Posts Tagged ‘Coaching’
Martin Luther King Jr. Charter School for Excellence: The Hendy Instructional Excellence Rubric in Action
Meet Kendra Salvador, the Executive Director at Martin Luther King Jr. Charter School for Excellence in Springfield, Massachusetts. Kendra was getting feedback from her teachers that coaching was vague or lacked clarity. Teachers were unsure about how the feedback they were receiving from coaches was supposed to look in action in their classrooms. In addition, teachers were evaluated on a different rubric than what was used in their coaching. Teachers were experiencing a disconnect between the coaching they were receiving and the experiences teaching in their classroom.
Kendra discovered the Hendy Instructional Excellence Rubric, and was immediately impressed by the tool’s clarity, simplicity, and coherence. Kendra decided to adopt the rubric in her school, and have it replace the different rubrics in use for coaching and evaluation.
A key factor in her decision was the rubric’s focus on both teacher inputs and student outputs, a feature Kendra believes is crucial for effective instruction. Kendra noted that during initial walkthroughs, teachers saw firsthand how a lesson that appeared successful on the surface might be assessed as less effective when student engagement and learning were also considered. Kendra also appreciates the rubric’s Core Teacher Skills (CTS), which provide concrete and specific language that allows teachers and coaches to collaboratively identify a clear goal for a coaching cycle.
Kendra has taken a thoughtful, phased approach to introducing the rubric to her school.
- Pilot and Buy-in: First, Kendra brought the rubric to her Instructional Leadership Team, which includes leaders and teachers. After reviewing it and conducting a few instructional walks with the Hendy Rubric, the team’s feedback was overwhelmingly positive. They agreed that it was clearer and more practical than their previous tools.
- Strategic Alignment: Before introducing the rubric to the broader staff, Kendra meticulously aligned the Hendy Rubric indicators with the school’s strategic priorities for the year, including their focus on Responsive Classroom principles. This ensured that all school-wide initiatives were cohesive and mutually supportive.
- Gradual Rollout: Kendra previewed the rubric with teachers during summer professional development. This preview included an overview of the plan for coaches to use the rubric after the first observation to co-identify a coaching cycle goal with each teacher.
- Creating a Coherent System: The Instructional Excellence Rubric is now the single tool used for both coaching and formal evaluation. To support the evaluation process, Kendra added a fifth domain to the rubric to encompass professionalism, which includes items like reflection and attendance. The evaluation forms are housed on the Vector platform, ensuring all documentation is streamlined.
Kendra’s plan for the rubric at MLKCS centers on calibration and development to ensure the new system works as intended. This includes:
- Regular Calibration: The academic leadership team will meet at least twice a month to conduct calibration exercises. This is a critical step to ensure that all leaders—from the principal to the director of special education—are using the rubric consistently and providing teachers with a unified message.
- Building a Culture of Transparency: The rubric and calibration exercises will be “live” in meetings with both the academic leadership team and teacher PLCs. This approach is intended to demystify the evaluation process and empower teachers to take ownership of their own professional growth, regardless of who their coach is.
Stay tuned for future installments on the first year of implementation at MLKCS. Thank you, Kendra, for sharing your feedback and experiences with us!
Interested in implementing the Hendy Instructional Excellence Rubric at your school or district? Reach out to Jess or schedule a call!
Moving to Excellence: The Hendy Instructional Excellence Rubric Implementation Roadmap
Having a great tool is the first step to ensuring a vision for high quality instruction drives all coaching and support for teachers. Implementation, however, is really where the rubber really meets the road. In our 13 years of experience designing and implementing coaching and observation systems, we’ve found that the highest quality tool doesn’t mean much without careful implementation and change management.
Are you considering rolling out the Hendy Instructional Excellence rubric next fall? If yes, the time to start planning is now. Backwards planning with a focus on change management and implementation will help you ensure that your teachers and leaders maximize what the rubric can offer.
Step 1: Define the Criteria for Success
First, define what success looks like. Why are you implementing the Hendy Rubric? What do you want to be true for teachers and leaders as you implement?
By the end of the first half of the 2026-2027 school year, your goal could be for every teacher to:
- Understand the domains, indicators and performance levels of the rubric.
- Receive quality feedback from instructional leaders that is grounded in the rubric’s language.
- Feel empowered, not evaluated, by the rubric’s use.
Success for every leader and teacher coach could be to:
- Internalize the four domains, indicators, and performance levels of the rubric, and be fluent in the rubric’s language when used in coaching teachers.
- Use the rubric in assessing instruction and identifying highest leverage steps the teacher can take to improve.
- Feel empowered to recognize excellent teaching as described in the rubric, and support all teachers to demonstrate excellence in their classrooms.
Step 2: The Immediate Actions (Fall 2025 – January 2026)
Start with the end in mind, then focus on the now. The actions you take in the next few months will determine the success of your entire plan.
- Fall 2025 (Now): Study and Internalize.
- Get to know the rubric: You must deeply understand the rubric’s philosophy and structure. Identify how each domain connects to your school’s current goals and vision. Use the rubric to guide your own observations of classroom practice.
- Identify potential challenges: Reflect on your school’s culture. Are there existing tools or processes that might conflict with the Hendy Rubric? Are there any teachers or teams that might be resistant? Thinking through these now will help you proactively address them later.
- Initial conversations: Have one-on-one or small-group conversations with key teacher leaders and members of your leadership team to gauge interest and gather initial feedback. Start with the change agents who will help you champion this change.
- Winter 2025-2026 (November-January): Strategize the Rollout.
- Decide how you’ll use the rubric: The rubric can be used purely as a development tool, driving feedback and coaching for teachers. The rubric can also be used as an evaluative tool, driving accountability for teachers. It can also be used both ways. Decide how you’ll use the rubric in your school.
- Secure buy-in: Present the rubric to your team. Explain the “why”—its focus on equity, academic rigor, and social-emotional learning.
- Communicate the vision: Introduce the idea of a new instructional tool in staff meetings. Frame it as an exciting opportunity for professional growth and instructional improvement.
- Test the rubric: Invite teams to take the rubric for a spin. Choose one domain or one indicator, and observe a classroom together. Discuss what you see in the classroom and how it aligns to that indicator or domain. Help your colleagues get a feel for the rubric.
- Budget for the change: Allocate funds for professional development, stipends for your design team, and potential support from Hendy. Reach out if you want more information about how we can support you!
Step 3: The Critical Milestones (Spring/Summer 2026)
Spring and summer are the critical times to create and implement your plan to prepare for fall..
- Spring 2026 (February-May): Build the Foundation.
- Form a design team and create a plan: Create a small, representative group of teachers and leaders to co-create the implementation plan. This ensures the plan is practical and widely accepted.
- Training plan: The design team should outline the professional development sequence. This plan should include training on the rubric’s content and how to use it for observation and feedback.
- Pilot Program: Identify a small group to pilot the rubric, or even just one domain or indicator. The group should use the rubric according to the plan created by the design team.
- Training materials: Create training materials to introduce and calibrate leaders and teachers to the rubric. Review Hendy’s training plan options to find out ways we can help.
- Summer 2026 (June-August): Intensive Training & Calibration.
- Summer training: Host a summer training session for all faculty. Engage teachers and leaders with case studies, video examples of teaching, and group calibration exercises where they practice scoring based on the rubric.
- Resource Preparation: Ensure all supporting documents, forms, and observation tools are ready for use on day one of the school year.
By starting today, you’re building the foundation for a sustainable culture of instructional excellence. The backward plan ensures that your Fall 2026 implementation is the culmination of a well-executed and collaborative effort.
Do you want help with implementation planning? Need support in training and norming for your teachers and leaders? Reach out to set up a call!
What You Measure is What Matters: Why We Care So Much About Instructional Rubrics
The most critical in-school factor in a student’s learning outcomes is the quality of the teacher in the classroom. Teachers deserve feedback, coaching, and growth opportunities that support them to be the best they can for their students. To truly foster professional growth and ensure high-quality instruction for all students, we need a way to measure and define what “good” teaching looks like. This is where a high-quality teacher observation rubric becomes an indispensable tool. A great rubric is more than just a checklist; it’s a shared language and a roadmap for excellence. The fundamental principle at play is simple: what we measure is what matters. The selection of the tool or tools we use to guide classroom observation and teacher development is a signal of what we value most in teaching and learning.
That’s why we have shared the Hendy Instructional Excellence Rubric free-of-charge with our community. The Hendy Rubric articulates the specific, observable teacher behaviors that drive student outcomes. This clarity provides teachers with a clear understanding of expectations. They know exactly what they’re being coached on and how their performance will be evaluated. The rubric also helps school leaders and coaches calibrate on a shared definition of excellence. When everyone is using the same criteria and language, the feedback a teacher receives becomes more consistent and reliable.
The Hendy Instructional Excellence Rubric moves beyond simply articulating what a teacher does and instead focuses also on what students are learning and doing. A teacher’s input is only as effective as the resulting student output. By ensuring the indicators include both teacher actions and student actions, the rubric encourages a shift in mindset. It prompts teachers to ask, “Is what I’m doing leading to meaningful learning for my students?” This focus on student outcomes is the ultimate measure of success and the core purpose of all instructional support.
The Hendy Instructional Excellence Rubric can help you to measure what truly matters in teaching in service of student outcomes. Providing targeted, focused coaching and support allows leaders to empower teachers to be their best and ensure that all students receive the high-quality education they deserve.
Want to know how the Hendy Instructional Excellence Rubric can help you measure what matters? Reach out to Jess at jessicawilson@hendyavenue.com.
Re-Introducing the Hendy Instructional Excellence Rubric: A Renewed Vision for Teaching Excellence
The Hendy Instructional Excellence Rubric has been a cornerstone of our work at Hendy Avenue Consulting, designed to help educators create equitable and high-impact learning environments. We’re re-introducing it with a renewed focus on its core purpose: to be a practical, actionable roadmap for teachers and school leaders.
Why This Rubric Matters
The Hendy Rubric was built on a simple, yet powerful belief: every child deserves excellent instruction. Developed in partnership with teachers and leaders, it offers a clear vision for what excellent teaching looks like. It’s not a checklist; it’s a vision of excellent teaching and learning to help you reflect on your practice and grow as an educator.
What Makes the Rubric Unique?
What sets the Hendy Rubric apart is its balanced approach. It seamlessly integrates academic rigor with social-emotional learning, recognizing that both are critical for student success. The rubric is structured into four key domains, each with clear indicators of excellence:
- Classroom Culture: Creating a predictable, equitable, and positive learning environment.
- Lesson Content & Implementation: Focusing on rigorous, standards-aligned, and differentiated instruction.
- Student Thinking: Encouraging active student engagement and critical thinking.
- Responsiveness to Learning: Using data and feedback to guide instruction and ensure every student grows.
Watch this brief video to hear more about the rubric structure from Hendy’s Erica Murphy.
Putting the Rubric into Practice
While the rubric is a free tool, its real power comes from thoughtful implementation. We’ve seen schools achieve remarkable results by using it as a foundation for professional development, peer observation, and coaching. It provides a common language for discussing teaching and learning, fostering a culture of continuous improvement. We’re excited to see how you continue to use this powerful tool to unlock excellence in your classrooms. Download the free rubric here, and reach out for help with implementation!
Defining and Developing Teaching Excellence: The Hendy Instructional Excellence Rubric
Over the past 12 years, Hendy Avenue Consulting has partnered with numerous school systems to set a vision for excellent teaching, create and pilot instructional rubrics based on this vision, and implement those rubrics to support high-quality teacher coaching and development. These partnerships led to the creation of the Hendy Instructional Excellence Rubric, now freely available under a Creative Commons license on Hendy’s website. Five school systems across the country have already adopted some version of the Hendy Instructional Excellence Rubric. While Hendy tailors each engagement to the specific needs of the school system, Hendy’s close partnership with a large, multi-region charter school network served as the initial catalyst for what is now the Hendy Instructional Excellence Rubric.
The Challenge: The charter school network faced a significant challenge: their four regions were using different rubrics to define and develop excellent teaching. This inconsistency created disparities in how teachers were coached and supported across the network and missed opportunities to use the data to inform network priorities. The network reached out to Hendy to help them lead a project to create, pilot, and implement a unified vision of teaching excellence, aligning teacher development across all regions while maintaining high academic and instructional standards.
Setting the Foundation for Success: Hendy began with careful attention to organizational dynamics and stakeholder buy-in. The charter school network and Hendy established a clear RAPID decision-making framework and identified key stakeholders across departments whose participation would be crucial. This preliminary phase proved essential, establishing both the authority and the limitations within which the team would operate. This also ensured that the rubric development would center on what is most critical for students in classrooms: high-quality teaching and learning.
Creating a Common Vision of Excellence: Hendy convened a diverse subcommittee to lead the project, representing various roles (including talent, curriculum and instruction, and data), schools, tenure levels, and demographic backgrounds. This diverse representation ensured the rubric would be a practical tool for coaching and development. The subcommittee met regularly, engaging in deep discussions about what constitutes excellent teaching facilitated by Hendy team members. The group took a methodical approach to creating the new rubric. They began by discussing what excellent teaching looked like in different contexts and establishing a “blue sky” vision for teacher development. These conversations revealed both the strengths of existing approaches and the opportunities that a unified vision could provide. They conducted a detailed crosswalk of existing frameworks provided by Hendy, identifying the key elements that drove teacher growth across all contexts. This analysis helped the committee work with Hendy to create a rubric that would be both comprehensive and practical for everyday use. The team iterated on the rubric several times, testing different domains and indicators across different classrooms and contexts.
Piloting and Refining the Vision: The pilot phase demonstrated the charter school network’s commitment to thoughtful implementation. Hendy launched the pilot with an orientation webinar, introducing the rubric to the broader community and outlining its purpose, structure, and role in teacher development. This helped build understanding and buy-in. The webinar provided practical guidance for leaders to begin using the rubric while allowing for refinement based on their experiences. Recognizing the unique needs of certain teaching populations, Hendy and the charter team specifically engaged Special Education teachers, fine arts instructors, PE teachers, and preK educators through targeted surveys and focus groups. This ensured their perspectives would shape the final framework. Pilot schools used the rubric in multiple contexts. Leadership teams conducted walkthroughs using the new framework at least 2-3 times that spring, testing its effectiveness in different classroom settings. School leaders also used the framework in coaching conversations with teachers, providing valuable insights. Throughout the pilot, Hendy maintained a strong feedback loop, gathering input through structured surveys and focus groups and used this information to make adjustments. Critically, Hendy and the committee closed the feedback loop by communicating changes back to participants, explicitly connecting their input to specific modifications. Leaders found the rubric helpful in structuring coaching conversations, providing a common language for discussing teaching excellence. They also identified areas where additional guidance was needed, particularly around using the rubric to support different types of teachers and content areas.
Implementation, Training, and Capacity Building: The summer marked the transition to full implementation. In partnership with Hendy, the large, multi-region charter school network invested heavily in developing the capacity of those who would use the rubric. The implementation began with establishing clear systems and structures. Hendy worked with school leaders to determine coaching roles, the frequency of observations and coaching conversations, and how teachers would engage with the rubric. The subsequent training program facilitated by Hendy was comprehensive and sustained, extending through the summer and following school year. It began with foundation training, where coaches learned not just about the rubric’s structure but also how to use it as a tool for development. These interactive sessions included practicing with instructional video analysis and guiding coaching conversations. Quarterly practice-based sessions facilitated by Hendy throughout the school year reinforced learning. Each session followed a thoughtful progression: leaders would study specific indicators, analyze teaching videos, engage in calibration discussions, and practice coaching conversations. The embedded certification process was particularly effective. Rather than a one-time event, it was a supportive process allowing for multiple attempts and providing additional support when needed.
Legacy and Evolution: The Hendy Instructional Excellence Rubric: Hendy’s work on creating and implementing this charter school network’s rubric significantly influenced the development of the Hendy Instructional Excellence Rubric. The Hendy rubric builds upon the successful elements of the charter school network’s process while introducing innovations. Like its predecessor, the Hendy Instructional Excellence Rubric organizes teaching excellence into four domains, each guided by an essential question. It adds “Core Teacher Skills” for each indicator, providing specific, actionable guidance for teacher development. This helps bridge the gap between identifying excellent teaching and developing teachers’ practice. The Hendy rubric also refines the approach to measuring impact, maintaining the charter school network’s focus on student outcomes while creating clearer developmental progressions. This helps teachers and coaches identify specific next steps for growth.
Want to learn more about the Hendy Instructional Excellence framework? Visit our website or email Jessica Wilson!
Unlocking Excellence in Teaching with the Hendy Instructional Excellence Rubric
At Hendy Avenue Consulting, we believe every child deserves excellent instruction, every day, in every classroom. This foundational belief has guided our work with schools and districts across the country for over a decade. Now, we’re thrilled to share a tool that embodies this commitment: the Instructional Excellence Rubric.
This free, equity-focused tool is designed to provide a clear and actionable vision for teaching and learning. With its detailed structure and emphasis on both teacher actions and student outcomes, the rubric is more than a framework—it’s a roadmap for achieving excellence in classrooms.
At Hendy, we have had the privilege of partnering with school systems across the country as they endeavor to implement observation rubrics that support great coaching and development for teachers, and improved outcomes for students. The Hendy Instructional Excellence Rubric is the product of several engagements over several years. With our partners, we saw the need for a higher quality observation rubric that better met school systems’ needs, and we worked to create this rubric in partnership with teachers and school leaders from across the country. We’ve supported several systems to successfully implement versions of this rubric, and have seen the positive impact it has had on schools. We are excited now to make this rubric available, for free, to everyone for the benefit of schools, teachers, and students.
What Makes the Instructional Excellence Rubric Unique?
The Instructional Excellence Rubric stands apart because it balances rigorous academics with social-emotional learning, ensuring that all aspects of a student’s success are prioritized. It reflects years of experience working directly with teachers, leaders, and schools to define what truly works in classrooms.
Here’s how the rubric is structured:
- Classroom Culture: Focuses on creating a predictable, joyful, and equitable environment that maximizes learning time.
- Lesson Content & Implementation: Emphasizes rigorous, purposeful, and differentiated instruction to meet the needs of all students.
- Student Thinking: Highlights the importance of students doing the thinking, speaking, writing, and creating during lessons.
- Responsiveness to Learning: Centers on using feedback and data to adapt teaching and ensure every student grows and succeeds.
Each domain contains clear indicators of excellence, articulated across four levels of performance. These descriptors help educators identify what success looks like and provide actionable steps for improvement.
How Can the Rubric Help You?
Whether you’re a school leader, instructional coach, or system administrator, the rubric can:
- Provide a shared language for excellence across your school or district.
- Guide teacher coaching and development with clear, equity-focused expectations.
- Support classroom observations that prioritize student outcomes.
It’s a comprehensive tool for anyone committed to improving teaching and learning at scale.
The Power of Training and Support
While the rubric is designed to be intuitive and easy to use, its full potential is unlocked through thoughtful implementation and training. That’s where Hendy Avenue Consulting can help.
We offer tailored training and support packages to ensure schools and systems:
- Norm around expectations: Build consistency in how the rubric is used across classrooms.
- Develop coaching capacity: Equip leaders to use the rubric as a tool for meaningful teacher development.
- Customize for your context: Adapt the rubric to align with the unique needs and goals of your school or district.
Our team has a proven track record of helping educators implement tools like this successfully, driving real change in teaching and learning.
Ready to Get Started?
The Instructional Excellence Rubric is available for free download:
Let us help you bring it to life. Reach out to Jess to schedule a call!
Together, we can ensure every child experiences the excellent instruction they deserve.
Are You a Leader Feeling Stuck Right Now? Ask Yourself These Questions
Leaders make sense of things for others, untangling knots of confusion and ambiguity. This responsibility compounds during a crisis and is even harder when you are feeling like a mess yourself!
To “un-mess” myself, I like to use a strategy that worked for me as a kid – some good old-fashioned self-talk – ala Lev Vygotsky. My grown-up version of self-talk takes the form of questions that I ask and answer myself (I only occasionally do this out loud). The good news is they’ve also worked well for my colleagues and the people I coach – and I hope they will for you too.
1. Am I keeping the mission and values central to every decision I am making? Remembering why you do the work and what you stand for–and will not stand for—are critical to good decision-making and productivity in a crisis. We all need to be grounded or anchored, and this question always gets me back to center.
2. What can I simplify at work, in my life, and for my team? Accomplishing even the simplest things can seem insurmountable when your world is turned upside down. Our economy shutting down, communications rhythms changing, and having your whole “way of working” change overnight has had pretty serious ripple effects. A strong leader works to simplify things for themselves and for their team. Doing so can focus a team and allow them to even feel motivated with newfound direction.
3. How can I work collaboratively to identify bias, blind-spots, and inequities in our decisions and work without thwarting decisiveness? Even if it isn’t within your normal mode, you’ll have to move fast to make decisions and to give direction in crisis. Acting on instinct and doing so confidently provides what seems most needed – guidance. However, our instincts are inherently biased and we have blind spots. We can’t let the need to provide guidance and decisiveness over-ride informed decision-making. Take a second, ask a trusted colleague, mentor or team-member to check your thinking and make sure it’s someone who thinks differently and is willing to challenge you.
4. How am I adding value or support during the interactions that I have? If you’re leading a team, it’s likely that you’re getting bombarded with questions or working to keep people engaged while managing your own stuff (which is very real right now). In this harried time, there’s a big risk that some of these interactions devolve into transactions. Getting things done now is important, but you have to remember that the fight against inequity is an ultra-marathon; and building team and developing people can’t be lost in all of this. Make sure that you are entering conversations and interactions with intention and aiming to add value in as many interactions as possible.
5. Am I keeping my team and those around me appropriately updated (without overwhelming them)? You are likely hearing all sorts of news from every direction – schools are staying closed; the budget situation is going from bad to worse; inequities are deepening, and trauma is reigning. As a leader you have the unenviable position of knowing all of these things. Part of your job is to keep your team updated, but appropriately: giving people the information they need to do their best, transparently, without causing undue stress or concern by sharing too much.
6. How can I consistently be straightforward about where we are and what we still don’t know while still having relentless hope about the future? Mandela taught us that courage was not the absence of fear but the triumph over it; and Stockdale taught us that a brutal honesty about our realities paired with an unwavering confidence that we’ll prevail is key to thriving. Leaders must be clear about both the challenges we’re facing and have confidence that we’ll win in the end—because we have to. Pragmatic optimism is the key, especially in a time when, more than ever, people need the truth and hope.
Getting to clarity is hard enough to do on your own right now, much less for a team or your entire organization, but it’s sorely needed. Engaging in some disciplined reflection before or while you act will ensure that you, and more importantly, your teams and stakeholders will have a much clearer pathway forward – which is exactly what we need right now.
– Jeremy
Special thanks to Gallup and Impact Ladder for inspiring some of these questions.
Don’t You Want to Stay? Virtual Stay Conversations as Key Teacher Retention Strategy
Teacher and staff retention is a common concern we hear from school leaders in “normal” times. One of the most efficient and lowest cost methods we have found for encouraging great teachers to stay is by holding “stay conversations”. A stay conversation is an informal chance to share how much you appreciate a teacher’s work, and to directly ask them to stay at your school for the following school year. Stay conversations don’t take much effort, but they have a big impact. When teachers were asked why they left their school, a common response was simply that no one asked them to stay.*
A stay conversation usually happens in a regularly scheduled one-on-one meeting with the teacher. Stay conversations should begin early in the year, ideally before winter break. Leaders can and should continue to communicate value and priority to teachers throughout the spring. This way, if teachers are presented with an opportunity to leave their school, they know how much they are valued and are less likely to leave.
That’s how stay conversations might proceed in normal times. These, however, are not “normal” times. The challenge and uncertainty of the pandemic makes retaining teachers even more critical. Just because we are all working virtually, leaders should not stop holding stay conversations. In fact, the best practices for stay conversations still apply: keep the conversation brief, affirm how much you value the teacher, and articulate how important they are to your students and school. Be honest about the challenges of remote teaching and uncertainty of what the fall might look like. Then share why the teacher is an important part of the team, especially in this uncertainty. Strong teachers are providing a lifeline to families and students right now, and they will continue to need your great teachers when school restarts in the fall. Finally, ask the teacher directly to stay at your school next year.
Ideally you are touching base with each teacher individually on a regular basis during this time of remote teaching and learning. These one-on-ones can be quick check-ins to ask the teacher how things are going for them, and how you can support them. And they are a great time to say directly how much you value the teacher’s work, and ask them to stay next fall.
P.S. If you need a soundtrack to your stay conversations, try this pop, or R&B, or classic rock, or country, or early 90s style (my personal favorite)!
-Jessica
*From The Irreplaceables, TNTP, 2012.
Jeremy Abarno, Welcome To The Hendy Team!
We’re thrilled to announce that Jeremy Abarno, former Chief Talent Officer of DREAM Charter Schools in NYC, joined the Hendy team in October 2019. Jeremy will specialize in school leader coaching and development, network leader coaching (especially talent and academics), curriculum development and training, and comprehensive talent strategy and implementation. Jeremy is the smart, thoughtful person you want to help you solve problems and we are so happy he’s bringing his many talents to support our partner organizations and to continue to make our Hendy team stronger.
Jeremy started as a teacher in East Harlem in 2000 and has dedicated his career to the children of New York City. He served as the Principal at PAVE Academy public charter school. Jeremy was the Managing Director of Mathematics and later Talent at Ascend Public Charter Schools in Brooklyn, a network of nine schools serving more than 4,000 students in central Brooklyn. Before joining Hendy Avenue, Jeremy was the Chief Talent Officer of DREAM in East Harlem. In this role, Jeremy led the development of DREAM’s overall talent strategy including recruitment, professional development, workforce planning and human resources for DREAM’s schools, afterschool and community programs. Jeremy holds a Master’s in Special Education from City College and a School Building Leader license from Baruch. He is a graduate of New York University in elementary education. Jeremy lives in Brooklyn with his wife and three children.
Listen Up: Hendy Avenue on EdPOP Podcast
Curious to learn more about Hendy Avenue Consulting? Our very own Jessica Wilson sat down with the host of EdPOP to talk about our mission, recent projects and how talent strategy can make the difference for kids across the country.