% from low-income families. As principal, Kim has instilled a culture of student achievement with an emphasis on career and college readiness and parent and community engagement. After her first year at Hyattsville, the school saw a 31% growth in eighth-grade math scores.

Every student deserves a Kim in his or her school. New Leaders is committed to the belief that supporting education is the most important thing we can do for our children and for our country- and that making sure every school has a great leader and leadership team is the best way to start. This school year, thanks to your support, we are training and supporting nearly 40 future and new school leaders like Kim right here in Prince George’s County, with the same grit and determination to see their students succeed no matter what. Thank you for joining us and supporting this work.

In the Bay Area, one such outstanding leader is Shawn Benjamin of Leadership Public Schools- Richmond. Shawn is a veteran New Leader who exemplifies the school turnaround that can occur with dedication, tenacity and strong preparation. Shawn joined the New Leaders program after completing her master’s degree at the Harvard Graduate School of Education, attracted by the mission and the practical ‘on-the-job’ training New Leaders provided. She immediately landed at LPS-Richmond during her Residency year and then became principal of the school in 2007.

Shawn was entering a school where the culture was broken: students had seen a churn of principals and violence was common. Parents felt angry and betrayed by the school. Shawn spent her first two years focusing on school culture, creating an environment that was safe and nurturing for students. Once she had established trust in her staff, students and families, she then drilled down into learning and teaching, raising the bar of instruction and challenging her students and staff to make sure that every child was pushed to his or her fullest potential.

Today, LPS is unrecognizable as the school it was before Shawn took the helm. The school was recently awarded a silver medal in U.S. News and World Report’s “Best High Schools in the US,” a designation given to only 1,790 high schools out of more than 21,000 assessed across the country. The school is safe, nurturing, and students are actively engaged in learning. Every classroom has a system that helps students track their own progress.

LPS also has a college counselor on staff to help students navigate the college application process, as virtually every student will be the first in their families to go to college. At a three-day retreat at the start of the school year for freshmen to start their orientation towards college, students join an academic advisory group that they stick with for all four years, and the school offers tutoring twice a week. LPS–Richmond is now a place where over 200 AP exams are taken each year and 98% of seniors are accepted into college.

Shawn drove a 179-point gain in the school’s Academic Performance Index (API), and the school has held an API over 800 for the past two years (the number that the state of California says marks a “quality” public school). LPS-Richmond is now one of only four high-poverty high schools in California to achieve an API of 800 and is the highest-performing high-poverty high school in northern California. In just one year (from 2009 to 2010), Shawn drove proficiency gains among her students that totaled 18 percentage points in math and 21 percentage points in English language arts.

“LPS Richmond has helped me by getting me ready for college,” says student Tiye Gordon, “even though I didn’t think I was going to make it.”

Every student deserves a Shawn in his or her school. New Leaders believes that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. We already serve 250,000 children and their families in high-need neighborhoods across the country, and, thanks to your support, we’re growing to serve 500,000 children over the next three years. Thank you for joining us and supporting this work.

In Charlotte, one such outstanding leader is Alison Harris of Ranson IB Middle School. When Alison became principal of Ranson in 2011 it was a school in crisis, with a low teacher retention rate, low parental involvement, and limited use of data to drive teaching and learning. Alison built functioning committees and partnerships that are aligned with the school’s mission of developing life-long learners.

The administration and teachers have worked collaboratively to increase expectations for academics and behavior for students. Alison has also built an entire school leadership team that is New-Leaders trained. These leaders work daily with a student body that is 83% low-income and 89% students of color to set high expectations and transform the lives of their students.

Alison and her team have worked aggressively to set clear expectations for teaching and learning and to hold all staff accountable for results to dramatically increase student achievement. As a result, Ranson has begun to see some initial steps toward progress, particularly around the level of engagement within the school community. Last year, the school decreased teacher absences from an average of 9.7 to 5.8 per teacher per year, decreased unexcused absences from 5.8 to 5 per scholar per year, and decreased out-of-school suspension days from 2.5 to fewer than 1 per scholar per year.

When asked how she knows she is having an impact on her students, Alison replied, “Our school culture is changing. Not only are we increasing the academic achievement of our scholars, but we are changing their perception of education and the impact it can have on their lives. Our scholars are imagining their futures that include college and career. We are changing the life trajectories of our scholars and they believe that they can succeed.”

Every student in Charlotte deserves an Alison in his or her school. New Leaders believes that supporting education is the most important thing we can do for our children and for our country- and that making sure every school has a great leader and leadership team is the best way to start. We already serve 250,000 children and their families in high-need neighborhoods across the country, and, thanks to your support, we’re growing to serve 500,000 children over the next three years. Thank you for joining us and supporting this work.

In Chicago, one such outstanding leader is Michelle Navarre of Polaris Charter Academy. As Chicago’s first Expeditionary Learning School, Polaris develops learning expeditions as an in-depth approach to teaching humanities, social studies and science. Expeditionary Learning students learn the same things as every other student – but in a different, hands-on, inquiry-based way, following a rigorous academic curriculum that enables purposeful learning beyond the classroom. Students conduct fieldwork, learn from experts, work collaboratively and create authentic, high-quality final products for audiences beyond the classroom.

When Michelle opened Polaris as principal in 2007, the school served 95% low-income students, just 8% of whom were reading at grade level. The winner of a prestigious Golden Apple Award for her success as a classroom teacher, Michelle prioritized raising the academic bar and supporting her teachers to implement a rigorous academic program at the school. Polaris co-founder Roel Vivit, a fellow New Leader and also a Golden Apple Award winner, serves as assistant principal, creating a strong school leadership team that is on the same page in their support of students.

Together, Michelle and Roel have worked to ensure that every classroom in Polaris has an excellent teacher and that every teacher is supported and developed to drive results for their students. Teachers at the school have an average of more than 8 years of teaching experience, with a retention rate of 90%. The strength and dedication of the staff allows students to develop long-term relationships with teachers. Teachers and students are able to accelerate learning with minimal time required to establish classroom routines and behavior expectations.

This has paid off: Polaris students’ reading scores on the Illinois Standard Achievement Test (ISAT) have increased 34 percentage points, exceeding Chicago Public Schools’ average in reading, math and science. This year, 42 out of 49 students in Polaris’ first graduating class of 8th graders qualified for selective-enrollment high schools, reflecting how dramatically these students’ lives have changed as a result of their experiences at Polaris.

Michelle describes with pride the inclusive, supportive culture of Polaris, the strength and commitment of her teaching and administrative staff, the growth of her students, and the validation of the school’s success through the Chicago Public Schools charter renewal process, during which they were the only school out of 46 charters to receive a perfect renewal score.

Every student in Chicago deserves a Michelle in his or her school. New Leaders believes that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. This school year, thanks to your support, we are training 60 teacher leaders and 28 future principals like Michelle right here in Chicago with the same grit and determination to see their students succeed no matter what. Thank you for joining us and supporting this work.

One such leader is Sabrina Pence of Arthur Ashe Charter School. When she arrived as a principal in training in 2008, Arthur Ashe was one of the lowest-performing schools in New Orleans. The school had the lowest fourth-grade scores in the city and was under “academic
watch” by the Recovery School District.

Working under the leadership of New Leader Principal Aqua Stovall, Sabrina helped transform the culture and student achievement at Arthur Ashe. The very next year, Arthur Ashe had the highest academic gains in the district, and for the five years since then, the school has averaged gains of more than 22 percentage points. Remarkably, the transformation at Ashe occurred while it was growing from a 4th- to 6th-grade middle school into a K-8 school with one of the city’s largest populations of students with special needs. In fact, at over 20%, Ashe has one of the highest populations of students with special needs in the city as parents apply to Ashe based on its reputation as a school that will provide a high-quality education for every student.

One of the keys to Sabrina’s success has been the implementation of Personalized Learning Projects, which raise student achievement by significantly increasing computer-assisted instruction during the school day to provide more personalized learning experiences for students. Utilizing computer-assisted English and math programs, students learn at their own pace and focus on their particular learning needs. Computer-assisted instruction also provides teachers with daily information on students’ progress that can better inform learning supports. Computer assisted instruction benefits students who are ahead of the class as well as students with special needs.

In 2011, Sabrina succeeded Aqua Stovall as principal, and by 2013, the Arthur Ashe eighth graders posted the highest English scores in the district; the previous year, they outperformed all district schools in math. Perhaps most impressively, last year, Ashe’s eighth-graders–the same kids whose fourth-grade scores were the lowest in the city–boasted the highest math scores of any open-admissions school in New Orleans. Their math proficiency score of 93% was also the third highest in the entire city, close behind two schools with highly selective admissions policies.

Every student in New Orleans deserves a principal like Sabrina – one who believes in their potential regardless of the challenges they face. New Leaders is committed to the belief that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. This school year, thanks to your support, we are training 19 future principals like Sabrina right here in New Orleans with the same grit and determination to see their students succeed no matter what. Thank you for joining us and supporting this work.

One such leader is Najib Jammal, Principal of Lakeland Elementary Middle School in Baltimore. Najib arrived as principal in 2010 to work with a student body that is 90% students of color and 94% from low-income families. Despite the challenges, he recognized the potential of a strong staff and parents who wanted to be more involved with their children’s education.

From the outset, Najib created a new vision for Lakeland and began to put structures in place to develop a proud community of learners focused on constant growth. Najib prioritized raising both academic achievement and the quality of extracurricular offerings at Lakeland – starting a debate league, 2 robotics teams and a science and technology-focused after-school program for all grade levels. He has developed strong relationships with community partners such as the University of Maryland Baltimore County, which provides support to Lakeland through professional development for teachers, behavioral support for at-risk students, and volunteers to engage parents and the community.

Najib has also built a school leadership team that is entirely New-Leaders trained. Their collective efforts have resulted in high achievement for students: this year, Lakeland was in the top-gaining 5% of all elementary and middle schools in Maryland.

Every student in Baltimore deserves a Najib in his or her school. New Leaders is committed to the belief that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. This school year, thanks to your support, we are training and supporting nearly 45 future and new school leaders like Najib right here in Baltimore, with the same grit and determination to see their students succeed no matter what. Thank you for joining us and supporting this work.

In New York, one such outstanding leader is Dr. Eric Blake, the principal of Science, Technology and Research (STAR) Early College High School. STAR was opened in 2003 through a collaboration of community partners in Brooklyn who wanted to bring an early college model school to underserved students in the Flatbush neighborhood. STAR prepares all students to take college courses at Brooklyn College as part of the early college experience and equips students to pursue professional careers in science, mathematics, technology and related areas.

Since Eric became the principal in 2008, he has focused relentlessly on ensuring that his students graduate from high school prepared to be successful in college. By the end of students’ tenure at STAR, they are equipped with not only a diploma, but also a substantial number of college credits that will prepare them to enter college as advanced and confident learners.

In addition to being academically prepared for college, Eric wants to ensure that his students are emotionally equipped for a seamless transition to a college environment. During his tenure, Eric has instituted a series of seminars known as “Community Meetings,” which have become the cornerstone of sustaining a college going culture at STAR. Each month, former STAR graduates return to speak to current students about life in college and to encourage them to continue working towards their own college dreams.

The relentless efforts of Eric and his staff have had an incredible impact: STAR has had a graduation rate of over 90% for the last three years, including 98.6% in 2012 – far above the city average of 65%. STAR is also one of the few schools in its district that is closing the achievement gap in reading and math. However, when reflecting on his success Eric states, “the 98.6% grad rate is not good enough. We need to get to 100%.”

Every student deserves to attend a school with a leader like Eric who believes in 100%. New Leaders is committed to the belief that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. This school year, thanks to your support, we are training 61 current and future principals like Eric right here in New York, with the same grit and determination to see their students succeed no matter what. Thank you for joining us and supporting this work.

One such leader is LaWanda Hill of Caldwell Guthrie Elementary School. When LaWanda arrived as principal in 2010, it was to a school that was the result of a merger of two struggling schools and to a community that didn’t think the new school would work. The school was threatened with closure. But LaWanda had one request for the district: “Give me a year to turn it around.”

From the beginning, LaWanda has envisioned Caldwell Guthrie as a beacon of hope in North Memphis. The neighborhood was once a thriving community in the 1970s and 1980s, but as a result of manufacturing closures, many families relocated, leaving behind only a disproportionate number of the most disadvantaged families. Today, the area is one of the poorest zip codes in the state. LaWanda’s mission at Caldwell Guthrie is to revitalize the community by providing its children with the high-quality education they deserve.

LaWanda focused on raising the academic bar for all students, supporting teachers in using data to assess student progress and adjusting their lessons to meet every student’s needs. As a new principal, she quickly gained a reputation with parents, teachers, and students as an administrator who isn’t afraid to demand excellence from everyone involved in the learning process. LaWanda is a hands-on principal who constantly walks the halls, checking in with teachers and observing classroom activities. Each morning, she meets with teachers to get “everyone on one accord” for a successful day of learning and to find out how she can support them in achieving that goal.

LaWanda has also cultivated a sense of community that extends beyond the school building. For example, she formed a partnership with the Germantown United Methodist Church, which sends over 100 members of its congregation weekly to serve as volunteer reading tutors with Caldwell Guthrie students. The reading program was so successful that Memphis City Schools is now implementing it across the district.

In just three years, Caldwell Guthrie went from being in the bottom 5% of schools statewide to being named a Tennessee Reward School, a distinction reserved for the top 5% of schools in the state.

According to LaWanda, the most important element of success is “loving our children.” For many students at Caldwell Guthrie, impoverished home environments come with the territory. “We want school to be a different place from what their home life is. A nurturing classroom is highly conducive to learning,” she says. “Education is not an ‘adult comfort’ profession. Our children are the most important people. We are here to ensure their success, both at this school and beyond.”

Every student in Memphis deserves a LaWanda in his or her school. New Leaders is committed to the belief that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. This school year, thanks to your support, we are training 28 more school leaders like LaWanda right here in Memphis, with the same grit and determination to see their students succeed no matter what. Thank you for joining us and supporting this work.

One such leader is Abdullah Zaki of Kelly Miller Middle School. The school offers one of only two Gifted and Talented programs in Washington, DC’s Ward 7; however, when Abdullah arrived as principal in 2010, academic achievement was low, and truancy and suspensions were common. Kelly Miller’s population of more than 350 students is nearly 100% African-American and more than 90% qualify for free and reduced-price lunch.

In spite of these challenges, Abdullah knew that his students deserved better. Leaning on experience gleaned from over 15 years as an educator in the DC Public Schools, as well as the leadership skills he learned through New Leaders’ Aspiring Principals Program, Abdullah focused his efforts on supporting teachers to use data to make decisions about teaching. He also prioritized quality professional development opportunities for teachers and establishing a culture of equity, excellence and high expectations for all students.

Under Abdullah’s leadership, truancy has dropped from 30% to 1% and suspensions have dropped by over 50%. Over a three-year period, Kelly Miller students’ scores have increased more than 30% in math and more than 15% in reading. In November 2013, Abdullah was recognized as the District of Columbia Public Schools Principal of the Year and was presented with the Excellence in Leadership Award.

About the strength of the community at Kelly Miller, one student states, “It’s like home because I come to school and I just feel surrounded by all my family members. Mr. Zaki is like the father of the building.”

In response, Abdullah says, “We refer to ourselves as a family, so we hold each other accountable for everything that we do. We just believe that if we stay focused on student achievement, if we stay focused on improving students’ lives, that we will have one of the best school systems in America.”

Every student in DC deserves an Abdullah in his or her school. The great news is that we have dozens more just like him: we are currently training 50 current and future leaders like Abdullah right here in DC.

New Leaders believes that supporting education is the most important thing we can do for our children and for our country–and that making sure every school has a great leader and leadership team is the best way to start. Thank you for joining us and supporting this work.

What if every child attended a great
public school?

What if there were a team of leaders in
each school with the skills to support academic excellence for ALL students?

By supporting New Leaders this holiday
season, you have joined a movement to recruit outstanding educators from across
the country and develop them into transformational principals and leaders for
students in high-poverty schools.

One such leader is Abdullah Zaki of
Kelly Miller Middle School in Washington, DC. The school offers one of only two
Gifted and Talented programs in DC’s Ward 7; however, when Abdullah arrived as
principal in 2010, academic achievement was low, and truancy and suspensions
were common. Kelly Miller’s population of more than 350 students is nearly 100%
African-American and more than 90% qualify for free and reduced-price lunch.

In spite of these challenges, Abdullah
knew that his students deserved better. Leaning on experience gleaned from over
15 years as an educator in the DC Public Schools, as well as the leadership
skills he learned through New Leaders’ Aspiring Principals Program, Abdullah focused
his efforts on supporting teachers to use data to make decisions about teaching.
He also prioritized quality professional development opportunities for teachers
and establishing a culture of equity, excellence and high expectations for all
students.

Under Abdullah’s leadership, truancy has
dropped from 30% to 1% and suspensions have dropped by over 50%. Over a
three-year period, Kelly Miller students’ scores have increased more than 30%
in math and more than 15% in reading. In November 2013, Abdullah was recognized
as the District of Columbia Public Schools’ Principal of the Year and was
presented with the Excellence in Leadership Award.

About the strength of the community at
Kelly Miller, one student states, "It’s like home because I come to school and
I just feel surrounded by all my family members. Mr. Zaki is like the father of
the building."

In response, Abdullah says, "We refer to
ourselves as a family, so we hold each other accountable for everything that we
do. We just believe that if we stay focused on student achievement, if we stay
focused on improving students’ lives, that we will have one of the best school
systems in America."

Every student in our country deserves an
Abdullah in his or her school. New Leaders believes that supporting education
is the most important thing we can do for our children and for our country–and
that making sure every school has a great leader and leadership team is the
best way to start. We already serve 250,000 children and their families in
high-need neighborhoods across the country, and, thanks to your support, we’re
growing to serve 500,000 children over the next three years. Thank you for
joining us and supporting this work.