Coaches

Dr. Alison Gillespie currently serves as Assistant Superintendent for Teaching and Learning within the White Bear Lake Area Schools located near St. Paul, Minnesota. Dr. Gillespie has held a variety of school leadership roles in Minnesota including: High School Principal and District Level Principal on Special Assignment for White Bear Lake Area Schools, Associate Principal at Wayzata High School and Alternative High School Supervisor for various schools supporting students in Richfield and Minneapolis Public Schools. Alison started her career as a middle school and high school educator for English Learners in Milwaukee, Wisconsin; Chandler, Arizona; and Richfield, Minnesota prior to entering school leadership in 2004.   

Dr. Gillespie is passionate about transforming schools and aligning district systems to ensure high achievement and humanizing, culturally affirming experiences are realized consistently for each student. Alison is committed to organizational health and building a truly collaborative culture between district and building leaders. She is knowledgeable in leadership team development, strategic planning and continuous improvement. She serves as an adjunct professor in K-12 principal licensure programs, facilitates professional development in culturally responsive school leadership and coaches principal interns. Dr. Gillespie holds national certifications in principal mentorship through the National Association of Elementary School Principals and instructional leadership from AVID and AASA.   

Alison earned a bachelor’s degree in Middle/Secondary Education and Spanish from University of Wisconsin-La Crosse, a Master’s degree in Curriculum and Instruction from Arizona State University, and M.Ed. and Ed.D. in Organizational Leadership from Teacher’s College- Columbia University.

Ky Adderley is a Leadership & Education expert, mentor, super connector and networking guru – a persistent link between people and their dreams. Having conducted school reviews and training for teachers, principals, and school leaders on three continents – North America, South America, and Africa – Ky works as an advocate for social justice by increasing the number of quality schools and leaders available to low-income children worldwide. 

Ky has been a leader in the education & sports sector for 29 years, and works as a full-time education and sports guru globally, where he has led pedagogical teams learning to implement best practices in schools. As a leadership consultant in Brazil, Ky led the opening of three groundbreaking Olympic-development, college preparatory public schools, where students from throughout Rio de Janeiro enjoy a substantive mix of both academics and Olympic sport practice spanning within a nine-hour school day. 

In the seven years prior to moving to Brazil, Ky was the founding principal at KIPP AMP Academy, a public charter school in Brooklyn, New York. He was recruited there after working in the trenches of education as a sixth-grade teacher in Washington, D.C. Public Schools, as a Teach For America corps member. 

Adderley earned bachelor and masters degrees from Georgetown University as an All-American Track athlete and expects to earn a doctorate in education leadership in 2024. After 5 years of living in Rio de Janeiro, Brazil Ky relocated back to the USA in 2017 to his hometown of Philadelphia where he leads and mentors K-12 educators globally in school leadership while also serving the sports world as the Vice President of Sports with Maven Sports Group (Cash Money Records), as a advisor, agent, coach, and manager.

Shamus Brady currently serves as the assistant principal and special education coordinator at the Winthrop Elementary School in Melrose, MA.  He is also serving is his third year as an elected school committee member in Winchester where he lives with his partner Anthea and their two school aged children.  Shamus was a 2008 graduate from the Summer Principal Academy and has worked as an administrator since 2008 in a variety of public and private schools.  He completed his undergraduate studies at Williams College and began working in education as a Teach For America Corp member.   

Dr. Kristy De La Cruz is a proud first-generation college graduate and a child of an  immigrant. She has more than twenty-five years of experience in education, in which  she has served various roles such as teacher, English as a New Language (ENL)/Bilingual  Coordinator, assistant principal, principal, Director of English Language Learners, Deputy  Superintendent, and now as a Community Superintendent. Kristy started her career as  a mathematics teacher in Kansas, and after serving as an education trainer in the  Philippines for three years as a US Peace Corps volunteer, she moved to New York City in 2001 as a Peace Corps Fellow.  

As an educator, she has achieved her National Board Certification in English as a  New Language (ENL) and her National Mentor Certificate from the National Association  of Elementary Principals. Kristy earned both her Master of Education and her Doctor of  Education in Organizational Leadership at Teachers College, Columbia University. She  

was a member of the second cohort of the Summer Principals Academy, and the 2013  cohort for the Urban Education Leadership Program. She also earned a master’s degree  of Arts in Teaching English to Speaking Other Languages (TESOL) at Teachers College,  Columbia University. Kristy was also a member of the inaugural EdPacesetters,  LeadDOE, Journey Mentors, the Deputy Superintendent Advisory Board, and so much  more.  

Some areas of expertise include creating systems and structures to support  English Language Learners, building positive school /district cultures that enhance learning, developing professional learning cycles for teacher and staff development, and  disrupting the inequities in our educational system. Dr. De La Cruz strives to ensure  equity through excellence by having high expectations for every learner coupled with  access to the best support and the highest quality of education possible.

Dr. Rafaela Espinal holds a Doctorate in Organization & Leadership from the Urban Education Leaders Program at Teachers College, Columbia University. She also possesses a Master of Education in Organization & Leadership from Columbia University, a Master of Science in Educational Leadership & Education Administration from Baruch College, CUNY, a Master of Science in Reading Specialist from Brooklyn College, CUNY, and a Bachelor of Arts in Elementary & Bilingual Education from Brooklyn College, CUNY.

Dr. Espinal's enduring commitment to the field of education spans over three decades, reflecting a profound dedication to fostering transformative learning environments. Her expertise lies in the realm of instructional leadership, where she advocates for the cause of ensuring every student's access to a high-quality education, characterized by academic rigor, cultural responsiveness, and emotional nurturing. With a career deeply rooted in bilingual education, she embodies the principles of reflective pedagogical practice, thereby modeling the reciprocal dynamics of teaching and learning essential for the growth of a professional learning community.

Throughout her career, Dr. Espinal has achieved remarkable success in elevating educators and students alike. Her leadership has consistently centered around instructional leadership and the facilitation of impactful, equitable, and sustainable changes within underserved educational contexts. Currently holding the position of Assistant Superintendent-Director of Multilingual/English Learners at the New York City Department of Education for Manhattan, she also serves as an adjunct professor at City College, CUNY, and fulfills the role of a Summer Principals Academy (SPA) coach at Teachers College. Notably, she has served as a district superintendent for four years, having previously taken on a diverse array of leadership responsibilities including director of teacher development and implementation, principal, supervisor of English Language Arts and Primary Education, literacy coach, literacy specialist, and bilingual teacher.\

Dr. Espinal's scholarly pursuits encompass an extensive range of topics, including school leader development, bilingual education and culturally responsive teaching, literacy, teacher development, education policy and reform, adult development theory, and instructional leadership. Her writing, research efforts, and educational advocacy mirror her commitment to driving educational excellence and equitable opportunities for children and families.

Recognized as an exceptional instructional leader, Dr. Espinal is characterized by her capacity to effect substantial achievement gains while fostering collaborative efforts among educators. Her commitment to leading positive change for the betterment of children and families is underscored by her role as a proud mother and a staunch advocate for all children.

Dr. Ramon Gonzalez is a Professor of Practice in the Educational Leadership & Policy Studies program at  Boston University. He teaches courses in school leadership, advises Master and Doctoral students, and  works with school leaders in Boston, New York, Denver, Yonkers, the Hague, Capetown, Bahrain, Rio and  Bangkok. Ramon’s focus on entrepreneurial leadership, flexible school year programming and diverse  resource allocation were featured on PBS, Wall Street Journal and the New York Times Magazine. He is  developing an executive coaching program for school leaders and communities with the Columbia  Business School and Teachers College.  

Gonzalez was the award-winning founding Principal of the Laboratory School of Finance and Technology,  created two public schools and mentored over 100 aspiring leaders to school leadership roles. Gonzalez  developed innovative practices including a community literacy programs, community school model, job  training, independent college office, and expanded day and year programs. Through Gonzalez’s determination, he was able to get the state to waive state exams and develop alternative assessments  called PBATs (Performance Based Assessment Tasks). The PBATs require students to pick tasks that are  semester long research projects that require oral, and data driven written presentations for graduation.  Today there are 33 schools out of 4,822 schools that are PBAT schools in NY state that have received this  waiver. Under his leadership his former schools, both high school and middle school, were ranked in the  top 5% on the US News and World Report. He was the first NYC principal to win the national First  Robotics Competition and Intel Mathematics Award. In 2022-2023, the Lab School achieved a 100%  graduation rate and 80% of his students were accepted and received scholarships to four-year colleges  and universities. He was awarded the White House Champion of Change. He served as the former  president of the New York Middle School Principal Association and serves as a co-director of the NYC  chapter of the New York State Association of Latino Administrators and Supervisors. He received his  Masters and Doctorate from Teachers College Columbia University.

Dr. Rochelle Hinds is an experienced educator and transformational leader. She has a  passion for helping schools and districts improve student outcomes and achieve their  goals. Throughout her 17 years in the education field, she has developed a deep  

understanding of the unique challenges and opportunities that school and district  

leaders face. She is committed to providing personalized, research-based support that  meets the needs of her clients. She has demonstrated proven ability in  

transformational leadership, organization management, curriculum and instruction,  

program development, school-wide planning, and professional development. 

As the former principal of one of the most challenging schools in New York, she has built a proven track  record of success moving the school from a Comprehensive School in Need of Improvement (CSI) to a school  in Good Standing. Her knowledge and practices of implementing a positive school culture, serving as an  instructional leader, and leveraging data to make school-based decisions with key stakeholders has transformed  and addressed the specific needs of the school resulting in a thriving educational community. Through her  unwavering dedication and collaborative approach, she has fostered an environment where all members were  empowered to reach their full potential and contribute to the success of the school. Her impact extends far  beyond the classroom, shaping the lives of students and leaving a legacy of excellence. 

Dr. Rochelle Hinds brings a wealth of experience in transformational leadership, organization  management, curriculum and instruction, program development, school-wide planning, and professional  development. She is a champion for diversity, equity, and inclusion. Dr. Hinds strives to be a constant source of  support, allowing leaders to take ownership of their learning while providing a space for them to learn from  each other. She aims to provide leaders with the necessary tools to foster confidence, growth, and the  opportunity to work hands-on in the field of education.

Clarisse has served students and families in urban schools in both traditional district and charter  settings since 2006. After teaching high school English in the District of Columbia Public Schools  (DCPS), Clarisse served as Principal of Tindley Renaissance Academy in Indianapolis, Indiana;  Chief Operating Officer of the Early Stages Division of DCPS; Deputy Chief of Schools at the  UNO Charter School Network in Chicago, Illinois; and Chief of Schools at the See Forever  Foundation-Maya Angelou Public Charter Schools in Washington, D.C. Now, as Chief Executive  Officer, Clarisse leads the See Forever-Maya Angelou team in fulfilling its mission to educate and  uplift opportunity and justice-involved youth in our nation's capital. Clarisse earned her Ed.D. and  M.Ed. in Education Leadership from Teachers College-Columbia University. She also holds a  M.A. in Teaching from American University and her B.A. with Honors in English and Music from  Loyola University Chicago. Clarisse recently joined the eighth cohort of The Equity Lab's Seeding  Disruption Fellowship. She is also the recipient of The Center for Leadership Excellence "Forty  Under 40" Award and is a member of EdLoC (Education Leaders of Color). Clarisse also serves  as "Mom-in-Chief" of the Davis Family (daughter Sophia and husband Will!)!

Recently retired from the NYC public school system, Miriam Nightengale worked for over 30 years as an educator,. From 2004 – 2022, she served as Principal of the Columbia Secondary School for Math, Science and Engineering, and the High School for Law,  Advocacy and Community Justice, both schools in the New York City public school system. She is strongly driven by the desire to ensure high levels of educational achievement for a diverse pool of students. Under her watch, her schools saw graduation rates increase by over 30%, large increases in application rates, high test score levels, and expanded post-secondary opportunities for her students.

Miriam worked as a math teacher in Boys and Girls High School and Brooklyn Technical High School before being selected to join the first cohort of the Aspiring Principal Program in 2003, which began her administrative journey. She enjoys working with teachers, staff, and fellow leaders to develop comprehensive strategies to improve school effectiveness and achievement.  Her leadership was recognized through selection for various leadership programs and roles, including the Cahn Fellows and an appointment to a Master Principal role in New York City. She had the opportunity to work with schools and principals across the district in reviewing and improving teaching methodologies and designing development activities and professional modules.

Miriam’s career has been marked by her depth of experience and passion for the field of education, and by her joy in being a part of an environment that helped young people to grow and learn. 

Uche L. Njoku, EdM is an esteemed educator and unwavering advocate for public education.  Spanning two decades, his journey in urban public schools has seen him flourish in roles such as  a special education teacher, dean of students, assistant principal, and principal. At present,  Uche leads Exploration and Discovery (MS 224), a middle school nestled in South Bronx's  District 7. 

Grounded in the belief that high expectations catalyze student growth, Uche emphasizes the  critical distinction between empathy and sympathy. He contends that the latter can  inadvertently compromise expectations and impede student potential. 

A prolific writer, Uche has authored several works, among them "The Biafran Son" and the  introspective "A 52 Week Leadership Journal: The Companion to the Four Quadrants of  Leadership." The former, in addition to serving as a reflective journey for burgeoning leaders,  complements the celebrated publication "The Good AP, The Bad AP: And The 4 Quadrants Of  Leadership For Assistant Principals." His dual roles in the Cahn Fellows Program for  Distinguished Principals in 2008 and again in 2021 spotlight his unwavering allegiance to the  zenith of educational leadership. Moreover, he's a proud alumnus of the Summer Principals  Academy at Teachers College, Columbia University. 

Expanding his influence, Uche curates The Sneaker Principal Podcast and co-hosts The Ivy  League Hood Rats Podcast, avenues that explore the nexus of education and culture. His  passion for learning and relentless commitment to student success position him as an  invaluable pillar in the world of education.

Michael Scarantino is a proud member of the Summer Principal Academy’s 2008 cohort and has been an educator in a variety of roles for twenty-nine years. He started his career as a special education teacher working with students with special needs before becoming a Department of Education mentor for new teachers. It was here where he had a desire to pursue educational leadership and moved on to work in a Middle School serving as the special educator in an integrated co-taught classroom on grades 6 & 8, specifically in Mathematics and ELA classes. At this same school, he completed his administrative internship as the Dean. 

Michael has always had an interest and passion for the integration of technology in enhancing the education experience for students and decided to take on a new role in the NYC Department of Education in which he served as an Instructional Technology Integration Specialist while simultaneously entering his new school design for consideration with his SPA colleagues. They unfortunately were runner up and he applied to a variety of Assistant Principal positions throughout NYC and Westchester. In 2010, he was appointed as the Middle School Assistant Principal of Sleepy Hollow Middle School in Tarrytown NY and the following year was asked to partner with the new elementary principal at Washington Irving School where he remained for five years. In 2016, he felt he was prepared to become a principal and was selected to lead the F.E. Bellows Elementary School in Mamaroneck, NY in the Rye Neck School District where he has been for the past seven years. 

Michael is a husband and father and just recently became a “Pop-Pop”. He has served as a SPA Coach to budding and aspiring administrators for the past five years and enjoys the mentoring of new leaders as he feels they inspire him to continue doing the work he does each and every day with his school community.