Summary
Overview
Work History
Education
Skills
Accomplishments
Certification
Publications
Affiliations
Timeline
Generic
Noah L. Riley, Ed.D.

Noah L. Riley, Ed.D.

Educational Strategist
Chicago,IL

Summary

Join an academic institution, organization, or company where my education and experience, along with my transferable leadership skills of organization, planning, communication, coaching, mentoring, and multitasking are valued, and where fairness and equity are pervasive, and inculcate the organization or company with the capacity to ensure development, achievement, and growth for all constituents.

Professional with hands-on experience in collaborative environments, prepared to contribute to project success. Known for reliability and adaptability in meeting dynamic team needs. Exhibits strong organizational abilities and effective communication skills.

Overview

34
34
years of professional experience
2
2
Certification

Work History

Educational Strategist

Edutrainer, LLC
05.2018 - Current
  • Collaborate with principals and interdisciplinary teams to develop and execute strategic initiatives aligned with school objectives.
  • Provide actionable insights based on data-driven analysis, enabling informed decision-making across all levels of the school environment.
  • Implement innovative solutions for optimizing processes, resulting in increased student learning and evidence-based efficiency.
  • Engage in continuous progress improvement efforts that lead to accelerated student learning and evidence-based efficiency.

Intern to School Superintendent

Thornton Township High School District 205
11.2016 - 05.2018
  • Enthusiastically completed National Louis University’s superintendent endorsement internship at Thornton Township HighSchool District 205 in South Holland, Illinois
  • Gained leadership, supervision, sound fiscal planning and budget management, team-building and organizationaldevelopment skills essential to overseeing the comprehensive, day-to-day district-level administrative processes and procedures for an urban school district comprised of three high schools and two alternative centers totaling 5,227 students
  • Shadowed Superintendent and his cabinet members
  • Developed more comprehensive understanding of the direct relationship between improving studentlearning and ensuring effective and efficient facilitation of leadership, management, and supervision of public funds (budgeting/finance), curriculum, instruction, school improvement, technology, testing/assessment, and student services programs (i.e., special education and English Language Learners)
  • This activity provided an environmental context for understanding the challenges and opportunities that department leaders at the district level are likely to encounter as well as insights into different leadershipand decision-making styles
  • Commissioned by Superintendent to assess principals’ perceptions of the capacity of District’s current Principal Leadership Professional Development Leadership Framework to facilitate principals’ acquisition of new transformational leadership behaviors that can improve teachers’ instruction/classroom managementskills and student achievement
  • Identified the strengths and limitations of the District’s Principal Leadership Professional DevelopmentFramework and successfully overrode its limitations by introducing principals to the use of a transformational leadership reference through reflective practice
  • Developed a hybrid job-embedded/Adaptive Leadership Principal Leadership Professional Development Framework with reflective coaching/mentoring components to guide training that is differentiated (job-embedded), responsive (adaptive leadership), personalized (reflective coaching),and unified (mentoring)
  • Assisted with District preparation for implementation of site-based expenditure reporting beginning the 2018-2019school year in compliance with federal mandate Every Student Succeed Act (ESSA)
  • Expanded my knowledge and understanding of Federal and State Student Achievement AccountabilitySystems for schools concerning expectations and non-compliance penalties
  • Gained practical sound fiscal planning and management experience
  • Commissioned by superintendent to present summary report “Unpacking Illinois Senate Bill 100 through the Lensof a Learner-Centered Culture” at District 205 Superintendent’s Executive Cabinet Summer Retreat
  • (SB100 is regarded as the most aggressive state response to the “school-to-prison” pipeline in the U.S.)
  • Concurrent with Ed.D
  • Education Program National Louis University

Associate Trainer

Time To Teach
09.2012 - 01.2015
  • Company Overview: www.timetoteach.com
  • Train participants to immediately eliminate recurring, low-level student interruptions and maintain their authority, discipline with dignity, and maximize teaching-learning engagement
  • Collaborate with principals in developing practical solutions for school environments for the benefit of improving leadership and teaching practices for increased student learning

Principal

Wirt-Emerson Visual & Performing Arts Academy
10.2000 - 06.2012
  • Developed, facilitated, and maintained an academically challenging, student-centered culture in a safe, orderly community-engaged environment that made Wirt-Emerson “The School of Choice” in the Gary community
  • Duringmy tenure, Wirt-Emerson was consistently the highest academically achieving middle and high school in the Gary Community School Corporation on the State and graduation qualifying assessments: ISTEP+/ECA (End of Course Assessments in English and algebra)
  • Influenced a schoolwide culture and processes that supported arts and academic staff working and learning together to improve student academic performance through shared accountability with mutual respect
  • Launched a successful restructuring, turn-around-campaign in the fall of 2010 that produced phenomenal achievement gains in the spring of 2012
  • Restructured the school’s instructional program through planning, designing, initiating, implementing, monitoring, supervising, and maintaining student-centered standards-aligned results and data-informed instructional program
  • Implemented districtwide Eight-Step Process
  • Performed daily classroom walk-throughs, regular teacher observations, and evaluations
  • Provided immediate feedback to teachers following classroom walk-throughs and teacher observations
  • Provided opportunities for teacher reflections with their colleagues
  • Developed system of data usage through ‘Cycles of Inquiry’ to inform practical guidance for administrative team and teachers in increasing their effectiveness in influencing excellent culturally responsive teaching and learning
  • Collaborated with teachers in designing ‘learning experiences’ that engaged all students in opportunities to explore and inspire their interests and their future ambitions through ‘intellectual risk-taking without fear of failure or negative consequences
  • Collaborated with administrative team and teachers in using evidence from multiple student assessments and observational evidence of teacher instructional practice and teacher reflective practice to ground areas of focus for professional development
  • Applied adult learning theories to grow, develop and challenge administrative team and teachers to be self-directed (transformational) in their practices of ensuring effective teaching and learning
  • Spearheaded successful marketing campaign and increased school enrollment 52 percent (increased from 404 students to 710 students) between 2008-09 and 2011-12 school years while the district’s enrollment decreased from 11,798 to 9,164 during the same period as students withdrew from the district and enrolled in charter schools and neighboring school districts
  • Collaborated in the employee audition, interview, and hiring process with the district human resources director to identify key faculty and staff members to the building team
  • Interviewed potential candidates to the building team and made recommendations to the district human resources director
  • Managed the day-to-day operations of the school

Principal

Martin Luther King Junior High School
07.1998 - 10.2000
  • Provided Turnaround Leadership
  • Developed a process of data usage through ‘Cycles of Inquiry’ that transformed a low-performing school into a school that produced phenomenal achievement gains at the end of my first year as principal of the school
  • Initiated programs and curricular improvements that resulted in increased student academic performance
  • Implemented schoolwide Phonics-Focused Guided Reading Program
  • Used data evidence from multiple student assessments and observational evidence of teacher instructional practice and teacher reflective practice to ground areas of focus for improving teaching and learning, increasing the school’s opportunity gap and positive student learning experiences
  • Performed daily classroom walk-throughs, regular teacher observations, and evaluations
  • Provided immediate feedback to teachers following classroom walk-throughs and teacher observations
  • Provided opportunities for teacher reflections with their colleagues
  • Provided differentiated instruction by designing instructional activities that were tailored to the needs and learning styles of students in their classrooms and during after-school programs

Principal

Roosevelt Junior High School
09.1994 - 06.1998
  • Developed, facilitated, and maintained a safe and orderly school environment
  • Implemented innovative programs and engaged the business community to support the school in providing resources needed to meet the needs of all students
  • Established a partnership with Elmhurst College
  • Implemented the school’s first dress-code for success policy
  • Maintained a quality education for all students based on their unique social, emotional, physical,and intellectual characteristics
  • Implemented schoolwide Reciprocal Reading Program
  • Performed daily classroom walk-throughs, regular teacher observations, and evaluations
  • Provided immediate feedback to teachers following classroom walk-throughs and teacher observations
  • Managed the day-to-day operations of the school

Vice-Principal

Paseo Academy for Fine & Performing Arts High School
08.1992 - 06.1994
  • Grade-level administrator in charge of designing and implementing college and career readiness programs to enhance academic improvement and achievement among grade 10 students
  • Co-wrote a state-funded grant proposal for academic improvement that successfully addressed the academic achievement needs of African American males and other reluctant learners
  • Designed and implemented a school-within-a-school (The Accelerated Program) with new class schedules utilizing a Socratic approach to teaching and learning, resulting in improved and accelerated student learning and academic achievement, increased attendance, and increased graduation rate
  • Collaborated with colleagues in successfully implementing and managing the city’s court-ordered school desegregation plan

Assistant Principal (Intern)

Alan B. Shepherd High School
06.1991 - 06.1992
  • Valued team member in charge of administering positive behavior support that promoted student character development, resulting in reducing low-level student classroom interruptions, maximizing teaching-learning engagement
  • Served on a team to evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization

Education

Ed.D. - Educational Leadership - Superintendent

National Louis University
Chicago, IL
12.2018

M.A. - Administration & Supervision

Roosevelt University
Chicago, IL
01.1990

B.A. - Music Education - Vocal Music

Northeast Louisiana University
Monroe, LA
01.1973

Skills

  • Specialties: Using data to inform practical guidance in increasing effectiveness in supporting, growing, and challenging employees Influencing a culture of working and learning together in meaningful and purposeful ways through shared accountability with mutual respect Adapting key strategies, in simple and practical ways Designing ‘learning experiences’ that engage all employees in opportunities to explore and inspire their interests and their future ambitions through risk-taking without fear of failure or negative consequences Applying adult learning theories to grow, develop and challenge employees to be self-directed (transformational) in their practices of ensuring effective production outcomes Using evidence from multiple sources and observational evidence of employee practice and reflection to ground areas of focus for professional development
  • Key Competencies:
  • Leadership Development (K-12 leadership experience)
  • Cognitive Coaching
  • Curriculum Auditing (Supervised five standards-aligned instructional and assessment programs simultaneously at 6th-12th grade)
  • Culture Auditing
  • Teacher Training (K-12 teaching experience)

Accomplishments

  • Documented and resolved the capacity of District’s current Principal Leadership Professional Development Framework to facilitate principals’ acquisition of new transformational leadership practices that can improve teachers’ instruction/classroom management skills and student achievement; which led to the development of a hybrid job-embedded/Adaptive Principal Professional Development Framework with reflective coaching/mentoring components to guide training that is differentiated (job-embedded), responsive (adaptive leadership), personalized (reflective coaching), and unified (mentoring).
  • Demonstrated potential for excellence in teaching graduate courses in educational leadership and policy studies.

Certification

Professional Educators License & Endorsements: General Administrative (K-12); General Supervisory (K-12); Secondary Education (6-12); Superintendent (Pre-K – 12).

Publications

Riley, N. L. (2023). Principles for Princi-PALS and Teachers! One principal's mind-staggering insight into students' hope-filled futures (1st ed., p. 136). BookBaby . ISBN 979-8-35091-146-6 eBook ISBN 979-8-35091-147-3.

Affiliations

  • National Association of Secondary School Principals
  • Association for Supervision and Curriculum
  • National Alliance of Black School Educators

Timeline

Educational Strategist

Edutrainer, LLC
05.2018 - Current

Intern to School Superintendent

Thornton Township High School District 205
11.2016 - 05.2018

Associate Trainer

Time To Teach
09.2012 - 01.2015

Principal

Wirt-Emerson Visual & Performing Arts Academy
10.2000 - 06.2012

Principal

Martin Luther King Junior High School
07.1998 - 10.2000

Principal

Roosevelt Junior High School
09.1994 - 06.1998

Vice-Principal

Paseo Academy for Fine & Performing Arts High School
08.1992 - 06.1994

Assistant Principal (Intern)

Alan B. Shepherd High School
06.1991 - 06.1992

M.A. - Administration & Supervision

Roosevelt University

B.A. - Music Education - Vocal Music

Northeast Louisiana University

Ed.D. - Educational Leadership - Superintendent

National Louis University

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