The 2025 Enright Excellence of Math Leadership Awards- NYC Recipients

The NYC Administrator Hall of Fame Event on January 28, 2025, brought together dedicated education leaders committed to transforming math instruction and driving student success. Administrators from across the city gathered to celebrate the evening’s Enright Excellence of Math Leadership honorees and engage in meaningful discussions on fostering math empowerment in schools. This inspiring event reinforced NTN’s mission to change the math story—one school at a time.

Want to bring this transformation to your school? Contact us today!

Rising Star Award

The Rising Star Award recognizes an emerging leader in mathematics education who demonstrates exceptional promise through innovative practices, measurable improvements in student outcomes, and a commitment to fostering collaboration and advancing NTN’s mission.

Amanda Mezzatesta

Amanda Mezzatesta is a visionary and accomplished educator serving as the Principal of P.S. 20 Port Richmond in Staten Island’s District 31. With years of experience in education, Amanda is deeply committed to fostering academic excellence, promoting equity, and building a supportive, inclusive school community that values the unique potential of every student.

At P.S. 20, Amanda leads with a focus on rigorous instruction, addressing social and emotional needs, and utilizing data to meet each student at their zone of proximal development. She believes in providing opportunities that prepare students to become lifelong learners as they transition to middle school. Under her leadership, P.S. 20 has become a nurturing and challenging environment where all students can thrive.

Amanda’s passion for education is matched by her dedication to collaboration. She works closely with families, staff, and the community to ensure that every student receives the skills, knowledge, and confidence needed for success. Her leadership emphasizes the importance of guiding and supporting students on their educational journey while fostering their growth into independent and capable learners.

Amanda is proud to be part of a caring and supportive school community focused on student development. Whether through rigorous academics or innovative programs, she is committed to ensuring that every child at P.S. 20 reaches their full potential.
Outside of her professional responsibilities, Amanda enjoys spending time with her family, traveling to new destinations, and actively engaging with her community. She is deeply dedicated to making a lasting impact in the field of education and in the lives of her students. Outside of her professional responsibilities, She is deeply dedicated to making a lasting impact in the field of education and in the lives of her students.

Amanda Mezzatesta: Key Highlights

Focus on Rigorous and Inclusive Instruction

  •  Leads with a data-driven approach to meet each student at their zone of proximal development.
  •  Promotes rigorous academics combined with social-emotional support to foster lifelong learning.
  • Prepares students for a seamless transition to middle school and beyond.

Transformational Leadership at P.S. 20

  • Created a nurturing and challenging school environment where all students can thrive.
  • Drives innovative programs that encourage personalized learning and student growth.

Commitment to Collaboration and Community

  • Works closely with families, staff, and the community to ensure holistic student success.
  • Builds a supportive and inclusive school culture that values the unique potential of every student.

Passion for Student Development

  • Empowers students to grow into independent, confident, and capable learners.
  • Encourages opportunities that foster critical thinking, creativity, and resilience.

Amanda Mezzatesta is a visionary and accomplished educator serving as the Principal of P.S. 20 Port Richmond in Staten Island’s District 31. With years of experience in education, Amanda is deeply committed to fostering academic excellence, promoting equity, and building a supportive, inclusive school community that values the unique potential of every student.

At P.S. 20, Amanda leads with a focus on rigorous instruction, addressing social and emotional needs, and utilizing data to meet each student at their zone of proximal development. She believes in providing opportunities that prepare students to become lifelong learners as they transition to middle school. Under her leadership, P.S. 20 has become a nurturing and challenging environment where all students can thrive.

Amanda’s passion for education is matched by her dedication to collaboration. She works closely with families, staff, and the community to ensure that every student receives the skills, knowledge, and confidence needed for success. Her leadership emphasizes the importance of guiding and supporting students on their educational journey while fostering their growth into independent and capable learners.

Amanda is proud to be part of a caring and supportive school community focused on student development. Whether through rigorous academics or innovative programs, she is committed to ensuring that every child at P.S. 20 reaches their full potential.
Outside of her professional responsibilities, Amanda enjoys spending time with her family, traveling to new destinations, and actively engaging with her community. She is deeply dedicated to making a lasting impact in the field of education and in the lives of her students. Outside of her professional responsibilities, She is deeply dedicated to making a lasting impact in the field of education and in the lives of her students.

Amanda Mezzatesta: Key Highlights

Focus on Rigorous and Inclusive Instruction

  •  Leads with a data-driven approach to meet each student at their zone of proximal development.
  •  Promotes rigorous academics combined with social-emotional support to foster lifelong learning.
  • Prepares students for a seamless transition to middle school and beyond.

Transformational Leadership at P.S. 20

  • Created a nurturing and challenging school environment where all students can thrive.
  • Drives innovative programs that encourage personalized learning and student growth.

Commitment to Collaboration and Community

  • Works closely with families, staff, and the community to ensure holistic student success.
  • Builds a supportive and inclusive school culture that values the unique potential of every student.

Passion for Student Development

  • Empowers students to grow into independent, confident, and capable learners.
  • Encourages opportunities that foster critical thinking, creativity, and resilience.

Empowered Campus Spotlight Award

The Empowered Campus Spotlight Award recognizes outstanding elementary, middle, and high school administrators who have demonstrated exceptional leadership in transforming their campus through innovative practices, measurable student success, and a commitment to advancing NTN’s mission.

Alison Branker

Alison Branker is the proud principal of the 3K – grade 5 Samuel Huntington School, PS 40, located in beautiful South Jamaica, Queens, NY.  She is a Southeast Queens native and lifelong resident, the youngest of three children born to George & Ruby Branker, mother of 3, and wife of Gregory Brown.  She has been a member of Alpha Kappa Alpha Sorority Incorporated for over three decades and is affiliated with the Queens Graduate Chapter, Epsilon Pi Omega.  Ms. Branker is a graduate of the NYC DOE Public School system in which she serves.  She was an Elementary teacher for several years, an Assistant Principal for 6 years, and has been a principal for 16 years and counting.  During her tenure as principal, she has cultivated relationships with local political leaders and community-based organizations to secure funding for supplemental reading programs, state of the art technology, arts programming for scholars, parent engagement initiatives, as well as ongoing professional learning opportunities for her faculty in mathematics.

She served on the District 28 Minority & Women Own Business Enterprises collaborative working group.  Day by day she is closing the DOE vendor gap by nominating local vendors of color to ensure schools from across all boroughs can benefit from high-quality goods and services that they have been shut out of for far too long.

Principal Branker is constantly growing her knowledge by attending professional learning conferences to support the long-term growth of her community.  Last summer she attended a STEM conference, came back to her school, and hit the ground running by launching a STEMTASTIC initiative at her school, aligning ELA modules to science for seamless learning opportunities.  To increase student engagement, she has taken multiple teams of her faculty to Atlanta to gain best practices across content areas and in SEL at the Ron Clark Academy.  As a result, her school has flipped their thinking around teaching and learning to incorporate music, chants, raps, and the student takeover across classrooms.

Additionally, each semester, she happily partners with local higher education institutions in Queens to train the next generation of aspiring teachers in her classrooms, which she calls learning labs.

The Samuel Huntington school community is one where everyone strives for excellence, and South Jamaica soars high every day!

Alison Branker is the proud principal of the 3K – grade 5 Samuel Huntington School, PS 40, located in beautiful South Jamaica, Queens, NY.  She is a Southeast Queens native and lifelong resident, the youngest of three children born to George & Ruby Branker, mother of 3, and wife of Gregory Brown.  She has been a member of Alpha Kappa Alpha Sorority Incorporated for over three decades and is affiliated with the Queens Graduate Chapter, Epsilon Pi Omega.  Ms. Branker is a graduate of the NYC DOE Public School system in which she serves.  She was an Elementary teacher for several years, an Assistant Principal for 6 years, and has been a principal for 16 years and counting.  During her tenure as principal, she has cultivated relationships with local political leaders and community-based organizations to secure funding for supplemental reading programs, state of the art technology, arts programming for scholars, parent engagement initiatives, as well as ongoing professional learning opportunities for her faculty in mathematics.

She served on the District 28 Minority & Women Own Business Enterprises collaborative working group.  Day by day she is closing the DOE vendor gap by nominating local vendors of color to ensure schools from across all boroughs can benefit from high-quality goods and services that they have been shut out of for far too long.

Principal Branker is constantly growing her knowledge by attending professional learning conferences to support the long-term growth of her community.  Last summer she attended a STEM conference, came back to her school, and hit the ground running by launching a STEMTASTIC initiative at her school, aligning ELA modules to science for seamless learning opportunities.  To increase student engagement, she has taken multiple teams of her faculty to Atlanta to gain best practices across content areas and in SEL at the Ron Clark Academy.  As a result, her school has flipped their thinking around teaching and learning to incorporate music, chants, raps, and the student takeover across classrooms.

Additionally, each semester, she happily partners with local higher education institutions in Queens to train the next generation of aspiring teachers in her classrooms, which she calls learning labs.

The Samuel Huntington school community is one where everyone strives for excellence, and South Jamaica soars high every day!

Vincent Suraci
Antonella Schiano

Antonella Schiano serves as the Assistant Principal at J.H.S. 157 Stephen A. Halsey, bringing an inspiring vision and nearly two decades of experience to the role. With 19 years in education, Antonella has dedicated her career to fostering equitable and inclusive learning environments where all students can realize their fullest potential.

A proud graduate of Fordham University and Queens College, Antonella combines her strong academic foundation with a deep commitment to educational excellence. Her leadership has been instrumental in J.H.S. 157’s innovative approach to teaching and learning, which recently contributed to the school’s impressive performance in the State Exams. Breaking away from traditional textbooks and fixed curricula, Antonella has spearheaded the use of a dynamic curriculum map that evolves based on real-time, data-driven insights. This adaptive system emphasizes personalized learning, high-engaging tasks, and hands-on manipulatives, enabling students to explore mathematical concepts conceptually and deeply.

Under Antonella’s guidance, this approach has shifted the focus from rote memorization to real-world problem-solving and conceptual understanding. By prioritizing exploration, visualization, and active learning, J.H.S. 157 students consistently outperform city averages, showcasing the effectiveness of this innovative method.

Beyond her work in curriculum development, Antonella leads with a focus on academic rigor, social-emotional growth, and fostering collaboration among educators, students, and families. She is a strong advocate for professional development, mentoring her team and promoting innovative instructional strategies that empower both teachers and students. Her dedication to building a cohesive and supportive school community is evident in the positive and inclusive culture at J.H.S. 157. Outside of her professional life, Antonella cherishes quality time with her family and enjoys traveling. Her unwavering dedication to education and her students shines through in her tireless efforts to make a lasting, positive impact on the field.

Antonella Schiano Key Highlights

Innovative Leadership

  • Spearheaded the development of a dynamic, data-driven curriculum map.
  • Focused on high-engaging tasks and hands-on manipulatives to deepen conceptual understanding.
  • Shifted teaching practices from rote memorization to real-world problem-solving

Impressive Results

  • Led J.H.S. 157 to outstanding performance in the State Exams, exceeding city averages.
  • Promoted personalized, student-centered learning, driving measurable academic growth.

Focus on Professional Development

  • Mentors educators to adopt innovative instructional strategies.
  • Fosters collaboration among teachers, students, and families to build a cohesive school community.

Commitment to Excellence

  • Integrates academic rigor with social-emotional growth for well-rounded student development.
  • Builds a nurturing and inclusive school culture.

Antonella Schiano serves as the Assistant Principal at J.H.S. 157 Stephen A. Halsey, bringing an inspiring vision and nearly two decades of experience to the role. With 19 years in education, Antonella has dedicated her career to fostering equitable and inclusive learning environments where all students can realize their fullest potential.

A proud graduate of Fordham University and Queens College, Antonella combines her strong academic foundation with a deep commitment to educational excellence. Her leadership has been instrumental in J.H.S. 157’s innovative approach to teaching and learning, which recently contributed to the school’s impressive performance in the State Exams. Breaking away from traditional textbooks and fixed curricula, Antonella has spearheaded the use of a dynamic curriculum map that evolves based on real-time, data-driven insights. This adaptive system emphasizes personalized learning, high-engaging tasks, and hands-on manipulatives, enabling students to explore mathematical concepts conceptually and deeply.

Under Antonella’s guidance, this approach has shifted the focus from rote memorization to real-world problem-solving and conceptual understanding. By prioritizing exploration, visualization, and active learning, J.H.S. 157 students consistently outperform city averages, showcasing the effectiveness of this innovative method.

Beyond her work in curriculum development, Antonella leads with a focus on academic rigor, social-emotional growth, and fostering collaboration among educators, students, and families. She is a strong advocate for professional development, mentoring her team and promoting innovative instructional strategies that empower both teachers and students. Her dedication to building a cohesive and supportive school community is evident in the positive and inclusive culture at J.H.S. 157. Outside of her professional life, Antonella cherishes quality time with her family and enjoys traveling. Her unwavering dedication to education and her students shines through in her tireless efforts to make a lasting, positive impact on the field.

Antonella Schiano Key Highlights

Innovative Leadership

  • Spearheaded the development of a dynamic, data-driven curriculum map.
  • Focused on high-engaging tasks and hands-on manipulatives to deepen conceptual understanding.
  • Shifted teaching practices from rote memorization to real-world problem-solving

Impressive Results

  • Led J.H.S. 157 to outstanding performance in the State Exams, exceeding city averages.
  • Promoted personalized, student-centered learning, driving measurable academic growth.

Focus on Professional Development

  • Mentors educators to adopt innovative instructional strategies.
  • Fosters collaboration among teachers, students, and families to build a cohesive school community.

Commitment to Excellence

  • Integrates academic rigor with social-emotional growth for well-rounded student development.
  • Builds a nurturing and inclusive school culture.
Keri Alfano

Keri Alfano is the Principal of Harry S. Truman High School in Bronx, New York, where she has established herself as a visionary leader dedicated to academic excellence, equity, and fostering a positive school culture. With 31 years of experience in education, Keri has consistently demonstrated a commitment to preparing students for success in college, careers, and life.

Under her visionary leadership, Harry S Truman High School has achieved remarkable milestones. She has spearheaded the introduction of innovative programs, such as advanced STEM initiatives, including robotics and coding clubs. Additionally, she expanded the arts curriculum with a new digital media lab and partnerships with local artists, enriching students’ creative experiences.

Her commitment to community engagement is evident through numerous initiatives. She has facilitated community service projects, involving students in local clean-up drives and food bank partnerships, fostering a strong sense of civic responsibility. Furthermore, she has organized workshops for parents and community members on topics ranging from college preparation to mental health awareness, ensuring a holistic approach to education.
Her efforts have significantly improved the school’s graduation rates. By enhancing student engagement with interactive learning tools and a variety of extracurricular activities, she has made learning more enjoyable and motivating. She has also strengthened academic support through after-school tutoring and mentorship programs, helping students overcome academic challenges.

Creating a positive school climate has been a priority under her leadership. She has ensured a safe and inclusive environment, fostering strong relationships between students and teachers. Additionally, she has provided mental health resources, including accessible counseling services and stress management workshops, to support students’ well-being.

She has also emphasized the importance of parental involvement, hosted workshops and maintaining regular communication to help parents support their children’s education. Implementing early warning systems to track attendance and performance has allowed the school to identify at-risk students early and provide targeted interventions. Customizing learning paths with personalized learning plans and flexible scheduling has accommodated students’ unique needs. Finally, she has fostered career and college readiness through comprehensive career counseling and college prep programs, guiding students towards their future goals. Her innovative and holistic approach has created a supportive and engaging learning environment, helping more students reach graduation and succeed beyond high school.

Keri holds a Bachelor of Arts in Education: Health and Human Kinetics from Ohio Wesleyan University. Master of Science in Education (M.S. Ed.) in Special Education: Learning Disabilities. Master of Science (M.S) in Educational Administration and Supervision.

In addition to her professional achievements, Keri is known for her unwavering dedication to fostering a nurturing and inclusive environment at Harry S. Truman High School. She inspires both students and staff to strive for excellence while cultivating a sense of pride and belonging within the school community.
Outside of her role as principal, Keri enjoys Spending time with family and friends playing board games, cards, movie marathons, binge-watching a new series, cooking together. Traveling to explore new places and cultures. Outside activities such as walking in the park and engaging in friendly sports activities. Enjoys community service events in order to give back.

Keri Alfano Antonella Schiano Vincent Suraci Alison Branker My name is Amanda Mezzatesta, I am the principal of PS20. It is my great pleasure to be part of a school dedicated to the success of each and every one of our students. Here at PS20, we are committed to providing rigorous instruction, meeting their social and emotional needs, and using data to tailor our approach to meet each student at their zone of proximal development.

We believe in providing our students with opportunities to become lifelong learners as they prepare for the transition to middle school. Our goal is to support and guide them on this journey, ensuring that they have the skills, knowledge, and confidence to succeed.

Francine Palmer-Mullings

Francine Palmer-Mullings, is a dedicated and accomplished educator serving as the Assistant Principal at Harry S. Truman High School in Bronx, New York. With over 30 years of experience in education, Francine is passionate about fostering academic excellence, supporting student growth, and empowering teachers to create engaging and inclusive learning environments.

A strong advocate for equitable education, Francine has been instrumental in implementing innovative programs that enhance student achievement and prepare learners for success in college and careers. Her leadership style emphasizes collaboration, accountability, and a commitment to meeting the diverse needs of the school community.

Francine holds a Master of Science in Instructional Technology from Central Connecticut State University. Her dedication to professional growth and continuous improvement is evident in her active participation in CSA and AMAPS.

Francine has played a pivotal role in improving math outcomes at Harry S. Truman High School. Under her leadership in mathematics, the school saw a 30% increase in Algebra 1 and a 50% increase in Algebra II math proficiency rates over her 11 years as the Assistant Principal of Mathematics at Harry S. Truman High School. She enhanced professional development for general and special ed math teachers, and introduced student-centered instructional strategies, all of which contributed to measurable improvements in student performance and engagement in mathematics.

Francine works tirelessly to inspire and develop students and staff to achieve their full potential in mathematics and whatever they are inspired to do in the future. Whether she is mentoring veteran teachers, new teachers, supporting and designing curriculum enhancements, engaging with families, and collaborating with the leadership team, Francine approaches every challenge with enthusiasm and a solutions-focused mindset.
Outside of her professional life, Francine enjoys traveling, and walking, which help her stay grounded and connected to her community. She is deeply committed to continuing to make a lasting impact on the lives of her students and in the field of education as a whole.

Francine Palmer-Mullings, is a dedicated and accomplished educator serving as the Assistant Principal at Harry S. Truman High School in Bronx, New York. With over 30 years of experience in education, Francine is passionate about fostering academic excellence, supporting student growth, and empowering teachers to create engaging and inclusive learning environments.

A strong advocate for equitable education, Francine has been instrumental in implementing innovative programs that enhance student achievement and prepare learners for success in college and careers. Her leadership style emphasizes collaboration, accountability, and a commitment to meeting the diverse needs of the school community.

Francine holds a Master of Science in Instructional Technology from Central Connecticut State University. Her dedication to professional growth and continuous improvement is evident in her active participation in CSA and AMAPS.

Francine has played a pivotal role in improving math outcomes at Harry S. Truman High School. Under her leadership in mathematics, the school saw a 30% increase in Algebra 1 and a 50% increase in Algebra II math proficiency rates over her 11 years as the Assistant Principal of Mathematics at Harry S. Truman High School. She enhanced professional development for general and special ed math teachers, and introduced student-centered instructional strategies, all of which contributed to measurable improvements in student performance and engagement in mathematics.

Francine works tirelessly to inspire and develop students and staff to achieve their full potential in mathematics and whatever they are inspired to do in the future. Whether she is mentoring veteran teachers, new teachers, supporting and designing curriculum enhancements, engaging with families, and collaborating with the leadership team, Francine approaches every challenge with enthusiasm and a solutions-focused mindset.
Outside of her professional life, Francine enjoys traveling, and walking, which help her stay grounded and connected to her community. She is deeply committed to continuing to make a lasting impact on the lives of her students and in the field of education as a whole.

Trailblazer Award

The Trailblazer Award honors retired administrators who have left a lasting legacy in mathematics education by driving significant improvements in student performance, implementing innovative practices, fostering professional learning communities, and championing NTN’s mission to inspire and support schools across their districts.

Shelia Durant

Sheila A. Durant was born and raised in New York City. A product of the CUNY and the New York Public School System, she has earned a Master’s Degree in Special Education from Hunter College and an Administrative Diploma from City College of New York.

Her lifelong passion and commitment to children led into teaching. Sheila believes is not just a vocation, but a “calling in one’s life.”

Throughout her career in public education, Sheila has served as a teacher, special education liaison, Assistant Principal and Principal.

During her tenure at P.S 69 Journey Prep, she has accomplished a myriad of successes grounded in student achievement. This includes a designation of a New York State Reward status, a New York City Department of Education school within the top 10% of peer reviewed schools and as a lab-site for early childhood education for educators nationally and local.

As a lifelong leader, Sheila has developed a community of leaders at P.S. 69 Journey Prep and her role on various organizations that support ongoing leadership within teaching and learning. Such roles have included Columbia University’s prestigious Cahn Fellowship, Harvard University’s Principal’s Advisory Board and Schools That Can.

As an avid learner, Sheila is involved in numerous educational organizations that continue to contribute to a larger collective in education. This includes CSA, NAREA, and TCRWP.

Sheila A. Durant was born and raised in New York City. A product of the CUNY and the New York Public School System, she has earned a Master’s Degree in Special Education from Hunter College and an Administrative Diploma from City College of New York.

Her lifelong passion and commitment to children led into teaching. Sheila believes is not just a vocation, but a “calling in one’s life.”

Throughout her career in public education, Sheila has served as a teacher, special education liaison, Assistant Principal and Principal.

During her tenure at P.S 69 Journey Prep, she has accomplished a myriad of successes grounded in student achievement. This includes a designation of a New York State Reward status, a New York City Department of Education school within the top 10% of peer reviewed schools and as a lab-site for early childhood education for educators nationally and local.

As a lifelong leader, Sheila has developed a community of leaders at P.S. 69 Journey Prep and her role on various organizations that support ongoing leadership within teaching and learning. Such roles have included Columbia University’s prestigious Cahn Fellowship, Harvard University’s Principal’s Advisory Board and Schools That Can.

As an avid learner, Sheila is involved in numerous educational organizations that continue to contribute to a larger collective in education. This includes CSA, NAREA, and TCRWP.

Dr. Elisa Brown

Dr. Elisa Brown believes that children deserve an education that will help them graduate from college, become leaders in their community, and enjoy the benefits of personal freedom and good citizenship. She and the PS 249 – The Caton School staff insist that all students meet and exceed grade-level standards, become lifelong learners, and move toward post-secondary education to accomplish that goal. Dr. Brown’s motto is, “let’s not settle for mediocrity when excellence is attainable.” To achieve excellence, every educator must be relentless, driven, and passionate about ensuring each child’s success under their care.

When Dr. Brown first came to PS 249 – The Caton School, in 2000, she was charged with raising student performance and teacher effectiveness. PS 249 is a Title I school with a diverse student population in Brooklyn, New York. Over approximately ten years, she led the school’s transformation to a high-performing school, receiving an “A” rating. By 2012, 99% of the school’s third graders were proficient or above in mathematics.

Dr. Brown believes that school improvement must be designed and involve all constituents in the school community so that everyone buys into the improvement process. She paired experienced teachers with new teachers to analyze student data and provide professional development through a co-teaching model. She coached teachers in analyzing student data and implementing research-based practices. She promoted the vision that every student, without exception and without excuse, can experience academic success, becoming proficient or advanced in reading, writing, and mathematics. This “all hands-on deck” culture motivated the school toward its vision and mission. To get buy-in from other experts in the school, Dr. Brown implemented distributive leadership structures. For example, to motivate staff to learn and grow, she created teaming structures and career ladder positions for teachers that moved from model teacher to teacher leader to master teacher. Today, the school includes tiers of leadership and a variety of teams at each grade level, across grade levels, and schoolwide. In Weekly and monthly meetings, teams examine student work and analyze data, develop curriculum goals, and share curriculum maps so content and goals are consistent across grade levels. Then, they review the uniformity of instruction. In collaboration with staff, Dr. Brown transformed PS 249 by leading the creation of cohesive systems and structures in every facet of the school, including curriculum, daily agendas, professional development, and teams. When she saw how effective lab sites were in teachers’ professional development (PD), she led the application submission to become a Progressive Redesign Opportunity School for Excellence. The school shifted from traditional PD sessions to weekly labs where teachers learn alongside their colleagues while receiving authentic hands-on experiences with students. This new approach to PD provided teachers with opportunities to implement strategies in a supportive learning environment with on-the-spot feedback.

Over time, Dr. Brown developed trust between the school and families and promoted partnerships with community organizations. For example, the school partners with the Noel Pointer Foundation to teach students violin and a cultural arts organization to teach African dance and drumming. Recently, the school partnered with the Child Mind Institute to support parents and teachers as the school moves toward becoming a healing-centered, trauma-informed care school. The school offers multiple ways for families to engage throughout the school year, including translation services. College awareness is a common theme throughout PS 249, and students develop a passion to pursue higher education as the school celebrates the value and opportunities it can bring.

Dr. Elisa Brown was one of eight principals in the United States recognized for Outstanding Leadership as a recipient of the Terel H. Bell Award in 2021. Dr. Elisa Brown considers herself a lifelong learner committed to the needs of her entire school community and will not settle for anything short of excellence. As a result, the work that Dr. Elisa Brown and her staff have accomplished has changed the trajectory of thousands of students at PS 249 – The Caton School.

Dr. Elisa Brown believes that children deserve an education that will help them graduate from college, become leaders in their community, and enjoy the benefits of personal freedom and good citizenship. She and the PS 249 – The Caton School staff insist that all students meet and exceed grade-level standards, become lifelong learners, and move toward post-secondary education to accomplish that goal. Dr. Brown’s motto is, “let’s not settle for mediocrity when excellence is attainable.” To achieve excellence, every educator must be relentless, driven, and passionate about ensuring each child’s success under their care.

When Dr. Brown first came to PS 249 – The Caton School, in 2000, she was charged with raising student performance and teacher effectiveness. PS 249 is a Title I school with a diverse student population in Brooklyn, New York. Over approximately ten years, she led the school’s transformation to a high-performing school, receiving an “A” rating. By 2012, 99% of the school’s third graders were proficient or above in mathematics.

Dr. Brown believes that school improvement must be designed and involve all constituents in the school community so that everyone buys into the improvement process. She paired experienced teachers with new teachers to analyze student data and provide professional development through a co-teaching model. She coached teachers in analyzing student data and implementing research-based practices. She promoted the vision that every student, without exception and without excuse, can experience academic success, becoming proficient or advanced in reading, writing, and mathematics. This “all hands-on deck” culture motivated the school toward its vision and mission. To get buy-in from other experts in the school, Dr. Brown implemented distributive leadership structures. For example, to motivate staff to learn and grow, she created teaming structures and career ladder positions for teachers that moved from model teacher to teacher leader to master teacher. Today, the school includes tiers of leadership and a variety of teams at each grade level, across grade levels, and schoolwide. In Weekly and monthly meetings, teams examine student work and analyze data, develop curriculum goals, and share curriculum maps so content and goals are consistent across grade levels. Then, they review the uniformity of instruction. In collaboration with staff, Dr. Brown transformed PS 249 by leading the creation of cohesive systems and structures in every facet of the school, including curriculum, daily agendas, professional development, and teams. When she saw how effective lab sites were in teachers’ professional development (PD), she led the application submission to become a Progressive Redesign Opportunity School for Excellence. The school shifted from traditional PD sessions to weekly labs where teachers learn alongside their colleagues while receiving authentic hands-on experiences with students. This new approach to PD provided teachers with opportunities to implement strategies in a supportive learning environment with on-the-spot feedback.

Over time, Dr. Brown developed trust between the school and families and promoted partnerships with community organizations. For example, the school partners with the Noel Pointer Foundation to teach students violin and a cultural arts organization to teach African dance and drumming. Recently, the school partnered with the Child Mind Institute to support parents and teachers as the school moves toward becoming a healing-centered, trauma-informed care school. The school offers multiple ways for families to engage throughout the school year, including translation services. College awareness is a common theme throughout PS 249, and students develop a passion to pursue higher education as the school celebrates the value and opportunities it can bring.

Dr. Elisa Brown was one of eight principals in the United States recognized for Outstanding Leadership as a recipient of the Terel H. Bell Award in 2021. Dr. Elisa Brown considers herself a lifelong learner committed to the needs of her entire school community and will not settle for anything short of excellence. As a result, the work that Dr. Elisa Brown and her staff have accomplished has changed the trajectory of thousands of students at PS 249 – The Caton School.

Want to transform math learning at your school?

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