Facilitating New York State’s School Reform Agenda

I have had a broad range of educational experiences. I began my career as a middle school teacher, and then moved into administration where I served several districts as an assistant principal, director of special education, director of instruction, assistant superintendent, superintendent and most recently as associate commissioner for teaching, learning and instructional leadership.

As associate commissioner, I served as the lead for the common core initiative, co-lead for the Next Generation of Accountability, chair for the Performance Evaluation Advisory Council (PEAC- Educator Evaluation) and played a major role in crafting the ESEA Waiver.

I have participated in numerous professional development activities through Doug Reeves’ Leading and Learning Center and hold certification in data driven decision-making and making standards work.

To ensure student achievement continues, New York districts must continue focusing on three major reform initiatives;

  1. Common Core State Standards (CCSS)
  • aligning curriculum and implementing with fidelity, the common core standards-based curriculum, Grades P-8
  • implementing CCSS units and building content capacity, Grades 9-12
  • ensuring the instructional shifts are visible and observable in classrooms
  • providing ongoing, sustained high-quality professional development and coaching that supports teachers and administrators in understanding the changes
  1. Annual Professional Performance Review (APPR)
  • ensuring teachers and administrators completely understand the educator evaluation process, expectations and instructional shifts
  • ensuring evaluators can identify the instructional shifts during classroom observations
  • ensuring evaluators are able to provide quality feedback to teachers which will improve instruction
  • increasing inter-rater reliability in the observer certification process
  • implementing an educator induction program for staff new to the district ensuring they understand the APPR process and the support available to them
  1. Data-Driven Instruction (DDI)
  • training for all staff on DDI particularly how to align interim assessments or common performance tasks in all courses and use materials to support the DDI process
  • training in the rubric which identifies high quality data team analysis meetings

The superintendent of schools should have a solid instructional background with expertise in the areas listed above. To lead the work, the superintendent must know the work. She should be the point person; working in collaboration with administrators, teacher leaders and staff in monitoring progress towards the goals. My strengths in strategic planning, budgeting, distributive leadership, special education, curriculum, educator evaluation, early childhood education and data and assessment will enable me to provide strong instructional leadership.

 

– Marion H. Martinez, Ed.D.

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