Dr. Elsa Kortright-Torres

• Oversee all instructional programs, assessments, and curricula aligned to the NYSED Next Generation Standards
• Manage ESSA Grants and responsible for submitting applications FS-10 Reports, including overseeing expenditures throughout the year
• Created the Muti-Tiered Systems of Support Plan with a team to monitor student progress toward achieving academic and behavioral goals
• Provide Professional Development (PD) for building administrators and teachers related to the District Goals in the Taconic Hills Central School District Strategic Plan
• Observe teachers using the NYSUT Rubric to provide actionable feedback to improve practice and learning
• Monitor the progress of students in K-12 using benchmark and common assessments
• Oversee implementation of social-emotional learning programs such as Second Step
• Oversee Federal Grant funding sources such as the USDA Farm to School
• Meet regularly with Professional Development (PD) and Literacy Committees to create goals based on qualitative and quantitative data
• Collaborate with parents, teachers, and community members by holding meetings to solicit input on instructional programs

• Oversee all instructional programs, assessments, and curricula aligned to the NYSED Next Generation Standards
• Manage ESSA Grants and responsible for submitting applications FS-10 Reports, including overseeing expenditures throughout the year
• Implement Multi-Tiered Systems of Support using a platform to monitor student progress toward achieving academic and behavioral goals
• Provide Professional Development (PD) on Data Wise to create coherence of Professional Learning Communities (PLC) meetings and set expectations for collaborative conversations about pedagogical problems of practice
• Monitor the use of Rubicon Atlas to ensure continuity and coherence of curricula across subjects and grades
• Observe teachers using the Marzano Teacher Evaluation Model to provide actionable feedback to improve practice and learning
• Monitor the progress of students in K-12 using benchmark assessments and the Branching Minds platform
• Oversee implementation of social-emotional learning programs such as RULER and Restorative Justice
• Oversee Federal Grant funding sources such as Farm to School and ESSA Funding
• Created in partnership with the National Summer School Initiative, a K-8 summer school program to increase the academic achievement of students in ELA and math
• Liaise School Comprehensive Education Plan (SCEP) Team to provide valuable input in creating and adjusting plans to meet the needs of students at Montgomery C. Smith Elementary School—a school designated as in need of support (TSI)
• Meet regularly with Professional Development (PD) and Literacy Committees to create goals based on qualitative and quantitative data
• Collaborate with parents, teachers, and community members by holding meetings to solicit input on instructional programs

• Led the work to redesign the Quality Review Process for the 2023-2024 school year to align with the Chancellor’s Priorities and School District needs
• Played a crucial role in maximizing student learning and improving teacher practice by conducting comprehensive Quality Reviews (QR) within the New York City Public Schools
• Collaborated closely with key leaders, including Senior Directors and Directors, to plan and fulfill established goals
• Performed extensive school analyses to understand trends and identify organizational patterns
• Wrote Quality Review Reports that accurately detailed the findings; reports were publicly shared and published on the New York City Public Schools webpage
• Worked on the quality assurance process to ensure that Quality Review reports are produced with fidelity and adhere to The Office of School Quality compliance criteria
• Planned and facilitated professional learning sessions to educate school leaders and Directors on the Quality Review Rubric and the QR process
• Planned and provided professional learning sessions to educate the Office of School Quality team members about racial equity and its impact on student achievement
• Provided support on creating and revising The Office of School Quality documents required during the Quality Review process

• Reported to the Board of Education, Superintendent of Schools all matters about curriculum and instruction
• Evaluated teacher practice using Charlotte Danielson Framework for Teaching (2011)
• Evaluated principals using the Multidimensional Principal Performance Rubric
• Conducted professional development -Charlotte Danielson Framework for Teaching
• Facilitated training -Northwest Evaluation Association (NWEA) Methods of Academic Progress (MAP)
• Introduced curriculum mapping -Rubicon Atlas
• Implemented ongoing training to align English Language Arts and Social Studies to the Common Core Learning Standards
• Coordinated the district's training -Dignity for All Act
• Spearheaded committee to hire a new Assistant Principal for Pawling Elementary/Middle School
• Oversaw the committee to select a new K-6 reading program
• Coordinated training on using technology in the classroom, specifically Epson projectors and Student Response Systems
• Collaborated with the teacher's union to provide mentoring to new teachers
• Managed the district's Title I, II, and III Grants
• Conducted professional development for small groups of teachers as needed

• Supervised two separate elementary buildings, Pre-K-1 and 2-6
• Supervised around 80 faculty and staff members
• Implemented Response to Intervention (RtI)
• Introduced PBIS
• Provided embedded professional development on using Danielson Framework for Teaching to improve teacher practice
• Evaluated all faculty and staff
• Conducted and collaborated on the School Quality Review process and Comprehensive Education Plan
• Coordinated professional development on using Reader's and Writer's Workshop

• Earned Tenure as Elementary School Principal
• Supervised a K-6 building of 1000 students and 110 faculty and staff members
• Hired new teachers and staff
• Managed the school budget
• Increased student performance on the NYS ELA assessment by 10%
• Improved student performance on the NYS Math assessment by 5%
• Created the school's Data Team
• Created the School's SWAT (School-Wide Assessment Team)
• Implemented PBIS
• Reduced the number of discipline referrals by 30%
• Co-wrote and awarded the NY State School Violence and Prevention Grant
• Instituted the SMART after-school program
• Monitored students' reading skills by using formative assessments in grades K-2
• Instituted a 90-minute ELA block with a half-hour of push-in intervention services provided by reading specialists and support staff

• Conducted formal and informal teacher observations
• Led Instructional Leadership Team
• Provided professional development for faculty based on instructional priorities for the year
• Handled discipline and collaborated with staff members to ensure consistency in establishing systems to support student learning
• Analyzed data from iReady, state assessments, interim assessments to define instructional goals for Tier II and III students using a system of Multi-Tiered Supports
• Facilitated Professional Learning Communities to ensure alignment of instructional practices to learning standards
• Coordinated field trips
• Created a master schedule to maximize instructional time
• Monitored implementation of the state learning standards by conducting learning walks
• Instituted character education and 'School Bus of the Month.'
• Assisted with the creation of Passport to the World
• Creator of 'World of Difference Week'
• Partnered with principal to administer school program in alignment with vision and goals, providing positive, high-expectation academic environment.

• Taught daily all subjects in English, Spanish, and English as a Second Language using multi-modalities
• Taught in-service courses to colleagues on using technology and meeting the needs of ESL students
• Created an after-school enrichment program called Juntos/Together
• Named Teacher of the Year
• Taught all subject areas using Bloom's Taxonomy, cooperative learning, project-based learning
• Coordinated class science fair projects, awarded district level first place
• Guided a study of water quality of the Central Park Meer
• Coordinated field trips around New York City to integrate curriculum
• Supported English Language Learners by incorporating visual aids, realia, and scaffolding techniques in instructional practices.
• Fostered a positive learning environment with clear expectations, consistent routines, and engaging activities for all students.

with Distinction

Featured on the National University Podcast

https://youtu.be/mFnZ5qjLzxQ?si=jPE8MxfMsRSVlOd8