21st century, Association for Supervision and Curriculum Development, Bill & Melinda Gates Foundation, Cooperating School Districts, International Center for Leadership in Education, Penn Foster, Relationships, Relevance, Rigor, school culture
Raymond J. McNulty is the Chief Learning Officer at Penn Foster and a Senior Fellow to the International Center for Leadership in Education. Prior to joining the International Center, he was a senior fellow at the Bill & Melinda Gates Foundation, where he worked with leading educators on improving our nation’s high schools. In addition, Ray is a past president of the Association for Supervision and Curriculum Development (ASCD).
An educator since 1973, Ray has been both a teacher and administrator. In the early 2000s, he served as Vermont’s education commissioner. During his tenure, Ray focused on aligning the Department of Education’s work on three key issues: early education, educator quality, and secondary school reform.
He is committed to raising performance standards for both teachers & students and to building solid connections between schools and their communities. Ray believes that education systems cannot wait for the children and challenges to arrive at school; rather, schools need to reach out & help forge solutions.
Cooperating School Districts welcomes back Ray to St. Louis in January and April to discuss Supporting Rigor, Relevance, and Relationships in the 21st Century with Quad D Leadership and Creating the Schools We Need.
This month, Ray will share how educator’s agenda should be plain and simple: create a new, vibrant educational system driven by rigor, relevance, and relationships for all learners. This full-day session will describe how they contribute to building 21st century systems, schools, and classrooms founded on the 3Rs: rigor, relevance, and relationships. Later this spring, during a 4-hour seminar, he discusses how to make the needed transformation in schools, where educators must be the agents of the change. Leadership and teachers must engage in empowerment of all staff and students. The academic success of students has to be paramount, but real turnaround involves much more than test scores.