Zevey Steinitz

• Lead school improvement efforts in urban grade 6-8 charter school serving 300 students by setting clear expectations for staff performance and providing regular data-based feedback on progress towards goals.
• Spearhead school culture reset by hiring a new Dean of Students, implementing school-wide shared practices, and strengthening restorative practices resulting in 70% reduction in disciplinary referrals, 35% reduction of suspensions, and elimination of vaping incidents.
• Foster culture of collaboration and inclusion among staff, resulting in increased morale and reduced turnover rates.
• Oversee financial management, ensuring fiscal responsibility and long-term sustainability for the organization through effective budgeting, marketing, and resource allocation strategies.
• Successfully secured over $250K of grant funding for school improvement projects such as enhancing social/emotional learning, implementing cell-phone-free school with Yondr pouches, and transitioning to new IEP format.
• Develop and nurture strong relationships with parents and community stakeholders, resulting in enhanced support for the school's initiatives and programs and increased enrollment.
• Doubled thenumber of staff of color by meeting goals of teacher recruitment and retention plan.

• Provided responsive leadership in dynamic grade 7-12 charter school serving 220 students, overseeing fiscal management, facilities, human resources, student discipline, academic program, standardized testing, and state accountability.
• Ensured daily practices aligned with school's mission and values based on EL Education (Expeditionary Learning), fostering a culture of academic rigor, collaboration, and community engagement.
• Supported and promoted school-wide initiatives aimed at developing anti-racist and culturally responsive practices and policies, including the creation of outreach materials, expansion of multicultural programming, and facilitation of teacher and student-led social justice groups.
• Navigated challenges presented by the COVID-19 pandemic, implementing health and safety protocols, managing ESSER funds for targeted interventions, enhancing social-emotional learning resources, and addressing learning gaps through the addition of a math interventionist role.
• Managed effective crisis response following a fire in the high school building, promptly securing an alternate location for 150 students, developing operational procedures for the new site, and overseeing building restoration efforts to minimize disruption to student learning.

Member of Senior Leadership Team in performing arts charter public school.

• Engaged all arts and academics teachers in coaching cycles to enhance teacher efficacy, ensuring curriculum alignment, effective teaching practices, and improved student achievement outcomes.
• Collaboratively designed and delivered high-quality, learner-centered professional development sessions for teachers, focusing on topics such as Universal Design for Learning, Culturally Representative and Responsive Pedagogy, EdTech Tools, and Curriculum Design for Remote Instruction.
• Spearheaded the hiring and onboarding process for new faculty, implementing a mentor program to provide support and guidance for new teachers as they acclimated to the school's culture and instructional practices.
• Promoted a culture of reflection among staff by integrating digital professional practice portfolios into the supervision and evaluation model, facilitating ongoing self-assessment and growth opportunities.
• Maintained a steadfast focus on equity by providing data-driven feedback and support to teachers, utilizing assessment data to identify and address opportunity and achievement gaps among student populations.

Facilitated year-long professional development courses for experienced teachers, including Project-Based Learning Institute (Sanderson Academy, Ashfield, 2017-18) and Literacy in Science Leadership Institute (North Middle School, Westfield, 2016-17).

Taught Best Practices of Teaching and Learning Science methods course to undergraduate students including redesigning class to align with Next Generation Science Standards.

Facilitated professional development sessions for Welcoming Schools which provides training, resources, and lessons dedicated to creating respectful and supportive elementary schools by embracing family diversity, creating LGBTQ and gender-inclusive schools, preventing bias-based bullying, and supporting transgender and non-binary students.

Supervised, coached, and evaluated student teachers in their field placements.

Taught grades 1-2 in progressive independent school.

• Created and implemented developmental hands-on curriculum emphasizing project-based learning, multicultural studies, and environmental education
• Differentiated instruction to meet the needs of diverse learners including ELL, special needs, advanced
• Served on hiring, sustainability, diversity, and capital campaign committees
• Supervised assistant teachers
• Mentored undergraduate and graduate student teachers
• Developed place-based education curricula with The Hitchcock Center for the Environment and Bramble Hill Farm as part of the Larch Hill Collaborative
  

Developed and taught multicultural education course for undergraduate students pursuing teaching licensure.

Taught grades 3-4 in an innovative, urban public school.

• Developed thematic, interdisciplinary, and emergent curricula aligned to city, state, and national frameworks
• Served on school council, professional development committee, and hiring committees
• Piloted Investigations math curriculum for TERC
• Piloted performance tasks for Harvard Project Zero
• Participated in school-wide collaborative professional development on inclusion, the Reggio Emilia approach, arts integration, portfolio assessment, inquiry science pedagogy, literacy, anti-bias teaching, and the Responsive Classroom model