Fellows Profiles 2003






Fellow Profiles SY 2008-09 SY 2007-08 SY 2006-07 SY 2005-06 SY 2004-05 SY 2003-04 Newsletters: Winter 2005 Summer 2004 Winter 2004 Research	2003-2004 Fellow Profiles Sheila Azores "Looking back on my early educational experiences I realize the necessity of educational leadership that produces a school environment in which students have hope and teachers have a vision to help students achieve their highest performance levels." Education: Bachelor of Arts, Education, Brandeis University Masters of Education, Counseling and Consulting Psychology, Harvard University Graduate School of Education The Road to Principalship: Sheila brings to the Boston Principal Fellowship 16 years of experience in the Boston Public Schools, serving most recently as a Guidance Counselor at Boston Latin Academy. She has developed tremendous skills in mobilizing people, developing a team, sharing decision-making, and creating a climate in which students and staff thrive. She understands how to design programs to respond to demonstrated needs and how to use data to assess teacher performance. Marice Diakite When asked about Marice and her abilities as a leader, a colleague described her as a person who "openly demonstrates an ability to think critically, globally, and with genuine integrity. Her reflection and commentary on her own practice over the years, and the role she plays in the lives of children, distinguishes her from other potential leaders. She has a passion not only for reaching and teaching others, but also for her own learning and development. She has an uncanny ability to get her peers, colleagues, and parents motivated and focused toward the goals of the school and their own goals." Education: Bachelor of Science, Human Development, Wheelock College Masters, Communications/Media-Instructional Technology, Fitchburg State College Masters, School Administration, Cambridge College The Road to Principalship: Marice brings to the Boston Principal Fellowship experience as a teacher who has taught a wide range of students, from learning disabled to advanced work. In her most recent role as an Assistant Principal at the Trotter Elementary School, Marice developed a clear understanding of and demonstrated expertise in many of the operational and management issues required to lead a Boston school. Kyle Dodson "I believe that all young people want to and can learn. I also believe that there are some very basic principles and practices that will best provide a young person with an opportunity to be successful. One of the primary tasks seems to be how can a leader create an environment where the dizzying array of societal and personal challenges that each student brings to the building can be stabilized and brought under control long enough for the skills and competencies that will give that young person options to be developed." Education: Bachelor of Arts, History, Harvard University Masters of Business Administration, Columbia University Doctoral Candidate, Educational Leadership, University of Vermont The Road to Principalship: Kyle Dodson brings to the Boston Principal Fellowship a theoretical understanding of the most pressing issues facing urban education and a graduate degree in management. He has strong skills in building relationships with adolescents, a high level of analysis of instruction, and passion for the work. While his teaching experience has been at the college level, Kyle has worked with urban high schools, in partnerships he developed while serving as Director of Multicultural Student Affairs at Saint Michael's College in Vermont. Manuel Fernandez When asked whether or not Manuel would make a good principal, a colleague described Manuel's commitment to urban education and the principalship stating that Manuel "could create the spirit of love and inquiry and the refusal to quit; that he could be the catalyst for the creation of a leadership network among staff, families, and community partners to build a good school for all the children, but especially for those historically left behind." Another colleague stated that Manuel is "focused on outcomes, and respectful of process. He is a talented and persuasive speaker, a gifted organizer, and an effective listener. He is willing to take initiative, manage risks, and explore possibilities in a thoughtful and courageous fashion. He possesses the commitment and administrative skills necessary to face the challenges of urban education." Education: Bachelor of Arts, Sociology, University of Massachusetts Dartmouth The Road to Principalship: Manuel has had a variety of school leadership experiences, most recently as the Upper School Coordinator at Young Achievers School of Math and Science. Skilled in building relationships with students and staff, Manuel has successfully created school cultures and climates that are respectful and supportive of students and adults. He has substantial experience in addressing issues of race and diversity in schools. Ligia Noriega A colleague defined Ligia as a "creative, energetic and passionate educator. She understands, both from personal and professional experience, the needs of second language learners, and the needs of students who are recent immigrants to the United States. She is dedicated to ensuring that all students, particularly those from the most vulnerable backgrounds, achieve mastery of the skills necessary to graduate high school and move on to higher education or work…Ligia took a leadership role in the development of a respectful, inclusive, and safe environment for all students. She understands the importance of community and she has had a great deal of experience in creating positive communities." Education: Bachelor of Arts, Art History, University of Massachusetts Boston Masters, Management, Cambridge College Masters, Education, Cambridge College The Road to Principalship: As a founding teacher of the Boston Arts Academy, Ligia understands the power of a vision and mission and how to build teacher ownership. She knows how to use data to identify student and teacher needs and is deeply invested in building collegial school environments. Oscar Santos "I am a strong believer that all students have the potential to succeed. Everyone's path to academic and personal success is different and for this reason our school will not have a one size fits all approach to address academic success. Students will receive support, teachers will be appreciated and supported, and parents and community will be involved and valued. Along with decreasing achievement gaps on exams, we will foster independent thinking, problem solving, responsibility, respect and citizenship." Education: Bachelor of Arts, English and History, Boston College Masters, Applied Linguistics, University of Massachusetts Boston The Road to Principalship: Serving most recently as a high school teacher and a teacher leader in a small learning community at English High School, Oscar has developed a deep understanding of effective instruction and has an impressive ability to analyze instruction. He is clear and thoughtful about his commitment in English language learners and students with special learning needs. He understands the change process and the skills required to support teachers and build ownership. Mary Tormey A colleague stated that Mary is, "without a doubt the most outstanding instructional leader that I know. Her work as a literacy coach and coordinator, as well as her leadership [on various projects] have had a major impact on the instructional work that is being done by teachers at the school. She exemplifies the level of professionalism, versatility, and interpersonal skills that make her so successful in her work with the staff. Her communication skills are excellent, and her written work is exemplary." Education: Bachelor of Arts, English, Salem State College Masters, Elementary Education, University of Massachusetts Boston The Road to Principalship: Mary has been a Reading Recovery Teacher and Literacy Coordinator at the Condon Elementary School for the past five years. She has a deep understanding of effective instruction, which is demonstrated in her observations of classrooms. In her role at the Condon, she developed her data analysis skills and became skilled in balancing support and pressure to help teachers improve their practice. Mweusi Willingham "It is my belief that one sure way to minimize academic gaps within any school's culture is to ensure that all students, regardless of academic ability, have access to effective teaching routines that lead to meaningful learning experiences. Unfortunately, there are cultures in which the best teachers only work with the most skilled students. My expectation, therefore, is that the most effective routines and practices will be accessible to all students within the school. " Education: Bachelor of Arts, Political Science, Williams College Masters, Teaching and Curriculum, Harvard University Graduate School of Education The Road to Principalship: Serving most recently as a high school math teacher and secondary math coach in Boston, Mweusi has developed a strong understanding of effective instruction and how to best support teachers in improving their practice. His skills in building trust and bringing people together around a common vision are impressive. He thinks broadly about the possibilities in schools and values students' voices.