Leadership Profiles

Emmanuela Remy,  Teacher/Teacher Leadership Program Facilitator

  1. What is your current role and professional history?
    I am currently an eighth grade English Language Arts teacher at Renaissance School of the Arts. In addition to being a teacher, I am also the data specialist, a facilitator for the Teacher Leadership Program (TLP) and am in the process of launching the College Bound program at my school for a group of 30 students.
  2. Why do you believe the Teacher Leadership Program is a critical lever to student achievement?
    TLP is a critical lever to student achievement because it assists teachers in looking critically at their students’ work to help them see where they, as teachers, need to grow and where they need to maintain their strengths. Teachers are able to look at their lesson plans, data, curriculums, and student work to identify their areas of growth. As a group, we provide constructive criticisms that encourage teacher growth and fortify our own teaching practices simultaneously. This helps the teacher grow and thereby increases student achievement.
  3. Why did you choose to become a Teacher Leadership Program Facilitator? How  do you hope it will impact you as a leader?
    I decided to become a facilitator because I had previously learned a plethora of skills from a program called the Teacher Facilitative Leadership Institute and thought the Teacher Leadership Program would be a great next step. I have learned many useful protocols that I put into practice in the classroom and as a result my students’ engagement and learning has increased. I also feel that the only way to show that you have learned something is by teaching it to others. Being a TLP facilitator has impacted me mainly as a teacher, but I hope that it will make me a better leader as well. I want it to be an effective, yet personable leader.
  4. Tell us about one or two personal or professional experiences that have shaped you as a leader.
    A professional experience that shaped me as a leader was purposeful and somewhat accidental. As a student teacher, my cooperative teacher instilled in me that keeping data was essential. At the time, I didn’t know why, but I followed her direction. When I did my own data my first year of teaching, my principal was impressed! That experience encouraged me to continue working on my data collection and analysis skills and helped me become a data specialist for the school. 
  5. What is unique about leading in New York City?
    Leading in New York City is unique because our City is a staple in the U.S. Many people aspire to come live and work here and as a result we have a rich and diverse population. A diverse population amalgamates many different cultures and learning styles. Being able to lead a diverse group of people shows that a person is well-rounded and able to relate to people of different cultures and backgrounds.