Teaching Trust 2016 Impact Report

TEACHING TRUST EMPOWERING LEADERS | TRANSFORMING SCHOOLS

2016 IMPACT REPOR T

LEADERSHIP MAT TERS Dear Friends, Leadership matters. Great schools require strong leaders and leadership teams capable of attracting, motivating, developing, and retaining great teachers. This need is even more urgent in our most underserved schools.

Teaching Trust is the only organization in North Texas focusing exclusively on school leadership.

We are heartened and humbled by the positive impact Teaching Trust-trained leaders are having on schools, students, and communities across our area. The majority of schools led by Teaching Trust leaders are outperforming their peers. Additionally, our Aspiring Leaders are advancing into school leadership positions.

Six years into our work, Teaching Trust has trained over 600 leaders, a sizable and growing community, committed to achieving better outcomes for students. Our work in developing and supporting a unique approach to school leadership requires building a foundation of trust.

Trust builds commitment to the school community and improves retention of talented educators, a critical factor for schools seeking to achieve sustainable gains from one year to the next.

Our leaders continue to serve with confidence, humility, and conviction. All of us at Teaching Trust are thankful for their commitment to their school communities and their work. We are also truly grateful for all of our partners, funders, friends, and advocates. Your continued support has had a significant, positive impact in schools across North Texas—and we’re just getting started!

We publish this report as a way to hold ourselves accountable for making progress, achieving demonstrable impact, and getting better each and every year. We also celebrate the work of our leaders who are committed to making a difference in the lives of their students.

Sincerely,

CONT E NTS Reach 1 Leadership Programs

2

Alumni Network

3

Student Outcomes

4

Aspiring Leaders

5

Impact Stories

6–10

Ed Fellows

11

Financials & Donors

12

Team & Board

13

Patrick Haugh Chief Executive Officer

SCHOOL LEADERSHIP PROVIDES A HIGH LEVERAGE PATH TO IMPROVE PUBLIC EDUCATION. GREAT LEADERSHIP TEAMS ARE ESSENTIAL TO GREAT SCHOOLS. 96% of principals, assistant principals, and teachers surveyed said great leadership is essential to a school’s success.1

STRONG SCHOOL LEADERSHIP TRANSLATES INTO HIGHER ACHIEVEMENT. Research shows that students gain an additional 2-7 months of learning in a single school year under the leadership of a strong principal.2

THE ROLE OF A PRINCIPAL IS TO ATTRACT, DEVELOP, AND RETAIN GREAT TEACHERS. 95% of teachers report that a strong principal is the main reason they stay at their school.3

b 1 Transforming Schools, Bain & Company, 2016

2 School Leaders Matter, Education Next, Winter 2013

3 America’s Teachers on America’s Schools, Scholastic and the Bill and Melinda Gates Foundation, 2010

TEACHING TRUST ’S REACH Teaching Trust develops leadership capacity in school districts and charter networks across North Texas.

600

120 +

DALLAS ISD SCHOOLS ARE LED BY A TEACHING TRUST TRAINED PRINCIPAL

UPLIFT EDUCATION SCHOOLS ARE LED BY A TEACHING TRUST TRAINED PRINCIPAL

LEADER S

1 5 IN

SCHOOLS

1 3 IN

65,000 STUDENTS 1

DEVELOPING LEADERS AT EVERY LEVEL Teaching Trust’s three programs develop impactful leaders within and across schools.

92% of Aspiring Leader Residents, Leadership Team members, and Ed Fellows agree that their Teaching Trust program was high quality

94% of program participants believe Teaching Trust exemplifies its values

94% of program participants would recommend Teaching Trust to a colleague

2

ASPIRING LEADERS

LEADERSHIP TEAMS

ED FELLOWS

FUTURE PRINCIPALS

SCHOOL LEADERSHIP TEAMS

TEACHER LEADERS

This rigorous, practice-based program prepares dedicated educators to be principals of urban schools. Our five-year development program for aspiring school leaders is offered in partnership with SMU’s Annette Caldwell Simmons School of Education & Human Development. Participants earn Texas Principal Certification and a M.Ed. in Educational Leadership.

This program builds strong leadership teams at the campus level. Principals are supported in developing and distributing leadership to help build capacity in the broader school leadership team. Teams focus on goal setting, leading an aspirational school culture, and building instructional planning systems and practices that can lead to significant, sustained academic gains. School teams may opt into a second year of the program for additional content and ongoing support.

This one-year program supports teachers seeking to deepen their instructional competence, bolster their influence skills, and prepare to take on roles leading teams at the department or grade level.

Participants are placed in one of two cohorts. The Instructional Leadership cohort supports teachers in reaching their greatest impact through best instructional practices and classroom leadership. The Adult Leadership cohort supports teachers in reaching their greatest impact by influencing and leading other adults.

EMPOWERING A COMMUNIT Y OF LEADERS

600 + LEA D E R S & G RO W I N G

The Teaching Trust Alumni Network provides opportunities for current and former participants to connect, collaborate, and learn.

ALUMNI HAVE ACCESS TO A ROBUST SELECTION OF HIGH QUALITY LEARNING OPPORTUNITIES: Literacy & Math Rigor Series • Career & Talent Sessions • School Visits INAUGURAL LEADING TO IMPACT SUMMIT

GET BETTER FASTER TRAINING

230+ Attendees

450+ Attendees

In January 2016, educators and leaders from across North Texas converged at the George W. Bush Institute to learn and share best practices for transforming schools.

This two-day training, led by national education thought-leader Paul BambrickSantoyo, equipped educators with strategies to accelerate new teachers’ success. Attendees represented educators from 12 districts and charter networks.

94%

99%

of attendees agreed that the Summit’s content added value to their work in education

of attendees agreed that this training provided concrete strategies or skills that will add value to their work in education

3

DELIVERING BET TER OUTCOMES FOR STUDENTS Schools led by Teaching Trust leaders outperform peer schools in closing the achievement gap.1

A higher proportion of schools led by Teaching Trust leaders are among the highest growth schools in the state.2

72% 86%

2.5x 2x

of schools led by Teaching Trust leaders are closing the gap faster than peer schools

WHO WE SERVE

of schools led by Teaching Trust Leadership Teams are closing the gap faster than peer schools

the expected number of Teaching Trust-led schools are in the top 10% highest growth schools (26% of schools)

89%

41%

of students are economically disadvantaged

of students are English Language Learners

the expected number of Teaching Trust-led schools are in the top 25% highest growth schools (48% of schools)

21% 62% 17%

Elementary School Middle School High School

1 Boston Consulting Group analysis of TEA STAAR 2013-16 Math & Reading Data at the Post-Secondary Readiness Level

4

2 Teaching Trust analysis of TEA STAAR 2013–2016 Math & Reading Data at the Post-Secondary Readiness Level, % of schools in top decile and quartile for math averaged respectively with % of schools in top decile and quartile for reading

ASPIRING LEADERS PROGRAM ACCELERATES OUTSTANDING TALENT Teaching Trust Aspiring Leaders have strong promotion and retention rates.3

Teaching Trust provides a strong pipeline of school leaders.

99% 92%

25 41

advanced into school leadership positions

of graduates remain in school leadership positions today

Principals

Jacob Stainbrook, Aspiring Leaders (2012), led Uplift Williams Middle School, an open enrollment STEM school, as a first-year director to achieve the most improvement in STAAR results across the Uplift Education network. His roadmap for others:

“Leaders need to create a clear vision and execute it consistently.”

Assistant Principals/Deans

Instructional Coaches

Uplift Williams Middle School STAAR Scores SATISFACTORY POST-SECONDARY READINESS

100 90 80 60

• Continuously observe instruction, provide teachers with immediate feedback, and meet with teachers to guide and support lesson planning.

40

• Plan student-centered lessons that align to state standards and require students to engage in deliberate practice for at least 75 percent of the lesson.

20

50

62%

62% 45% 35%

30 10

86%

79%

70

• Establish a school culture with high expectations and clearly defined routines, procedures, and management systems.

18% 6%

0 3 Teaching Trust analysis of first four classes of Aspiring Leaders

34

2015

2016

MATH

2015

2016

SCIENCE

5

LEADING WITH TRUST EMPOWERS ADULTS AND STUDENTS Lenore Kirk Hall Elementary School, Dallas ISD Principal: Adriana Gonzalez | Leadership Teams When Adriana Gonzalez stepped into the role of Principal at Lenore Kirk Hall Elementary School, she had her work cut out for her. During her first year, she hired 19 new teachers, including 13 first-year educators. Adriana focused on strengthening her teachers’ instructional practices, but she also recognized the need to build and empower a group of campus leaders who were able to grow and develop as a team.

In her second year, Adriana’s goal was to create a strong team of individuals focused on improving student achievement. To begin building trust, she openly shared mixed results from the prior year’s staff survey to acknowledge the challenges they faced. With support from Teaching Trust staff, Adriana and her Leadership Team implemented a variety of strategies to build a more positive staff culture. They shifted away from written feedback in favor of face-to-face meetings, participated in team-wide school walk-throughs to calibrate teacher feedback, and led intentional professional development focused on building trust. Adriana believes her team’s transparency and focus on trust-building were key factors in L.K. Hall’s improvement last year.

By the end of the year, L.K. Hall produced student gains on both the Satisfactory and Post-Secondary Readiness levels for the math and reading STAAR exams, experienced a 10 percentage point increase in student survey results, and ranked 11 out of 230 schools on Dallas ISD’s parent survey. Adriana plans to continue capitalizing on Teaching Trust coaching and resources to build leadership capacity. This school year, Teaching Trust Aspiring Leader Olga Romero was promoted from Instructional Coach to Assistant Principal. The continuity in leadership is accelerating the growth for staff at L.K. Hall.

6

Hall Elementary School STAAR Scores 100

SATISFACTORY POST-SECONDARY READINESS

90 80 70

70%

60 50

59%

67%

45%

40

38%

30 20 10

76%

27%

19%

SCHOOL DEMOGRAPHICS: 536 students 97% economically disadvantaged 68% English Language Learners 10% mobility TEACHING TRUST PRESENCE: Leadership Teams (2016) Aspiring Leaders (2011, 2015, 2016) Ed Fellows (2016, 2017)

0 2015

2016

MATH

2015

2016

READING

PROGRAM UPDATE: LEADERSHIP TEAMS YEAR TWO Teaching Trust Leadership Teams exit our one-year program with a “Plan for Change” for the upcoming school year. Participant feedback suggested that a second year of coaching and support would be valuable as the team members implement their Plan for Change on their home campus. After piloting this extra year of content and support last year, Teaching Trust officially added Leadership Teams “Year Two,” supported in part by district program fees.

ENTREPRENEURIAL LEADER SETS FOUNDATION FOR SUCCESS Young Women’s STEAM Academy at Balch Springs Middle School, Dallas ISD Principal: Clarita Rivera, 2016 Dallas ISD Secondary Principal of the Year | Leadership Teams Principal Clarita Rivera and campus leaders at Balch Springs Middle School took a risk when they proposed to pilot an all-girls program within their school for sixth through eighth grade students. In just a few months, the 450 girls participating in the pilot project had fewer discipline referrals, enjoyed an increased level of parental involvement, and outperformed the co-ed classrooms on the district’s interim assessments and the state’s STAAR test.

Balch Springs Middle School STAAR Scores 100

SATISFACTORY POST-SECONDARY READINESS

90 80 70 60 50

74% 62%

40

10

63%

41%

30 20

77%

41% 26%

21%

0 2015

2016

MATH

2015

2016

SCHOOL DEMOGRAPHICS: 1,397 students 99% economically disadvantaged 58% English Language Learners 16% mobility TEACHING TRUST PRESENCE: Leadership Teams (2016) Aspiring Leaders (2015) Ed Fellows (2016, 2017)

Based on the success of the pilot, and recognizing the potential of this model to transform the Balch Springs community, Clarita and her team advocated for the creation of two single-gender middle schools, one for boys and one for girls. Balch Springs Middle School reopened for the 2016–2017 school year as the “Young Women’s STEAM Academy at Balch Springs,” with a focus on math, science, and the arts.

Clarita says the training and coaching received from Teaching Trust helped her team focus on three high-leverage actions to drive even better results: data-driven instruction, building a strong school culture, and developing the leadership capacity of the staff.

To develop and distribute leadership more broadly across her campus, Clarita called on expert teachers to support new teachers and recruited high potential staff to serve on her Leadership Team. Teaching Trust then helped the Balch Springs team fill in the gaps in their own knowledge and provided a framework to support their growth.

SCIENCE

7

CULTURE AND INSTRUCTION ARE CRITICAL FOR STUDENT SUCCESS Leonides Gonzalez Cigarroa Elementary School, Dallas ISD Principal: Quinton Courts | Aspiring Leaders, Leadership Teams Quinton Courts was named Principal of Cigarroa Elementary School in May 2014, just as he was completing his one-year residency in Teaching Trust’s Aspiring Leaders program. The school was facing serious challenges: there were numerous staff vacancies, 60 percent of teachers had less than one year of experience, and climate survey scores were some of the lowest among Dallas ISD elementary schools.

Quinton’s first step was to form a new leadership team and enroll in Teaching Trust’s Leadership Teams program. After interviewing his staff, Quinton selected a team that included both trusted, veteran teachers as well as new staff members. Recognizing the need to reset the school culture, the team developed and adopted a vision statement as well as a set of core values, reinforced through daily routines. Thanks to staff and community buy-in for the new direction, climate scores soared to the top decile of Dallas ISD campuses during the team’s first semester.

After turning around campus culture, the Leadership Team shifted its focus to improving instruction. To support the large number of novice teachers, they scheduled frequent observation and feedback cycles to improve instructional competence. Despite these

8

efforts, at the end of Quinton’s first year, the campus fell just below the bar, resulting in an Improvement Required designation from the state. A critical lesson: leading with values was essential to reset school culture, but efforts to improve instruction should have been an urgent priority earlier in the year.

For the 2015–2016 school year, Cigarroa’s Leadership Team set ambitious goals around student growth. Cigarroa’s supportive campus culture enabled the team to retain existing staff and recruit experienced teachers to accelerate academic growth. Their hard work paid off; by May 2016, the campus moved off of the Improvement Required list. With gains in both achievement and culture, the school is on the path toward continual improvement.

Cigarroa Elementary School STAAR Scores 100

SATISFACTORY POST-SECONDARY READINESS

90 80 70 60

61%

50 40

44%

30

42% 25%

20 10 0

12%

11%

2014

2015 MATH

2016

SCHOOL DEMOGRAPHICS: 665 students 98% economically disadvantaged 85% English Language Learners 21% mobility TEACHING TRUST PRESENCE: Leadership Teams (2015) Aspiring Leaders (2012, 2015) Ed Fellows (2016, 2017)

RESILIENT LEADER DRIVES STUDENT IMPROVEMENT Uplift Pinnacle Primary School School Director: Katie Leinenkugel | Aspiring Leaders Katie Leinenkugel launched her career in education as a Teach For America – Dallas Fort Worth corps member before joining the Teaching Trust Aspiring Leaders Program in 2013. In 2014, she became School Director at Uplift Pinnacle Primary, the very school where she began as a founding teacher and TFA corps member in 2011.

As a first-year school leader, Katie faced the challenge of leading a staff that was comprised entirely of first-year teachers. Despite their efforts to deliver strong results, Pinnacle ended the year on the state’s Improvement Required list, with over 70 percent of fourth-graders failing to meet the state’s proficiency bar on the math STAAR tests. Looking back, Katie reflects, “It was devastating to get those results.” Nonetheless, a foundation was set that allowed Katie to retain 80 percent of her staff and continue developing her teachers’ instructional expertise.

SCHOOL DEMOGRAPHICS: 545 students 85% economically disadvantaged 28% English Language Learners TEACHING TRUST PRESENCE: Aspiring Leaders (2013) Ed Fellows (2017)

Uplift Pinnacle Primary STAAR Scores 100

SATISFACTORY POST-SECONDARY READINESS

90 80 70

66%

60 50

57%

40

51%

30 20 10 0

20%

25%

9% 2014

2015

2016

Katie says she entered her second year with “creativity, flexibility, and a laser focus on each scholar’s individual data.” With support from her Teaching Trust leadership coach, Katie and her team developed a master instructional planning calendar, which she refers to as a “gamechanger.” The tool allowed them to focus intensely on small-group lessons, alignment to the end-of-year assessment, and personalized instruction. Throughout the year Katie worked alongside teachers to track each student’s progress. At year-end, fifth-graders (from the prior year’s struggling fourth-grade class) gained nearly 40 points in math, and Pinnacle was off of the state’s Improvement Required list.

Katie is excited to leverage her leadership skills and her growing network of Teaching Trust peers to continue driving results for students at Pinnacle.

She reflects, “My network of fellow Aspiring Leaders are my number one go-to in any school situation, and I’d be lost without them.”

MATH

9

LEADERSHIP CONCENTRATION ACCELERATES STUDENT ACHIEVEMENT Annie Webb Blanton Elementary School, Dallas ISD Principal: Laura Garza | Leadership Teams After 14 years as a Dallas ISD teacher, Laura Garza became a first-time principal at Silberstein Elementary in 2012. Laura participated in Teaching Trust’s Leadership Teams program at Silberstein. The Leadership Teams program allowed them to work toward a common vision for excellence and to identify and implement the highest leverage action items to drive academic growth.

Laura’s success as a school leader at Silberstein gained the attention of district leaders. She was asked to take on the principal role at Blanton Elementary School for the 2015–2016 school year. Dallas ISD’s Accelerating Campus Excellence (ACE) program provided incentives for high-performing principals and teachers to move to seven of the lowest performing campuses. Laura believes that her ability to select, empower, and develop a strong team of educator leaders sharing common values and skills has been crucial to the gains achieved at Blanton.

Blanton Elementary School STAAR Scores 100

SATISFACTORY POST-SECONDARY READINESS

90

At both Silberstein and now Blanton, Laura has leveraged Teaching Trust to strengthen her own skills and those of her staff to achieve remarkable results. Laura is participating in Teaching Trust’s Leadership Teams program again, this time with a team from Blanton. Additionally, with Laura’s encouragement, 10 Blanton teachers have participated in Teaching Trust’s Ed Fellows program over the past two years, and Math Instructional Coach Alicia Iwasko is now in the Aspiring Leaders program.

This is the largest concentration of Teaching Trust-trained leaders on a single campus, and the results are encouraging.

“I am proud to share that Teaching Trust continues to inspire growth in me,” Laura states.

80

80%

70 60 50 40

61% 48% 50%

20 10

35%

20%

16%

0 2015

2016

MATH

10

45%

30

2015

2016

READING

SCHOOL DEMOGRAPHICS: 612 students 84% economically disadvantaged 58% English Language Learners 19% mobility TEACHING TRUST PRESENCE: Leadership Teams (2014, 2017) Aspiring Leaders (2016) Ed Fellows (2016, 2017)

ED FELLOWS ACHIEVE AMBITIOUS GOALS

FELLOW: Katey Batey

FELLOW: Mauricio Garcia

FELLOW: Lydia Saldaña

SCHOOL: Blanton Elementary School, Dallas ISD

SCHOOL: Blanton Elementary School, Dallas ISD

SCHOOL: Gilbert Elementary School, Irving ISD

SUBJECT: 4th Grade Writing

SUBJECT: 1st Grade English Language Arts

SMART GOAL: Increase percentage of students passing the fourth grade writing assessment from 47 percent (measured on a beginning-of-year diagnostic exam) to 70 percent by year-end

SMART GOAL: 80 percent of students will exit first grade reading on grade level, with 40 percent reading a full grade level ahead

SUBJECT: Bilingual Math & Science; 3rd Grade Team Lead

STRATEGIES EMPLOYED:

• Focused on building phonemic awareness and vocabulary

• Utilized an approach focused on simultaneously increasing literacy skills and content knowledge • Created weekly whole-class lessons to introduce strategies to close the literacy gap • Provided ample opportunities for students to practice independently, with partners, and in small groups

STRATEGIES EMPLOYED:

STRATEGIES EMPLOYED:

• Emphasized increasing fluency and improving comprehension

• Identified a need to grow skills in leading and motivating peers on the grade level math team

• Utilized instructional technology for individualized, student-driven instruction

• Leveraged opportunities to practice observation and feedback cycles with Teaching Trust Ed Fellows staff members

• Assessed and tracked student progress

• Had students track and reflect on their progress

GOAL EXCEEDED: 79% of fourth-graders passed the end of year assessment, a gain of 32 percentage points.

SMART GOAL: Lead grade level math team to ensure third grade students average at least 15 points of growth on year-end MAP test (Measures of Academic Progress)

GOAL EXCEEDED: 90% of students ended the year reading on grade level, with 70% reading a full grade level ahead.

• Practiced scripting important conversations prior to delivering feedback to team members

GOAL EXCEEDED: Third-graders averaged 19 points of growth on the math MAP test.

PROGRAM UPDATE: ED FELLOWS INSTRUCTIONAL LEADERSHIP COHORT We believe that strong classroom instruction is the foundation of effective school leadership. To support Ed Fellows in reaching their greatest impact as leaders, this school year we have added an additional track focused on developing strong classroom instructors. Our new Instructional Leadership cohort supports instructional practices and classroom leadership, while our Adult Leadership cohort prepares Ed Fellows to lead others at the department or grade level on their campus.

11

WE ARE GRATEFUL FOR OUR FINANCIAL SUPPORT AUDITED FINANCIAL HIGHLIGHTS Statement of Activities

Fiscal Year Ended June 30, 2016 June 30, 2015

Revenues Grants and Contributions

$1,926,157

Program Fees

$5,490,458

631,959

229,830

$2,558,116

$5,720,288

$2,845,380

$2,287,723

357,905

358,722

Expenses Program Administrative Fundraising Change in Net Assets

74,572

51,096

$3,277,857

$2,697,541

$(719,741)

$3,022,747

Statement of Financial Position Snapshot Cash

$1,169,238

$1,265,276

Unconditional Promises to Give, net

2,420,831

3,107,747

112,264

53,729

Other Assets Less: Current Liabilities

(17,844)

(22,522)

$3,684,489

$4,404,230

Unrestricted

1,004,489

1,391,483

Temporarily Restricted (time)

2,680,000

3,012,747

Total Net Assets

Generally Accepted Accounting Principles requires us to recognize as revenue the total dollar commitments awarded for all grants received in the fiscal year in which they were awarded, even if the money will not be paid until a future year(s). We received a multi-year grant in July 2014 from Raise Your Hand Texas (RYHT) for $5 million, payable $1 million a year for 5 years, and payments are made in June just prior to the start of our fiscal year. $4 million of this grant was recorded in FY 2015, with the initial $1 million recorded in FY 2014. $3 million of the $3.7 million net assets at 6/30/16 represents the RYHT grant.

12

TEACHING TRUST SUPPORTERS Cumulative Investment Since Inception $1,000,000 and Above Raise Your Hand Texas Communities Foundation of Texas The Meadows Foundation $500,000–$999,999 Michael & Susan Dell Foundation The M.R. & Evelyn Hudson Foundation The Harold Simmons Foundation The Texas Instruments Foundation $100,000–$499,999 The Boone Family Foundation College Football Playoff Foundation Ann and Lee Hobson Rainwater Charitable Foundation The Rees-Jones Foundation Sid W. Richardson Foundation Laurie and Tom Saylak Stacey and Reid Walker Ellen Wood The George & Fay Young Foundation

$50,000–$99,999 Ford Motor Company H-E-B The Hoglund Foundation Catherine and Will Rose The Mike and Mary Terry Foundation $25,000–$49,999 JP Morgan Chase The Dallas Foundation Hillcrest Foundation $5,000–$24,999 Carolyn and Ken Barth Energy Future Holdings Jane and James Haugh Temp and Kerry Keller Carrie Kirby Jerry Magar Make It Count Family Foundation Denise and Dustin Marshall Karen and Richard Pollock David Wallenstein Julie and Mike Weinberg Terri Sue and Jack Wensinger Peggy and Greg Wilkinson

We are extremely grateful to Southern Methodist University’s Annette Caldwell School of Education & Human Development for providing initial funding to launch the Aspiring Leaders program and for the generous annual financial contribution to offset part of the tuition cost for the Aspiring Leaders.

$1,000–$4,999 Becky Christensen Nancy Dennis Shannon and Sam Gilliland Emma and Patrick Haugh Alicia and Kevin McGlinchey Jennifer and Jon Mosle Rosemary Perlmeter Karin and Mickey Quiñones Dawne and Patrick Tribolet Rhondalynne and Bruce Ware Public Supporters Dallas ISD Irving ISD Uplift Education In Kind Partner Boston Consulting Group

Includes all commitments through December 31, 2016.

AND THE EXPERTISE OF OUR TEAM AND BOARD

83% 100% 76% of team members’ professional experience has been in education.

They have served for a combined 334 years.

TEAM

of program staff have served in school leadership roles, with a combined 75 years of experience and 40 years as principal.

BOARD OF DIRECTORS

Aubrey Adams | Manager, Ed Fellows Program

Britan Mills | Senior Manager, Recruitment

Camila Correa | Manager, Ed Fellows Program

Melissa Monaco | Leadership Development Director

Nancy Dennis | Chief Development & Outreach Officer

Alli Myatt | Chief Operating Officer

Lauren Frank | Program Officer, Ed Fellows Program

Rosemary Perlmeter | Co-Founder & Board Member

Melissa Fullmore | Program Officer, Aspiring Leaders Program

Matt Pierson | Program Officer, Teaching Trust Alumni Network

Andy Fung | Manager, Leadership Teams Program

Haley Pittman | Coordinator, Teaching Trust Alumni Network

Chris Garcia | Leadership Development Director

Ali Saiyed | Leadership Development Director

Katrina Hall | Coordinator, Aspiring Leaders Program

Anupama Shekar | Director of Evaluation

Lillian Hartmann | Leadership Development Director

Stephanie Stewart | Chief Program Officer

Patrick Haugh | Chief Executive Officer

Amanda Thornton | Executive Assistant & Office Manager

Teresa Khirallah | Program Officer, Leadership Teams Program

Courtney Tungate | Director of Talent

Lindyn Kish | Director, Program Design & Learning Systems

Megan Wolfrom | Development & Communications Coordinator

Abby McCone | Leadership Development Director

Ellen Wood | Co-Founder & Major Gifts Officer

Alicia McGlinchey | Director of Development

of program staff have served as classroom teachers. They spent on average 6.1 years in the classroom.

Carrie Kirby, Chair Chief Administrative Officer Vistra Energy Terry Flowers, Secretary Executive Director St. Philips School Patrick Haugh Chief Executive Officer Teaching Trust Rosemary Perlmeter Co-Founder Teaching Trust Clinical Associate Professor & Director of the Urban School Leadership Program SMU Karen Pollock Civic Leader

Dr. Mickey QuiĂąones O. Paul Corley Distinguished Chair, Department of Management & Organization SMU, Cox School of Business Bruce Ware Director DaVita Healthcare Partners Inc. Greg Wilkinson Co-Chairman Hill & Wilkinson Ellen Wood, Treasurer Co-Founder & Major Gifts Officer Teaching Trust

13

Thank you to our amazing partners.

TEACHING TRUST www.teachingtrust.org 1825 Market Center Boulevard, Suite 260 | Dallas, Texas 75207