The RAND Corporation recently cited New Leaders as the principal preparation program with the strongest evidence of positive impact.

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How do principals advance students to college and career readiness? Our new report shares strategies and success stories.

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We partnered with Arlington Independent School District to strengthen the leadership pipeline and advance student success.

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We Are New Leaders

We prepare education leaders to deliver breakthrough results in America's highest-need schools and advocate for policies that enable great leaders — and their students — to thrive.

Our Programs

We develop dedicated, skilled leaders at every level — equipping them to elevate instruction and achievement across classrooms, schools, and districts.

Leading Instruction equips current and aspiring leaders with standards-aligned instructional expertise to boost achievement in their classrooms and schools.

Emerging Leaders prepares teacher leaders and assistant principals to coach colleagues to excellence while leading a teacher team in their schools.

Aspiring Principals prepares tomorrow’s principals to deliver breakthrough results through intensive study, a yearlong residency, and induction support.

Principal Institute embeds New Leaders training into local professional development, providing targeted, job-connected support to current principals and assistant principals.

Transforming Teams provides a structured framework for collaboration as instructional teams lead efforts to advance school goals.

Our Principal Supervisors program prepares system leaders to elevate principal performance and cultivate instructional excellence across an entire network of schools.

Leadership Changes Everything

Selena Ozuna | Arlington, TX

EMERGING LEADERS, 2014-15

At Bud Remynse Elementary, where half the students are English learners, first-year principal Ozuna has put student leadership at the center. “We want our kids to know that if they take ownership and put in the effort, they can achieve the very best.” In classrooms, teachers help students understand their strengths and weaknesses, guiding them to set ambitious but achievable learning goals. Ozuna is doing the same with teachers, delving into data and helping them to advance student success. “Before we can do anything, the kids need to believe in themselves. We turn students into ‘superleaders’ who are always striving for better.”

“Our students crave opportunities to do their best, and we’ve created systems to build on that. On our campus, we are all ready to learn.”

Rodney Rowan | Memphis, TN

ASPIRING PRINCIPALS, 2011-12

When Rodney Rowan took the helm of Cherokee Elementary in 2012, it was a chronically low-performing school that struggled to attract talented teachers. Rowan focused on hiring educators who believed deeply that all children could excel and who were willing to learn. He knew that if he “coached those teachers up,” they could succeed. “Every teacher may not be great right off the bat, but if they have the right mindset, there is nothing we can’t accomplish together.” Today, 70 percent of Cherokee teachers are rated as highly effective, and student achievement has soared. Based on that success, the district recently tapped Rowan to start up another new school in Memphis’ “Innovation Zone.”

“The best way to empower teachers is to support them in instruction. When teachers start experiencing success and when students start experiencing success, it changes everything.”

ABDULLAH ZAKI | Washington, DC

ASPIRING PRINCIPALS, 2004-05

When Abdullah Zaki arrived to lead Kelly Miller Middle School in 2010, five principals had come and gone in as many years. “The perception was that the school was kept open so neighborhood kids had somewhere to go, but there was no hope for a decent education.” Zaki first focused on containing chaos, requiring supervision in the halls and setting clear consequences for poor behavior. He then brought order to instruction, introducing an aligned curriculum, common assessments, tutoring for struggling students, and accelerated classes for advanced ones. By 2014, suspensions and truancy had plummeted, achievement had soared, and Zaki had been named DC Public Schools’ Principal of the Year. Today, he applies that passion for student success as Principal of Paul Laurence Dunbar High School.

“When you step into a school with a challenging culture, change doesn’t happen all at once. But being in a position to turn kids’ lives around is some of the most important work there is.”

ELIZABETH KIRBY | Chicago, IL

ASPIRING PRINCIPALS, 2002-03

When Elizabeth Kirby became principal of Kenwood High School in 2005, barely half of freshmen were on track to graduate. Kirby rebuilt the school culture around one goal: college attainment. She got to know every student, greeting them by name and instilling clear behavioral expectations. She engaged parents through a steady stream of updates and activities. And she ensured students were supported to college readiness by expanding AP offerings and fostering teacher collaboration. When she was tapped for a district role in 2011, 81 percent of graduates were college bound. Today, as Chief of Network Support for Chicago Public Schools, Kirby oversees 13 principal supervisors, five of whom are New Leaders-trained: “I share a mindset with the New Leaders on my team. We believe all kids can learn, and that it’s our job to make sure they do.”

“I was put on this earth to raise achievement in marginalized communities. As a teacher, principal, or network chief, it’s all the same.”

KATHERINE ACOSTA-VEPRAUSKUS | RICHMOND, CA

ASPIRING PRINCIPALS, 2012-13

EMERGING LEADERS, 2011-12

When Katherine Acosta-Verprauskus became principal of Montalvin Manor Elementary School, where 53 percent of students are English learners, she was the only staff member who spoke Spanish, and campus signs warned: “No Parents Allowed.” She tore down the signs, translated during meetings, and established new programs for families, including “Parent University” to foster understanding of their children’s academic needs: “It raises the stakes for teachers when parents ask specific questions about their child’s progress.” By engaging families in this way, Acosta-Verprauskus conveyed that she wants for their children the same thing she received as a young immigrant from Peru: the academic preparation and emotional support to complete college and pursue their dreams.

“Building trust with families is essential. Forging those connections shifts student thinking and creates the opportunity for us to dramatically change their futures.”

Corina Ramirez | Hidalgo County, TX

PRINCIPAL SUPERVISORS, 2016-17

As a principal supervisor for the Pharr-San Juan-Alamo district in Hidalgo County, Texas, Corina Ramirez knew her priority was to help principals in become effective instructional leaders. With few protocols to guide the work, however, she and her colleagues drew largely from their personal experience. That changed after she participated in New Leaders’ Principal Supervisors program. Ramirez met regularly with New Leaders advisors, intensively studied academic standards, and participated in “leadership walks” at schools, closely observing instruction to ensure it supported students to college- and career-readiness: “Is the task rigorous? Is it aligned to the standard we say we are teaching? Who is doing the thinking work?” Today, Ramirez sees a change in mindset and expectations among her principals and within their schools, and she attributes this shift, along with district-wide math gains, to the training she and her colleagues received.

“I am now armed with knowledge and a focus on what instruction should look like in every classroom, every school, every day. I don’t let superficial things distract me.”

JOE MANKO | Baltimore, MD

ASPIRING PRINCIPALS, 2009-10

When Baltimore closed schools after protests swept the city in the wake of Freddie Gray’s death, Principal Joe Manko sprang into action. Together with teachers, he created a safe place for students by opening the recreation center adjacent to Liberty Elementary. “Academic achievement is central, but our impact goes much further than a data point.” The recreation center is a testimony to this mindset. Manko brokered a deal to take it over from the city in 2012. Today, relying entirely on volunteers, it offers everything from afterschool enrichment and STEM programs to “Baby University” for new parents. “We are successful because we have harnessed the power of the community.”

“Leadership is about inspiring people to work together to do something that is greater than themselves.”

Rashad Meade | Brooklyn, NY

ASPIRING PRINCIPALS, 2007-08

As founding principal of Eagle Academy in Brooklyn, Rashad Meade considers himself a father figure to his students. When the school opened in 2008, nearly a third of entering sixth graders were homeless, and just 17 percent read at grade level. Aided by two New Leader assistant principals and a staff that includes 40 African-American men, Meade developed a new curriculum for his school because “there was no existing curriculum that really got black boys from a point of struggle to a point of success.” Meade also set out to meet his students’ needs outside the classroom, visiting students’ homes to support parents who struggled to get their children to class. The result: in 2015, 95 percent of Eagle’s original sixth graders graduated on time, and 86 percent went on to college.

“We have an unconditional commitment to our boys. I’m never going to waver in my belief that they’ll be successful and that I’ll see them fulfill our expectations.”