Danielle Anjanette Coble Singh

Academic Excellence and Program Oversight:

• Increased enrollment annually, reaching 718 students in 2024, while maintaining the school’s recognition as the #1 public elementary school in Washington, DC, by U.S. News & World Report.
• Transitioned from a Readers and Writers Workshop model to a science-of-reading-based approach, with a goal of ensuring 100% of second-grade students read at or above grade level.
• Eliminated the opportunity gap in 4th-grade math post-pandemic, with African American students and students with disabilities achieving at parity with their peers.
• Strengthened systems for Tier 2 and Tier 3 student supports, reducing the school's suspension rate to consistently below 5% through restorative and proactive practices.

Equity and Student-Centered Leadership:

• Actively participated in DCPS's Becoming initiative and the Equity POC, advancing anti-racist education and equity-focused practices.
• Advocated for and implemented strategies to diversify the teaching and staff population, fostering an inclusive community reflective of the student body.
• Prioritized a sense of belonging among students through initiatives such as relationship mapping, weekly student check-ins for grades 3-5, and schoolwide relationship mapping to ensure every student identified a trusted adult on campus.
• Shifted from a punitive discipline model to a restorative approach, emphasizing accountability, reconciliation, and community-building to improve student outcomes and culture.

Community Champion and Advocacy

• Represented the school at community events and partnered with Ward 3's Councilmember Frumin to advocate for budget support, ensuring Janney's funding model accounted for the unique needs of a large school with a smaller at-risk population.
• Developed a compelling data case and supported parents and staff in testifying to secure equitable funding aligned with student and school needs.
• Strengthened community engagement by launching monthly open houses, building school values in partnership with families, and hosting community circles with parents, staff, and students to foster connections and open dialogue.

Culture, Talent Management, and Development

• Built the capacity of staff to align with DCPS's vision of ensuring all students feel loved, challenged, and prepared to influence society positively and thrive.
• Led staff and schoolwide efforts to embrace DCPS priorities, shifting from isolation to a collaborative alignment with district goals.
• Introduced initiatives to build teacher capacity, foster innovation, and align staff professional development with equity-focused and student-centered goals.

Operations and Strategic Growth

• Transitioned from a traditional operations model to a strategic operations framework, ensuring efficiency and alignment with academic and cultural priorities.
• Developed the school's brand through targeted marketing and community storytelling, enhancing its visibility and connection to stakeholders.
• Expanded restorative practices to establish a positive, student-centered culture while creating systems to sustain and scale impactful practices.

Equity and Student-Centered Leadership

• Led critical efforts during the COVID-19 pandemic, ensuring students had access to technology and devices, conducting home visits to address attendance concerns, and supporting families navigating remote learning challenges.
• Served as the assistant principal over 6th grade ensuring a strong transition from elementary school through the intentional design of a summer bridge program, intentional community building through weekly town halls, and character-buidling activities and field trips.
• Introduced bilingual student-led conferences to engage English- and Spanish-speaking families, fostering stronger connections between the school and its diverse community.
• Partnered with DCPS leadership to develop a robust Multi-Tiered System of Supports (MTSS), streamlining the referral process and providing targeted academic and social-emotional interventions.

Academic Excellence and Program Oversight

• Took a hands-on role in supporting academic programs during the pandemic, co-teaching math courses and ensuring continuity of instruction for students.
• Oversaw the development and implementation of advisory lessons, personally leading student advisory groups to strengthen connections and foster a positive school culture.

Talent Management and Development

• Managed the student support team, including school counselors, to create a comprehensive approach to student well-being and success.
• Built a leadership pipeline within the school by mentoring and preparing an assistant principal to transition into leadership after my departure.

Community Champion and Advocacy

• Maintained a consistent presence in hallways, classrooms, and community spaces, actively engaging with students and families to strengthen relationships and school culture.
• Conducted regular outreach through home visits, family workshops, and personalized supports to ensure students and families felt valued and connected to the school community.

Operational Leadership and Collaboration

• Supported the school's leadership team in day-to-day operations, including attendance monitoring, advisory program oversight, and student interventions, while modeling hands-on administrative practices.

• Delivered virtual instructional coaching to new and developing teachers, utilizing technology and interactive practices to engage participants and ensure targeted feedback translated into improved classroom management, content delivery, and pedagogy.
• Supported school leaders through cognitive coaching, guiding them to develop actionable plans to address problems of practice and implement sustainable solutions for school improvement.
• Designed and facilitated dynamic virtual professional development sessions for educators and administrators, focused on building positive school culture, fostering strong student relationships, and enhancing instructional practices.
• Leveraged virtual tools and evidence-based strategies to create interactive, participant-centered coaching experiences, ensuring high levels of engagement and measurable outcomes.
• Customized coaching approaches to align with the unique needs of educators and leaders, promoting reflective practices and sustained professional growth.

• Managed, evaluated, and supervised a staff of 30+
• Developed the capacity of the school's instructional leadership with a focus on key elements of Leverage Leadership: observation and feedback, leading adult learning, data-driven instruction and school culture; and weekly meetings focused the principles of servant leadership and weekly analysis and action planning around key academic and school culture data (Ex
• Grades, teacher failure rates, MAP (Measures of Academic Progress) assessments ANet assessments, PARCC data and school-created short-cycle assessments in reading and mathematics)
• Designed professional development sessions for instructional staff around classroom management, data-driven instruction, family engagement, common core state standards, rigor, differentiation, and Universal Design for Learning (UDL)
• Developed, assessed, and monitored implementation of standards-based curricula, with a focus on EngageNY and Eureka Math curricula
• Conducted informal and formal observations (based on the Danielson Framework) for instructional staff; and designed and facilitated weekly instructional coaching meetings based on bite-size feedback and application and authentic practice
• Revised the school culture and discipline model to include elements of restorative justice and positive behavior supports to improve the school culture and climate
• Developed and monitored a comprehensive family engagement plan focused on student-led conferences, home visits, ongoing communication, and teacher leadership (Family Engagement Leadership Team) through partnership with the Flamboyan Foundation (2015-2018)
• As of February 2018, 70% of families completed a home visit and 93% of families completed a student-led conference or home visit
• Secured $50,000+ grant from Flamboyan Foundation to support the school's family engagement work

Academic Excellence and Program Oversight

• Led the middle school to Tier 1 status on the DC Public Charter School Board’s Performance Management Framework, improving student outcomes in reading and math.
• Implemented Saturday School to provide targeted interventions in literacy and math, increasing student proficiency rates.
• Enhanced the special education program by introducing student-led IEP meetings, promoting student ownership and improved engagement.

Equity and Student-Centered Leadership

• Transformed family engagement through a partnership with the Flamboyan Foundation, achieving 70% participation in home visits and 93% in student-led conferences, fostering trust and collaboration with families.
• Strengthened supports for underserved students, including multilingual learners and those with IEPs, resulting in measurable academic growth.

Talent Management and Development

• Revised the teacher evaluation system to include actionable feedback, driving instructional improvement and teacher retention.
• Partnered with Relay Graduate School to build the capacity of instructional coaches, enhancing teacher effectiveness through targeted coaching and professional development.

Community Champion and Advocacy

• Led grassroots enrollment efforts to increase and stabilize student enrollment, ensuring the school’s growth and sustainability.
• Engaged with families, staff, and the community to foster a shared commitment to the school’s mission and vision.

Sustainability and Resource Management

• Managed a $500,000 budget, securing over $50,000 in grant funding to support academic initiatives and family engagement programs.
• Streamlined operations and enhanced school culture through a restorative justice discipline model, ensuring a safe and inclusive environment.

• Taught introductory special education and cultural diversity courses for pre-service teachers who planned to teach in public and charter schools in Washington, DC, using lecture and inquiry-based instructional methods

• Worked as a mathematics, English Language Arts (ELA), transition instructor to 6th, 7th, and 8th grade students in a pullout/resource instructional setting
• Taught 6th grade ELA class focused on readers and writers workshop models from Lucy Calkins and supervised a resident teacher
• Oversaw the case management of 7th and 8th grade students with learning disabilities
• Tasks included devising and monitoring progress on IEPs, conducting annual reviews and other meetings, corresponding with parents and related service providers, and establish accommodations and curricular modifications for students in other content area courses
• Supported the professional development of four teachers through instructional coaching, formal and informal observations, and weekly professional learning community
• Co-wrote English Language Arts curriculum for 7th grade reading and writing (2008-2009) based on the workshop model
• Co-taught 7th/8th grade ELA classes to have 90% of students with and without IEPs proficient on the DC-CAS (2009)

• Worked as a kindergarten teacher (2001-2005) early childhood special education teacher (2005-2006) to students at Whittier Elementary School
• Created and implemented early-childhood, hands-on lessons in math, and reading/language arts, science and social studies
• Communicated with families weekly through a newsletter and homework folders
• Served as kindergarten team lead (2003-2005) and coordinated monthly field trips for the team
• Collected and analyzed data to write/modify IEP goals and participated in IEP meetings
• Collaborated with related service providers around services for students
• Provided testing accommodations and diagnostic reading plans for students with IEPs
• Administered Brigance and WJ-III tests to track student progress
• Developed and implemented a creative class for 5th grade students