Apply To Our Programs

Take the first step towards becoming a great school leader by starting your application. Our programs share a common entry portal, where you are matched to specific entry activities after selecting your location on the portal registration page. For our selective programs, applications are reviewed on a rolling basis, and we encourage you to apply early. Most of our programs require that you are currently located where the program is offered and employed in a school or in a district-based role. More specific eligibility requirements will be available to review after you have registered.

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Emerging Leaders prepares you to support colleagues and strengthen instruction across multiple classrooms — benefiting students even within your training year.

“As a teacher I influenced the 23 kids in front of me. I became a coach, and then assistant principal, because I wanted to reach more kids across a whole school. For me, it has always about how to exponentially increase my impact and Emerging Leaders helped me do that.”

-Nikeysha Jackson
Washington, DC

“As a teacher I influenced the 23 kids in front of me. I became a coach, and then assistant principal, because I wanted to reach more kids across a whole school. For me, it has always about how to exponentially increase my impact and Emerging Leaders helped me do that.”

-Nikeysha Jackson
Washington, DC

PROGRAM BENEFITS

During the year, you will lead a teacher team and develop instructional leadership skills like facilitating productive meetings, delivering helpful feedback, and inspiring teachers to meet ambitious goals. Expert coaches provide on-the-job feedback and leadership interactions are recorded on video for additional coaching and feedback.

New Leaders’ professional development programs are provided tuition-free to participants through support from our district, charter, and philanthropic partners. Modest materials fees may apply.

PROGRAM AUDIENCE

Current & aspiring teacher leaders
Instructional coaches
Assistant principals

CORE TRAINING COMPONENTS

One-week summer induction
Seven group training sessions
Regular on-site expert coaching

ELIGIBILITY CRITERIA

Four years of full-time teaching/instructional experience (unless program location requires additional years of experience)
Bachelor’s Degree
Master’s Degree conferred by June 2018 (not required in Bay Area, Memphis, Norwalk, and Washington, DC)
Must be employed at the time of application in a school-based position in the program location/district to which you are applying
School-based position must impact student achievement in a way that is measurable
Additional requirements apply in select states

Application Process

1. Complete the Registration Form
2. Complete the two-part application
3. Complete the timed “Problem of Practice” activity

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Through intensive training and a yearlong residency, Aspiring Principals prepares and supports you to be a great school leader capable of building a thriving school where teachers love to work and students excel.

“I do this work to plant the seed of belief in children that they can be so much more than they imagine. I did it in the classroom, but doing it for teachers has made more of an impact. There is no better feeling than leading a great school that shapes young people’s lives and motivates them to go for more.”

—Kim Sollers
Baltimore, MD

“I do this work to plant the seed of belief in children that they can be so much more than they imagine. I did it in the classroom, but doing it for teachers has made more of an impact. There is no better feeling than leading a great school that shapes young people’s lives and motivates them to go for more.”

—Kim Sollers
Baltimore, MD

PROGRAM BENEFITS

As a Resident Principal and active teacher leader, you will master the skills needed to meet the unpredictable challenges of school leadership. Through yearlong meetings and intensive group study, you will receive multiple sources of feedback to hone your practice, including job-embedded coaching from New Leaders’ staff and mentoring from your residency school principal. You’ll also receive induction support and coaching for at least one year as a new principal.

New Leaders’ professional development programs are provided tuition-free to participants through support from our district, charter, and philanthropic partners. Modest materials fees may apply.

PROGRAM AUDIENCE

Teacher leaders
Instructional coaches
Assistant principals

CORE TRAINING COMPONENTS

Three-week Summer Foundations
In-person group training (1-2 sessions per month)
Residency year with service on Instructional Leadership Team and supervision of a teacher team
Regular on-site coaching
Induction support for 1-2 years as a new principal

ELIGIBILITY CRITERIA

Five years of full-time teaching/instructional experience or equivalent (unless program location requires additional years of experience)
Bachelor’s Degree
Master’s Degree (not required in Bay Area, Memphis, and Washington, D.C.)
Must live in a city that offers Aspiring Principals (or be willing to relocate and complete all certification requirements prior to start of residency)
Additional requirements apply in select states

Application Process

1. Complete the Registration Form
2. Complete the two-part application
3. Complete the timed Problem of Practice Activity
4. If invited, participate in Finalist Selection Day and Regional Interview

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You can learn more about what programs are available in your area, eligibility requirements, and answers to Frequently Asked Questions when you register for the Applicant Portal.

Apply Now

New Leaders admits program participants of any race, color, and national or ethnic origin.

Admissions Policies

Meet Our Leaders

Althea Hammond | Chicago, IL

Aspiring Principals, 2005-06

Althea Hammond had been a teacher for nine years when she decided to go into leadership. “The only way children can succeed is to have teachers who are prepared to support them, and who truly believe the sky is the limit. Becoming a principal was the way I could make that happen.”

Hammond learned about New Leaders from a Resident in her school. She saw him having a positive impact even while completing training. “He pushed change forward by building relationships with teachers and the parents — it inspired me and made me think, ‘I can do this.’”

Today, Hammond is the principal of Plamondon, a highly-rated elementary school that outperformed Chicago on new Common Core tests. Though she completed Aspiring Principals ten years ago, she still credits the program for her success: “I was prepared to meet all the needs of our students and staff. The role-playing, the residency, the coaching — I don’t think there is any situation I can’t handle.”

“New Leaders fosters a mindset of not settling and constantly striving to be better for our children. We've accepted less for too long — that is why so many students continue to struggle. If even one child fails, we’ve all failed.”

Ray Borden | Arlington, TX

Emerging Leaders, 2014-15

Ray Borden had served as an assistant principal for two years when he enrolled in Emerging Leaders. Borden initially thought this experience gave him a head start, but by December, student achievement had plateaued, and he realized that old habits were preventing him from building the trust and shared accountability his team needed to move students forward.

Borden decided to let go of his preconceptions and fully embrace his Emerging Leaders training. “My coach pushed me to think hard about all of my choices, and when I started listening to her and applying what she said consistently, it worked.”

Student achievement began to climb and by year’s end, students had outstripped the team’s ambitious academic goals, with 94 percent of first-time test takers passing the state biology exam. Based on that success, district leaders tapped him to become the new principal of Turning Point High School. “The things I learned in Emerging Leaders, I will use forever. They are the core of my management style.”

“Before Emerging Leaders, I relied on my charisma to motivate people. Now, I am strategic. I set up questions. I anticipate obstacles and plan for them. I can guide people where I need them to go effectively and efficiently.”

Daniella Anello | Washington DC

Emerging Leaders, 2011-12
Aspiring Principals, 2012-13

When Daniela Anello started as a literacy coach at DC Bilingual Charter School, only a fraction of its students were meeting standards. The new principal Wanda Perez — herself a New Leader — was committed to turning things around, and welcomed Anello’s partnership.

Together, they established a dual-immersion program and a schedule that maximized time for teacher observation and support. Perez also encouraged Anello to hone her leadership skills by enrolling in Emerging Leaders. “The experience was invaluable. I gained a clear understanding of how to use data to focus on the right measures and make sure students were progressing.”

Anello moved on to Aspiring Principals, then took the helm as DC Bilingual’s principal, where she has led it to be one of the highest-performing elementary charter schools in the city. “As a New Leader, I have a community of like-minded peers who have my back. Whether I’m facing challenges or things are going well, there are people supporting me and cheering me on.”

“It’s my job to model what leadership looks like. Every day I need to be my best self and best leader because these kids need it.”

Russ Michaud | San Jose, CA

Emerging Leaders, 2014-15

Russ Michaud was in college when he realized that the excellent public school education he received was not the norm — a realization that propelled him into teaching. He taught students with emotional disturbances for five years, and when he heard about Emerging Leaders, he was eager to expand his impact.

Today, as Alpha Public Schools’ Director of Special Education, Michaud strives to inspire and support teachers toward a shared vision of student success: “Often, special education doesn’t push digging into the nitty gritty of whether students are meeting goals and what they need to get there.”

Through Emerging Leaders, Michaud learned to help teachers “ground conversations in student data. I knew things were clicking when people began to collect and use this information on their own — it enables me to help the team continue improving.” Beyond practical skills, Michaud found a community of like-minded peers: “I met my best friend in Emerging Leaders — we continually bounce ideas off each other and lean on each other for support.”

“I view adults the same way I view kids and am cognizant of how each teacher learns best and works best. Teachers’ success rises out of good support, and I’m excited to be able to provide that support and help my colleagues to improve their effectiveness.”

New Leaders admits program participants of any race, color, and national or ethnic origin.
For more information and to review our admission policies, please click here.