Chicago Public Schools
Partnering with Chicago Public Schools to strengthen school administrators as talent leaders in their buildings through the development of training modules on key talent practices. Outcome: Project in progress now.
Delaware Department of Education
Leading the multi-year, statewide initiative to improve Delaware’s current teacher observation and evaluation rubric. Working closely with teachers, school leaders and other stakeholders to design, pilot and implement a rubric that will support fair and accurate evaluations of teacher practice and will guide ongoing teacher development. Outcome: Project in progress now.
KIPP Texas Public Schools: Houston
Spearheading the multi-year design, implementation, and evaluation of a teacher pathways model across 29 schools that supports the region’s long-term goals for teacher development, recruitment and retention. Also supporting the integration of the KIPP Texas talent strategy through planning guidance and technical assistance to Houston, Austin, San Antonio and Dallas- Ft. Worth regions. Outcome: Project in progress now.
Independence Mission Schools
Partnered with the schools to design teacher leadership positions and a standard compensation scale to support teacher retention and recruitment efforts across IMS’ 15 schools. This initial project led to Hendy leading the network through a comprehensive strategic planning process. Outcome: Project in progress now.
Currently coaching school leaders and Board of Directors on key talent decisions. Previously, partnered with the Board of Directors to lead screening, selection, and hiring of all leadership and teacher positions for the newly opened alternative high school. Lead a decision-making process by the board regarding performance goals and metrics for top two school leadership positions. Outcome: Full staffing for the 2018-19 school year with high-quality educators.
Facilitated the creation, introduction and execution of a network-wide staffing strategy to revamp the sourcing, screening and selection of teachers and leaders across the network. Outcome: Full staffing for 2018-19 school year with high-quality educators.
KIPP Massachusetts Public Schools
Partnered with regional leaders to design and pilot a teacher evaluation and development framework with a corresponding career pathway to help teachers improve their practice and meet their long-term professional goals. Outcome: Region-wide performance management system sand structures with strong teacher and leader buy-in.
Cleveland Metropolitan School District
Developed a series of trainings for administrators to successfully evaluate and develop their teachers using a version of the Danielson Framework. Trainings include a focus on both observer calibration and quality feedback for improvement. Outcome: School leaders across the district enhanced their ability to develop teacher practice through accurate, collaborative classroom observations and debrief conversations.
Aspire Public Schools
Supported impact analysis of evaluation and compensation strategy through policy review, interviews and surveys of key stakeholders, and comprehensive field research. Created recommendations for improved talent structures. Provided direct advisory support to team lead throughout change management process. Outcome: Launch of a multi-year strategy for revisions to evaluation, development and compensation policies across all four regions.
Independence Mission Schools
Conducted observations of over 50 classrooms to assess instruction using the newly adopted teacher framework. Coached administrative teams to develop skills in managing and supporting teachers. Interviewed stakeholders and supported the creation of a Catholic Culture component of the newly adopted teacher framework. Outcome: IMS has clear data to guide their efforts at teacher development and the implementation of the new teacher framework, and the information to adapt the teacher framework to IMS’ specific context
NYC DOE – PS149
Instructional leadership coaching and support for school leaders to effectively and efficiently observe and develop teachers. Outcome: Project in progress now. Previously, as a key strategy within the school’s turnaround efforts, led the development of a year-long professional learning plan along with a comprehensive series of aligned professional learning experiences designed to improve teacher practice. Outcome: All teachers participated in targeted, practical professional learning aligned to district and school initiatives.
Revive The Dream
Recruit, select and lead emerging community leaders and develop them into education reform catalysts to improve the life prospects of millions of under-served American children. Provide programming to build fellows' understanding of critical education reform issues. Outcome: 96% of Revive The Dream fellows and alumni would recommend the program to a friend.
KIPP Austin Public Schools
Facilitating school and network leaders to develop and pilot a teacher career pathway for KIPP Austin’s nine schools that aligns with KIPP’s strong professional culture, high expectations and commitment to teacher development. Outcome: 88% of KIPP Austin Public Schools teachers feel “positive” or “very positive” about the shift to the Teacher Career Pathway. Read more here and here.
Delaware Dept of Education
Led the research, design and implementation of a new evaluator certification assessment for administrators statewide who complete classroom observations as part of the Delaware Performance Appraisal System (DPAS II). In order to ensure that all students have a great teacher, the new credentialing process includes authentic assessment opportunities designed to support high-quality teacher development. Outcome: Credentialed more than 60 new evaluators across the state.
DREAM Charter Schools
Facilitated the design and pilot of a new model for teacher development and recognition that utilizes the schools’ existing instructional and professional competencies. Currently leading the design of evaluation frameworks and differentiated compensation models for managers of teachers, operations leaders, and additional non-instructional school-based staff.Outcome: 94% of teachers feel positive about the Teacher Career Pathway.
Guided the development of a comprehensive teacher evaluation and development framework aligned to a rigorous and motivating career pathway. Outcome: All teachers receive high-quality personalized development designed to define, develop, and recognize excellence.
Partnered with the EducationCounsel on a Bill & Melinda Gates Foundation funded initiative to support states in their teacher professional learning redesign. Outcome: Three leading states (Florida, Tennessee and Delaware) defined and implemented their vision for professional learning and we developed a framework and tools that can be used by states nationwide.
Hartford Public Schools
Facilitated the creation, introduction and execution of a network-wide staffing strategy to revamp the sourcing, screening and selection of teachers and leaders across the network. Outcome: Full staffing for 2018-19 school year with high-quality educators
Hartford Public Schools
Led district portfolio directors to design an observation pre and post-conference protocol that supports teacher feedback and development rather than solely teacher evaluation. Outcome: 100% of portfolio directors said meeting with Hendy was “extremely” or “very” helpful in designing an improved teacher debrief protocol.
Co-designed teacher career pathway convening for five KIPP regions and led participants through sessions on pathway design and on change management. Provided follow-up technical assistance to participating regions specific to their current needs. Outcome: Following successful convening, hired to facilitate KIPP Austin in their design and pilot.
Coney Island Prep
Facilitated the design and implementation of a teacher and a school leader evaluation model based on national best practices and teacher input. Developed a teacher career pathway that recognizes teacher excellence and is now in year one of implementation. Outcome: 91% of teachers rated their observation experience an A+, A or B.
In 2013, led four independent charter schools to design a shared alternative teacher evaluation and earn approval by the Delaware Dept of Education. Over the next three years, led principals to successfully implement the development and evaluation model, earning statewide recognition and becoming a model for other charters and districts. Outcome: 95% of teachers feel “positive” to “very positive” about the shift to their new teacher evaluation system. Read more here and here.
NYC DOE & TNTP
Supported The New Teacher Project (TNTP) in their work with NYC’s Measures of Student Learning communications and training for MOSL specialists, district leaders, school leaders and teachers. Outcome: 75,000 teachers have access to information about their impact on student academic growth that can help them to improve their practice.
Delaware Dept of Education
Developed several lesson observation rubric options for the state based on national best practice research, state law and teacher feedback. Outcome: Implementation of the rubric in 10 charter schools to assess validity, impact on teacher practice, ease of implementation and impact on inter-rater reliability.