A C C O M P L I S H M E NT S
R E P O RT
2016
w w w. nyc l e a d e rs h i p a c a d e my.o rg
Leading Schools
for Equity
NYCLA’s Approach
to Educational
Leadership
Imagine a world in which all children are
taught that with hard work, they can learn
and achieve at the highest levels. In this world,
every school leader believes that preparing
students for any opportunity is their primary
responsibility and a moral imperative. At
NYCLA, we believe this world is possible, and
we focus on the school leader as a critical lever
to get us there.
NYC Leadership Academy is a nationally recognized
nonprofit organization that builds the capacity of
educational leaders, at every level of the system, to
confront inequities and create the conditions necessary
for all students to thrive. Since 2003, NYCLA has worked
with educators in 150 public school districts, charter
and parochial schools, state departments of education,
universities, foundations, and nonprofit organizations
across 30 states, Washington, D.C., and two countries.
We do this work by directly training aspiring principals
and principal supervisors; by coaching and providing
professional development for school and district leaders
and their teams; and by coaching the coaches to ensure
they are giving educational leaders the best possible
support. We do all this with an eye toward sustainability,
toward building the capacity of school systems to do this
leadership development work themselves in ways that
work for their context.
The leaders who create this world for
our children
n
Reflect on personal beliefs, biases,
assumptions, and behaviors.
n
Publicly model a personal belief system
that is student-centered and grounded
in racial equity.
n
n
n
Act with cultural competence and
responsiveness in interactions,
decision-making, and practice.
Confront and alter institutional biases
of student marginalization, deficitbased schooling, and low expectations
associated with race.
Create equitable systems and structures
to promote racial equity.
As you will see in these pages, NYCLA’s work
throughout 2016 was buoyed by our deep
commitment to equity in education. Without
a focus on tackling inequities, schools will
squash the dreams of too many children and
leave them unprepared for the future.
Table of Contents
3 NYCLA’s Approach to
Educational Leadership
4 Tackling Educational
Inequity Through
Leadership Development
6 Developing Strong
Aspiring School Leaders
8 Building Team Leaders
12 Developing District
Leaders
14 Coaching School and
District Leaders
To maximize our impact, all of our leadership development
work is developed and implemented by our expert staff of
former public K-12 educational leaders, and is based on the
latest research in education leadership and adult learning.
In 2016, we refreshed our research-based school leadership
standards to reflect updates to national standards and to
further infuse educational equity practices.
Whenever possible we support learning in real world
experiences, whether we are coaching sitting principals
inside their schools, placing aspiring principals in school
residencies, or simulating school experiences to give
leaders opportunities to practice the work in a safe
setting. To ensure that we are helping school systems
solve the specific problems they are struggling with, we
customize our programs, supporting districts to identify
their challenges and create goals and strategies that best
address those challenges. All this while ensuring that our
work is rooted in a systems-thinking approach, that school
leaders understand how their work connects to all aspects
of their schools, their communities, the district and beyond.
18 Sharing Learnings
with the Field
© 2017 NYC Leadership Academy. All rights reserved.
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
participants from 28 districts, including 12 superintendents, as well as representatives from
the Wallace Foundation and Bainum Family Foundation and Carnegie Corporation of New
York. Participants spent the day and a half learning and interacting with a variety of speakers,
getting hands-on experience with NYCLA’s new online video-based simulation and equity
diagnostic tools, and developing action plans that outline how to approach problems of
practice in their districts.
Tackling Educational
Inequity Through
Leadership Development
4
Held our first Leading for Equity convening,
bringing together 60 participants from 28 districts,
including 12 superintendents, to plan for how
to systemically address inequities. Carnegie
Corporation of New York sponsored the convening.
Designed our Leading for Equity diagnostic tool
and a set of interactive online simulations to guide
school and system leaders through equity work
with their staff and communities. The diagnostic
and simulations will be piloted in districts in 2017.
Revised our school and district leader standards
to align with national models and infuse equity
leadership practices throughout.
Awarded three grants totaling $24,000 to New York
City principals for schoolwide initiatives that would
increase educational opportunities for boys and
young men of color.
© 2017 NYC Leadership Academy. All rights reserved.
Promoting equitable learning
environments for all students has
been woven into the fabric of
NYCLA’s work since its inception.
In 2016, we revised our leadership
standards to more clearly encompass
the equity-related behaviors and
practices we believe all effective
leaders need to ensure a great
education for all children. We expect
the leaders we train to examine their
own biases and use an equity lens
when analyzing data, setting policies,
and leading staff in conversations
about student achievement.
Recognizing the need for principal
supervisors to support principals
in this work, in December, NYCLA
organized its first Leading for
Equity convening in Washington,
D.C. Intended to start a national
conversation on strategies school
systems can use to identify and
address inequities in their schools,
the convening brought together 60
Key themes that surfaced during the convening included the need to move from random acts of
equity to systemic transformation and from compliance to commitment, as well as the need for
stakeholders to truly embrace the underlying purpose of focusing on equity,
which starts with reflections on personal experiences and biases.
Most participants
rated the convening
The convening focused on three lenses for addressing equity: talent,
experience as
setting conditions, and equity and access. During small group workshops
focused on districts’ own problems of practice, district staff discussed
“excellent” and
strategies for changing principals’ mindsets, the importance of defining
said they are likely
equity so there is consistency across an entire district, and coordinating
to attend another
varied equity work across large districts. In her keynote address, Baltimore
convening and
Public Schools CEO Sonja Brookins Santelises discussed her priorities to
recommend
include a range of voices in her district’s decision-making process, and to
NYCLA’s equity
invest in leadership strategically as a way to diversify the pool of principals.
work to a colleague
Charlotte-Mecklenburg Schools Superintendent Ann Clark spoke about her
district’s gradual shift from “random acts of good intentions” around equity
to beginning to make systemic change. Her district first took steps to build a strong principal
pipeline, then created policies for moving the best principals to the lowest-performing schools.
Of the equity work, Clark added, “We can’t call this work courageous anymore. It is what has to
happen.” Pacific Educational Group’s Luis Versalles ran a master class on leading with equity.
Cleveland Metropolitan School District Chief Academic Officer Michelle Pierre-Farid said that the
conversations she had with other district leaders at the convening “helped nail down why we do
this work every day, and gave us the ability to have these conversations when we head back to
our districts.”
In 2017, NYCLA plans to bring together district leaders to continue conversations around
strategies for dismantling inequities.
“The convening made me reflect on what I have
done as a leader so that I can start the conversations that
need to happen if we are really serious about equity.”
—Dr. PK Diffenbaugh, Superintendent, Monterey
Peninsula Unified School District
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
LEADER PROFILE
Bill Black
Principal of West Broadway
Middle School, Providence, RI
Principal Bill Black epitomizes
the impact our aspiring leader
training can have on schools.
A year after completing our
program for aspiring leaders in
Rhode Island, Principal Black won
Rhode Island’s Outstanding
First-Year Principal Award.
In 2013, Black began training
with NYCLA facilitators as part
of the state’s Academy for
Transformational Leadership, an initiative to recruit, prepare, and support leaders and school
leadership teams to transform the lowest-achieving schools.
Developing
Strong Aspiring
School Leaders
6
Trained 20 aspiring leaders
in New York City and districts
supported by the Bainum
Family Foundation
As part of a $47 million Wallace
Foundation initiative, Albany
State University in Georgia and
the University of Connecticut
have selected NYCLA to
help them strengthen the
experiential, job-embedded
aspects of their school leader
development programs
© 2017 NYC Leadership Academy. All rights reserved.
NYCLA’s nationally recognized Aspiring Principals Program
offers practical experiences aligned with research- and
behavior-based school leadership standards, school system
policies and reform efforts. By participating in a summer
institute and leading schools in residencies under the guidance
of our expert coaches and mentor principals, aspiring leaders
learn how to enact practices that research has found lead to
school improvement. We continuously tweak the program to
increase rigor and effectiveness. In 2016 we trained aspiring
leaders in New York City and a handful of districts across the
country supported by the Bainum Family Foundation. We
also partnered with districts to strengthen their own aspiring
principal programs – Cleveland Metropolitan School District
entered its third year of training prospective leaders under the
program NYCLA designed.
To continue to build the capacity of districts to develop strong
principals, we partnered with the American Institutes for
Research to publish our learnings about aspiring principal
residencies in “Ready to Lead: Designing Residencies for
Better Principal Preparation.” This paper serves as a guide for
building and sustaining high-quality residency programs. To
read the paper, go to http://www.nycleadershipacademy.org/
news-and-resources/tools-and-publications/residency-designinitiative-guide.
As the new principal at West Broadway Middle School, he has led the
school with the mission “instruction first, culture always.” “We focus
so much on our culture in terms of our relationship building with
students and families and internally with each other that we’re able to
stay focused on our goals,” he said. In staff meetings, they read poems
about students and share messages from parents. “We’re trying to be
transparent about why we’re doing this work,” he said. “I think that
helps people stay focused on what we have to do.”
• Grades 5-8
• 75% eligible for
free or reducedprice lunch
• 31% English
language learners
The result has been a unified school community invested in highquality teaching. Black credits his NYCLA training with solidifying his
commitment to culture. “It’s really emotional, powerful work that the
program helped me discover and that I use to remind myself why
I want to do this work all the time,” he said. Black now shares those
learnings with the two aspiring principals he is mentoring.
• Leads district in
student growth
on ELA and Math
assessments
NYCLA’s combination of the intensive summer “bootcamp,” a schoolbased residency, and ongoing coaching support in the first year on the
job, helped Black “find some of the important things that I needed to
discover within myself, and then how to communicate that as a leader
and have a presence and look out for kids.”
• 92% attendance
rate
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
LEADER PROFILE
New York City
Department
of Education
Building
Team Leaders
8
Supported New York City principals in building
their team-leading capacity as part of our Targeted
Intensive School Support program, funded
by a U.S. Department of Education i3 grant
Developed the TISS school improvement tool for
principals to use with school leadership teams
Offered professional development around leading
teams to 9 sitting principals, 20 aspiring principals,
4 assistant principals in Youngstown, Ohio
In our largest statewide initiative to date, we
worked with 227 schools across Iowa to support
principals in building their capacity to develop
and maintain effective school leadership teams
and teacher leaders
© 2017 NYC Leadership Academy. All rights reserved.
NYCLA has been working with
the NYC Department of Education
to develop and place principalassistant principal teams in highneed schools focused on school
improvement and addressing
inequities as part of the Targeted
Intensive School Support (TISS)
program funded by a U.S.
Department of Education i3 grant.
Reflecting our systems-thinking
approach to change, NYCLA in 2016
worked with New York City to develop the TISS school diagnostic tool. School leaders can use
this effective and comprehensive diagnostic tool with their leadership team, and a coach if they
choose, to look across the entire school, synthesizing and analyzing school data and quickly
identifying and prioritizing areas for improvement.
Leading a school requires team
work. Education and organizational
research makes it clear that schools
are more likely to improve when the
work of leading a school is distributed
across educators in the building. We
work with school leaders to leverage
the existing talent in their schools,
and to build their own capacity to
develop strong teams and the team’s
capacity to do the work needed to
support student learning. We also
work directly with school leadership
teams, focusing on the school’s
challenges, opportunities, and data.
NYCLA’s Leading School-Level Change
program engages principals and
their leadership teams in a summer
institute, ongoing workshops
throughout the school year, and/
or coaching. In our teaming work
with states, districts, and schools, we
always cater our engagement to their
unique contexts.
The tool supports leadership teams to:
1. Review student performance and progress data.
2. Observe school practice and behaviors.
3. Analyze the gathered evidence.
4. Determine priorities and set short- and long-term goals.
5. Monitor progress towards goals.
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
LEADER PROFILE
Fort Wayne
Community
School District
LEADER PROFILE
Youngstown
State University
Youngstown, OH
At the request of Youngstown State
University, NYCLA led professional
development sessions for sitting
and aspiring school leaders in one of
Ohio’s lowest-performing districts,
the Youngstown City School District.
Focused on developing leaders’
capacity to develop and lead
effective teams in their schools and
designed with university, district
and school staff, the sessions
covered articulating a clear vision
for improving student learning; knowing who you are as
a leader; understanding the importance of distributive
leadership and how it can be used to move a school
forward; and effectively leading and managing change.
Said one principal, “I used to think that the principalship was
a one-man, or woman, job, but now I think that it takes many
leaders in a school, school district, and community to work
together with the principal to make decisions and implement
programs to positively impact our students and their
academic achievements.”
Fort Wayne, IN
A district partner of NYCLA’s for
eight years, Fort Wayne Community
Schools received a multi-year
Turnaround Leaders Program
grant from the U.S. Department
of Education in early 2016 and
contracted with NYCLA to offer
professional learning support in
the district’s lowest-performing
schools. We have been:
* 9 sitting principals,
20 aspiring principals, 4 assistant
principals
1. Building the capacity of the district’s five directors to develop the principals they
supervise through learning sessions on facilitating coaching support to principals and
designing and delivering professional development for principals and their teams.
2. Facilitating the collective work of the directors through a professional learning
community aimed at supporting each other in developing principals and their teams.
• 100% satisfied or
very satisfied with
the professional
development they
received
3. Providing professional development to principals and their leadership teams on setting
year-long goals for school improvement focus; identifying technical and adaptive
changes needed to move toward those goals; developing and implementing an action
plan with clearly articulated team member roles; and determining how progress will
be assessed.
• 100% thought
they would be able
to apply what they
learned in their
schools
A few months into the program, Dr. Wendy Robinson, Superintendent, said she has already
seen a difference in how the directors interact with their principals. “They are not telling
them what to do, not solving their problems, but helping them develop those skills to do it
themselves,” she said. “That’s exactly what I wanted.”
“It takes many leaders in a school,
school district, and community to work
together with the principal to make decisions
and implement programs to positively impact
our students and their academic achievements.”
­—Youngstown principal
10
© 2017 NYC Leadership Academy. All rights reserved.
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
LEADER PROFILE
Newburgh Enlarged
City School District
Newburgh, NY
Developing
District Leaders
12
Refreshed our research-based school and
district leadership standards to reflect
updates to national standards and to further
infuse educational equity
Held a series of webinars for principal
supervisors focused on equity and leadership
Trained 18 principal supervisors from
7 districts through our Foundations of
Principal Supervision program
© 2017 NYC Leadership Academy. All rights reserved.
Principal supervisors play a critical role in
developing principals’ capacity to lead schools.
NYCLA has worked with district leaders in
nearly 20 districts to date either in our principal
supervisor training program or through consulting
engagements. Originally targeting new principal
supervisors, the Foundations of Principal
Supervision program evolved in 2016 to include
experienced practitioners, recognizing that principal
supervision is a continuum and that there are
always new strategies and approaches for leaders
to learn. The program includes a summer institute, a
yearlong virtual learning community, and a midyear convening.
To maximize the number of principal supervisors
we reach, NYCLA also hosted a Principal Supervisor
Webinar Series in 2016. These interactive sessions
featured educational thought leaders and
practitioners from across the country discussing
such topics as maximizing the efficacy of meetings
with principals, effectively coaching and evaluating
principals, and building cultures of racial equity
in schools and districts. Due to the popularity of
these sessions, we are continuing the series in
2017. For information about upcoming webinars
and links to the archived videos, go to http://www.
nycleadershipacademy.org/news-and-resources/
tools-and-publications/index.
Faced with the challenge of
designing and launching a fiveyear strategic plan to improve
instruction and student learning,
the Newburgh school district
contracted with NYCLA to assess
the state of the district and support
efforts to identify and work toward
goals. After diagnosing the state of
Newburgh’s strategic focus areas,
NYCLA helped the district prioritize
high-leverage focus areas, design
data collection tools, and refine indicators to measure success. NYCLA is also helping to build
the capacity of the strategic planning committee to collect data and assess progress toward
Vision 2020.
“When we set out to write the strategic plan, one of the things that we wanted to be
kept honest about was that this was not going to be a static plan and that it should show
evolution over five years,” said Newburgh Superintendent of Schools Dr. Roberto Padilla. The
partnership with NYCLA, he said, “is keeping us honest to how we are ensuring that what we
set out to do we’re actually trying… We have been pushed to say, ‘What does this actually
mean and what data do you have? How will you know you were successful with this?’
“When we work with NYCLA, I get the sense that we’re partnering with someone who is
absolutely committed to urban public education.”
“NYCLA has pushed us to consider,
‘What data do you have, what does this actually mean,
and how will you know you were successful?’”
­—Newburgh Superintendent of Schools Dr. Roberto Padilla
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
LEADER PROFILE
Nisah Brinson
Principal of La Cima
Charter School,
Brooklyn, NY
When La Cima Charter School
in Brooklyn, New York, recently
underwent a leadership transition,
the executive director and board
hired a NYCLA coach to work with
Nisah Brinson as she transitioned
from assistant principal to the
principal role. Her coach, a veteran
school leader, facilitated Brinson’s
reflective practice and helped
her to grow along our nationallyrecognized school leadership dimensions.
Coaching School and
District Leaders
14
Principals, assistant principals, and district
leaders in Minneapolis are learning to
better coach staff with NYCLA’s Facilitative,
Competency-Based (FCB) Coaching approach.
Offered coaching skills development for
principal supervisors
Executive coaching
Aligned coach training to new coaching
competencies
Coached NYCLA alums who received minigrants to advance equity in their schools
© 2017 NYC Leadership Academy. All rights reserved.
A principal’s job is complex and
isolating. We believe that school
leadership coaching is the most
effective and efficient way to support
principals and, in turn, avoid high
turnover. Using our Facilitative,
Competency-Based (FCB) coaching
model, NYCLA’s coaches serve as
thought partners for the principal and
facilitate the leader’s development
with behavior-based competencies,
helping principals set and achieve
tangible goals aligned to school goals.
In 2016, we refreshed our coaching
competencies – the skills, behaviors
and aptitudes of effective coaches
– that serve as a foundation for our
coaching work, and aligned our coach
training to them. The competencies
are organized around relationship
building and learning context;
establishing coaching purpose and
setting goals; and fostering learning
and achieving results.
Brinson’s coach joined her at a pivotal time before her predecessor departed and helped
her gather all of the information that she needed from the principal, executive director, and
teaching staff to ensure that the transition went smoothly. Brinson reflects, “My coach helped
me to develop a clear understanding of the current state of the school in order to start
thinking about big goals for the coming year.” By identifying school priorities at the outset –
schoolwide joy, student engagement, distributed leadership, and communication – Brinson
and her coach were able to align the coaching work to these priorities and related studentfocused outcomes and to set benchmarks to continuously assess progress and adjust course.
Brinson highly recommends leadership coaching support for her peers. “After working with
my NYCLA coach, it was so clear that this was exactly the type of support I needed during
this transition. Every early-career principal needs an effective coach.”
“My coach helped me develop a clear
understanding of the current state of the
school in order to start thinking about big
goals for the coming year.”
—Principal Nisah Brinson
© 2017 NYC Leadership Academy. All rights reserved.
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N Y C L E A D E R S H I P A C A D E M Y | A C C O M P L I S H M E N T S R E P O R T 2016
LEADER PROFILE
Iowa Teacher
Leadership and
Compensation
Administrator
Support Program
Iowa Department
of Education
In our largest statewide engagement to date, NYCLA has partnered
with the Iowa Department of
Education to implement a program
to help principals develop their
leadership and capacity to work
with and support teacher-leaders.
In its first two years, the Teacher Leadership and Compensation Administrator Support Program has served more than 250 principals across the state. Part of NYCLA’s work has involved
developing the capacity of and supporting 18 Iowa-based coaches. The focus of the coaches,
said Cedar Rapids Community School District Deputy Superintendent Mary Ellen Maske, is to
“help our administrators be better instructional leaders and move the vision and the culture
and the mission of that school community forward.”
ASP leadership coach Jack Christensen looks
for opportunities to “apply some constant gentle
LEADER PROFILE
pressure to push principals out of their comfort
zone, to push them into that zone of learning, to
David Brandon
listen and ask questions that get them to think about
Principal of Kenwood
why they do things the way that they do,” he said.
Leadership Academy
A 34-year educator in Iowa, Christensen has valued
Magnet School
the support he has received from NYCLA facilitators
to push his coaching practices. “They model getting
Cedar Rapids, Iowa
behind the eyes of the other people and their life
experiences and their mental models and how those
different kinds of things affect the way that we view situations within the school,” he said.
They are not afraid to push back on his thinking, he said, just as they expect him to do with
principals. He also appreciates NYCLA’s work with him to tweak the coaching to align with
teacher leadership in Iowa. “They’ve been responsive to the things that I think Iowa wants to
do,” he said.
• 100% of participants surveyed
said the coaching
they received this
year has positively
affected their leadership practice
Christensen supported the school’s shift to becoming a magnet
school, including empowering school community members to be a
part of the process. “Jack was masterful at just asking questions and
helping me really think about what we’re doing, why we’re doing
it, and then taking the steps back to how we’re going to make that
happen,” Principal Brandon said. They discussed how to have difficult
conversations and “how to build that trust and have that culture
where you can have those conversations,” Principal Brandon said.
• 100% of participants surveyed said
the coaching they
received this year
has led to improvements in their ability
to empower others
to assume leadership roles within
their schools
As a result of his work with Christensen, Principal Brandon said he
is now more focused on the vision. “The big thing that Jack helped
with was really going back to our ‘why’ and staying in focus, and
the importance of having that common vision and making sure
it’s communicated to everybody and we’re all on the same page,”
Principal Brandon said. “This year, we’re way more focused in our
conversations, in our actions with professional learning and thinking
about how we’re going to engage our teachers in professional
learning and utilizing their strength.” He described the coaching as
“one of the best professional learning opportunities I’ve taken part in.”
• 95% of participants surveyed said
the coaching they
received this year
has improved their
ability to develop
and strengthen
teams within their
schools
District leadership has also seen the value: “It’s allowed our principals to
be very reflective in their work and growth in their work to be leaders
of the leaders that we have in the building,” said Val Dolezal, Executive
Director PK-8, Cedar Rapids Community School District. “They have
had the opportunities to really individually think about the work that
they’re doing with the team, with a particular individual, a leader in their
building, and how they can push them to grow.”
My coach was masterful at asking
questions and helping me really think
about what we’re doing, why we’re doing
it, and then taking the steps back to how
we’re going to make it happen.”
—Principal David Brandon
Christensen’s coaching has made a real impact on Principal David Brandon of Kenwood
Leadership Academy Magnet School in Cedar Rapids. As part of their work together,
16
© 2017 NYC Leadership Academy. All rights reserved.
© 2017 NYC Leadership Academy. All rights reserved.
17
Acknowledgements
We wish to extend our heartfelt thanks to
the following funders for supporting NYCLA’s
ongoing innovation efforts and our work
with school districts, state departments
of education, universities and nonprofits
throughout the country.
•
American Express
•
Booth Ferris Foundation
•
Carnegie Corporation of New York
•
The New York Community Trust
•
RGK Foundation
•
U.S. Department of Education
•
The Wallace Foundation
We also want to thank our Board of Directors
for their strategic guidance and commitment
to our vision and work.
Sharing Learnings
with the Field
18
Released our guide, “Ready to Lead: Designing Residencies for
Better Principal Preparation,” with the American Institutes for
Research (AIR), funded by the George W. Bush Institute and The
Wallace Foundation
Published an article by NYCLA Senior Director of Learning Systems
Rachel Scott, entitled, “Blended Learning for School Leaders” in
the May issue of Principal Leadership magazine, detailing the
essential characteristics and value of combining online instruction
with residencies
Presented at the Association of Superintendents and Administrators
and the Association of Latino Administrators and Superintendents
conferences, the National Summit for Principal Supervisors, and the
Carnegie Foundation Summit
Secured a $200,000 grant from Carnegie Corporation of New York
to support strategic planning and the Leading for Equity convening
© 2017 NYC Leadership Academy. All rights reserved.
•
Jonathan M. Moses, Partner, Wachtell,
Lipton, Rosen & Katz
•
Donald F. Donahue, Retired Chairman,
The Depository Trust & Clearing Company
•
Peter A. Flaherty, Managing Director,
Arcon Partners; Director, Emeritus of
McKinsey & Company, Inc.
•
Bibb Hubbard, Founder and President,
Learning Heroes
•
Erik W. Kahn, Partner, Bryan Cave LLP
•
Dr. Louise Mirrer, President and
Chief Executive Officer, New York
Historical Society
•
Reginald Richardson, Principal, New
Rochelle High School
•
Evelyn Rodstein, Leadership Consultant
•
Sy Sternberg, Former Chairman & CEO,
New York Life Insurance Company
•
Scott D. Widmeyer, Managing Partner,
Widmeyer – A Finn Partners Company
•
Irma Zardoya, President and CEO, NYC
Leadership Academy
© 2017 NYC Leadership Academy. All rights reserved.
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© 2017 NYC Leadership Academy. All rights reserved.
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