Jay Cone
Hunter College
New York,NY
1
Certification
20
years of professional experience
Passionate school leader committed to providing a high-quality education where all learners experience challenge, joy, and belonging in a supportive and rigorous learning environment.
Work History
INTERIM ACTING PRINCIPAL
1 Month- Lead all aspects of school operations, instructional programming, personnel management, and strategic planning for a K–8 gifted and talented school serving diverse learners.
- Facilitate the development and implementation of the Comprehensive Educational Plan (CEP), aligning schoolwide priorities around instructional rigor, Multi-Tiered Systems of Support (MTSS), social-emotional learning, and equity.
- Collaborate with students, families, staff, the PTA, School Leadership Team, and district leadership to ensure a successful leadership transition and a strong opening of the 2026–2027 school year.
- Supervise and support instructional leaders, teachers, and support staff through coaching, professional learning, and ongoing performance feedback to strengthen teaching and learning.
- Lead schoolwide initiatives to strengthen family engagement, stakeholder communication, and community partnerships while fostering a culture of belonging and shared responsibility for student success.
- Manage school budget, staffing, compliance requirements, and operational systems to ensure alignment between resources, strategic goals, and student needs.
Assistant Principal
11 Years 2 Months- Secured an 84-million-dollar grant to increase the number of racially, ethnically, and ability diverse fully certified special education teachers on staff and to provide culturally responsive professional development in collaboration with Hunter College of City University of New York
- Led schoolwide Grading for Equity book study for students not meeting grade level standards that resulted in an increased proficiency of one grade level in ELA and Math for all focal students
- Designed and facilitated professional learning plans to support the achievement of school-wide goals around Data-Driven Instruction, Vocabulary Development, and Discussion Protocols
- Increased academic performance in Standard 4 of the Craft and Structure Common Core ELA Standards by 40% in grades 3-8 as a result of leading a school-wide Lesson Study protocol and annotation protocol in teacher teams
- Facilitated teacher book clubs using Teach Like a Champion 2.0 (Lemov, 2014) and Setting the Stage for Project-Based Learning: A proven approach to rigorous classroom instruction (Larmer, Mergendoller, & Boss, 2015) to promote high leverage instructional practices for new teachers and veteran teachers respectively
- Trained K-2 classroom teachers in designing and implementing differentiated Literacy Centers aligned to the highly-effective indicators of the Danielson Rubric
- Develop Teacher Improvement Plans to support the professional growth of developing teachers moving one teacher from a rating of “Developing” to “Highly Effective” over the course of two school years, as measured by the Danielson Rubric for teaching
- Coordinated the “Guppy App Tank” competition in which grade 5-8 students pitch and design an original app amongst other competing citywide students to a panel of judges from the corporate sector of CA Technologies
- Led the school-wide Equity and Access initiative resulting in a 48% decrease in discipline referrals by the end of the school year
- Serve as the BRT leader of a campus school and coordinate all safety protocols, drills, and school safety meetings across all three schools
- Coordinated the College Access for All initiative in which 7th grade students engaged in college workshops and college university trips to Ivy-League colleges such as Harvard University and Rutgers University
- Annually develop the school’s Comprehensive Education Plan to align the school’s budget with educational goals collaboratively developed by the School Leadership Team
- Initiated and coordinated schoolwide parent/guardian-led meetings called Listening Conferences in which teachers’ primary goal was to listen to families share insight and aspirations about their children to build relationship and familial trust
- Serve on the Hiring Committee to recruit, interview, and hire new teachers
- Supervise morning arrival, lunch/recess, and after school dismissal
- Coordinate the Scipps National Spelling Bee competition for grades K-8
- Oversee and coordinate all New York State exams as the Test Coordinator.
Adjunct Professor
11 Years 5 Months- Developed curriculum and coursework assignments for graduate students on best practices for assessing and designing effective reading instruction as the instructor of CEDC 704: Teaching Developmental Reading
- Designed a curriculum framework that allows teacher candidates to reflect on the expertise of veteran teachers, explore innovative educational topics, and transition into professional teachers by utilizing the Socratic seminar approach
- Supervise graduate-level student teachers in delivering high-quality interdisciplinary lessons to at-risk students in New York City’s Go Project program as the instructor of CEDC 729: Fieldwork Seminar.
UFT Teacher Center Staff Developer
9 Months- Facilitator of the UFT Teacher Center Site to meet the professional needs of the teaching staff
- Developed a comprehensive professional development plan in which 100% of the instructional teaching staff participates in differentiated professional workshops based on interest or need
- Modeled lessons for new and experienced teachers in English Language Arts and Mathematics to demonstrate the shifts in the common core standards
- Facilitated professional workshops around inquiry-based learning across the subject areas
- Coordinated a professional book study amongst the teaching staff using Essential Questions: Opening Doorways to Student Understanding by Jay McTighe and Grant Wiggins
- Trained by the Great Books Foundation to coach teachers in Socratic questioning techniques
- Designed Teacher Improvement Plans for 40% of the teaching staff to promote teacher effectiveness
- Adapted the mathematics curriculum, Engage NY and Singapore Math in Focus, to meet the needs of struggling and advanced students
- Adapted the English Language Arts curriculum, Expeditionary Learning, to meet the needs of struggling and advanced students
- Mentored teachers to increase student engagement and to develop rigorous tasks across subject areas
- Initiated a school-wide shift in using technology to share curriculum, resources, and assessments through the Google Apps on the school domain
- Supervised Saturday Academy programs for third grade students to promote readiness for the New York State Common Core Exams
- Coordinator of the SHINE 8th Grade program, in collaboration with CA Technologies, with the purpose of scheduling workshops and field trips that promote college and career readiness
- Arranged and hosted a school visit from aspiring superintendents in the Advanced Leadership Institute (ALI) program
- Utilized FAMIS and Shop DOE to purchase curriculum materials that support the school’s vision.
1st Grade & 5th Grade Classroom Teacher
7 Years 9 Months- Rated “Highly Effective” through New York State’s Annual Professional Performance Review (APPR)
- Adapted Singapore Math in Focus, Engage NY, and Go Math! curriculum to design units of study specifically tailored to meet the diverse needs of students
- Developed a school-wide system for documenting and tracking student goals in Mathematics and Literacy
- Co-created the Mathematics and English Language Arts curriculum for the Middle School Program, Ramp Up, to help transition fifth graders into middle school
- Selected to model a shared inquiry lesson on film by New York City’s Department of Education, Office of Teacher Effectiveness & The Danielson’s Teaching the Core Video Project, exemplifying the common core shifts for national professional development
- Developed a Common Core English Language Arts Unit on Harriet Tubman & Sojourner Truth that was utilized for professional development for the NYC Department of Education Common Core Lab Team and District 4 Principals
- Utilized the Shared Inquiry method via Junior Great Books and across all subject areas to promote student-centered instruction
- Mentored student teachers from Hunter College on delivering high-quality instruction in all subject areas
- Led the Grade 3-5 and K-2 Inquiry Teacher Teams for two consecutive years
- Designed extensive Enrichment Clubs based on Joseph Renzulli’s Schoolwide Enrichment Model in grades K-5
- Utilized the behavioral management online system, Class Dojo, to give parents daily reports in the form of charts, graphs, and narratives of their child’s progress
- Utilized the NYC Department of Education online systems, Skedula and Data-Driven Classrooms, to track and monitor student performance.
Education
Doctor of Education - Instructional Leadership
Certificate of Advanced Study - Educational Leadership
Masters of Science Degree - Literacy
Gifted and Talented Program Extension - Center of Teacher Integrated Education
Bachelor of Arts - Childhood Education
Skills
Instructional Leadership
Parent Engagement and Communication
Student achievement
Data-Driven Instruction
Noteworthy Activities
- Published dissertation research study “A Community Cultural Wealth Perspective: Black and Latino Families’ Experiences in NYC Gifted Programs”
- Participant in the Advanced Leadership Program for Aspiring Principals (ALPAP)
- Facilitator at the NYC Department of Education Conference, “Enrichment for All” in 2016
Certification
- New York State Professional Certification, Childhood Education, Grades 1-6, with Gifted Extension.
- New York State Professional Certification, Literacy, Birth-Grade 6.
- New York State Professional Certificate, School Building Leader.
Leadership Experience
- Assistant Principal, Trap School, New York, NY, 08/2015 - Present, Secured an 84-million-dollar grant to increase the number of racially, ethnically, and ability diverse fully certified special education teachers on staff and to provide culturally responsive professional development in collaboration with Hunter College of City University of New York., Led schoolwide Grading for Equity book study for students not meeting grade level standards that resulted in an increased proficiency of one grade level in ELA and Math for all focal students, Designed and facilitated professional learning plans to support the achievement of school-wide goals around Data-Driven Instruction, Vocabulary Development, and Discussion Protocols, Increased academic performance in Standard 4 of the Craft and Structure Common Core ELA Standards by 40% in grades 3-8 as a result of leading a school-wide Lesson Study protocol and annotation protocol in teacher teams, Facilitated teacher book clubs using Teach Like a Champion 2.0 (Lemov, 2014) and Setting the Stage for Project-Based Learning: A proven approach to rigorous classroom instruction (Larmer, Mergendoller, & Boss, 2015) to promote high leverage instructional practices for new teachers and veteran teachers respectively, Trained K-2 classroom teachers in designing and implementing differentiated Literacy Centers aligned to the highly-effective indicators of the Danielson Rubric., Develop Teacher Improvement Plans to support the professional growth of developing teachers moving one teacher from a rating of “Developing” to “Highly Effective” over the course of two school years, as measured by the Danielson Rubric for teaching, Coordinated the “Guppy App Tank” competition in which grade 5-8 students pitch and design an original app amongst other competing citywide students to a panel of judges from the corporate sector of CA Technologies., Led the school-wide Equity and Access initiative resulting in a 48% decrease in discipline referrals by the end of the school year, Serve as the BRT leader of a campus school and coordinate all safety protocols, drills, and school safety meetings across all three schools, Coordinated the College Access for All initiative in which 7th grade students engaged in college workshops and college university trips to Ivy-League colleges such as Harvard University and Rutgers University, Annually develop the school’s Comprehensive Education Plan to align the school’s budget with educational goals collaboratively developed by the School Leadership Team, Initiated and coordinated schoolwide parent/guardian-led meetings called Listening Conferences in which teachers’ primary goal was to listen to families share insight and aspirations about their children to build relationship and familial trust., Serve on the Hiring Committee to recruit, interview, and hire new teachers, Supervise morning arrival, lunch/recess, and after school dismissal., Coordinate the Scipps National Spelling Bee competition for grades K-8, Oversee and coordinate all New York State exams as the Test Coordinator
- UFT Teacher Center Staff Developer, Trap School, New York, NY, 09/2014 - 06/2015, Facilitator of the UFT Teacher Center Site to meet the professional needs of the teaching staff, Developed a comprehensive professional development plan in which 100% of the instructional teaching staff participates in differentiated professional workshops based on interest or need, Modeled lessons for new and experienced teachers in English Language Arts and Mathematics to demonstrate the shifts in the common core standards, Facilitated professional workshops around inquiry-based learning across the subject areas., Coordinated a professional book study amongst the teaching staff using Essential Questions: Opening Doorways to Student Understanding by Jay McTighe and Grant Wiggins., Trained by the Great Books Foundation to coach teachers in Socratic questioning techniques, Designed Teacher Improvement Plans for 40% of the teaching staff to promote teacher effectiveness., Adapted the mathematics curriculum, Engage NY and Singapore Math in Focus, to meet the needs of struggling and advanced students, Adapted the English Language Arts curriculum, Expeditionary Learning, to meet the needs of struggling and advanced students, Mentored teachers to increase student engagement and to develop rigorous tasks across subject areas, Initiated a school-wide shift in using technology to share curriculum, resources, and assessments through the Google Apps on the school domain, Supervised Saturday Academy programs for third grade students to promote readiness for the New York State Common Core Exams, Coordinator of the SHINE 8th Grade program, in collaboration with CA Technologies, with the purpose of scheduling workshops and field trips that promote college and career readiness, Arranged and hosted a school visit from aspiring superintendents in the Advanced Leadership Institute (ALI) program, Utilized FAMIS and Shop DOE to purchase curriculum materials that support the school’s vision
Timeline
INTERIM ACTING PRINCIPAL
TAG
09.2026 - CurrentRead More
Assistant Principal
Trap School
08.2015 - CurrentRead More
Adjunct Professor
Hunter College
05.2015 - CurrentRead More
UFT Teacher Center Staff Developer
Trap School
09.2014 - 06.2015Read More
1st Grade & 5th Grade Classroom Teacher
Trap School
09.2006 - 06.2014Read More
Hunter College of City University of New York
Bachelor of Arts from Childhood Education
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Gifted and Talented Program Extension from Center of Teacher Integrated Education
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Hunter College of City University of New York
Masters of Science Degree from Literacy
Read More
College of Saint Rose
Certificate of Advanced Study from Educational Leadership
Read More
Hunter College of City University of New York
Doctor of Education from Instructional Leadership
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