National Principals Resource Center: Professional Faculty

NAESP supports principals of all levels as the primary catalyst for creating a lasting foundation for learning, driving school and student performance, and shaping the long-term impact of school improvement efforts. The speakers listed as NAESP Professional Faculty offer training options on issues and subjects that effect school leaders. While not directly endorsed by NAESP, each speaker has proven success in leadership development, is a current NAESP member, and supports NAESP efforts. We invite you to contact the Professional Faculty member directly and explore the diverse opportunities to bring quality professional learning to your school or district.

Developing and Supporting the Next Generation of School Leaders

Jerenze Campbell

Dr. Jerenze Campbell currently serves as a Leadership Development Coach in Prince George’s County Public Schools, Maryland, where he coaches and mentors novice and aspiring school principals.  Previously he served as Supervisor, School Leadership Programs for PGCPS.  In that role he was  responsible for creating and sustaining leadership programs for all current building level administrators and those who aspire to such roles. Dr. Campbell was an award winning principal, leading the school that he opened to being recognized as a National Blue Ribbon School. He is an adjunct professor at McDaniel College where he instructs post-masters level students who aspire to become school administrators. He is a National Certified Principal Mentor, a Certified Strengths Coach through Gallup, a Certified Arbinger Facilitator, and a Certified National SAM Innovation Project Coach. All of his certifications in various forms and methods of coaching and training is used to assist leaders in developing fully so that they can effectively lead others. Dr. Campbell is extremely competent, passionate and results driven.


  • Effective School Teams – Distributive/Shared Leadership

    School leaders cannot do it alone; they must exercise distributive leadership given the complexity of the job. Building an effective leadership team takes purpose, skill, and strategy. This workshop is aimed at unpacking the best practices in distributive leadership so that building leaders are able to build effective teams. The consultant will use a combination of various personality assessments to help the leader understand their strengths and areas of growth so they can better understand the abilities of those who support them.
  • Data Analysis/Inquiry for Leadership Teams.

    In the age of assessments, it is imperative that the school leader and his/her team are adept at analyzing the data that assessments present. Establishing an effective data inquiry protocol for your school that maximizes the available time is pertinent. The consultant will work with you and your team to develop this protocol and assist you in conducting your first meeting. Understanding student data and effectively programming for it is the ideal way to ensure student achievement.
  • Coaching and Mentoring of Administrators and Leadership Teams

    The role of a school administrator is very complex and in many school districts throughout the country there are no preparation programs or ongoing training and support. This work is extremely important and without the right guidance through coaching and mentoring, many young lives can hang in the balance. The consultant will assess the needs of the client and create a support plan with prescribed steps to move the needle in specific areas. Most importantly, the consultant will be available for the leader for support in decision-making or problem-solving situations. Training and coaching of school leadership staff and districtwide consulting is also available.

Areas of Expertise

Distributive Leadership; Data Analysis/Inquiry; Shared Decision Making; Ethics and Equity

For more information, contact:

Principal Leadership for the 21st Century

Michael Chirichello

Michael Chirichello, Ed.D., is an engaging international consultant whose focus is on developing leadership capacity. He has presented thought provoking professional learning sessions on five continents and throughout the USA that focus on leadership development, performance appraisal, team building, organizational change and curriculum design. Michael was a teacher, principal and superintendent for 30 years in urban and suburban school districts. He also served as a visiting professor at Northern Kentucky University’s doctoral program and was a professor, chair and program director at William Paterson University of NJ. There he launched the Department of Educational Leadership and developed graduate programs for supervisory and principal licensure. Michael is the co-author of Principals as Maverick Leaders: Rethinking Democratic Schools and Learning to Lead: Ten Stories for Principals. He has authored manuscripts, articles and book chapters. Michael received his doctorate from Seton Hall University. He is an avid cyclist whose motto is “Bike to 100.”


  • The Principal as Education Leader: Find Your Voice, Build a Collective Vision and Carry the Torch!

    Discover how you can lead intentionally with purpose. During this session, you will: (1) unpack your leadership voice using meaningful metaphors; (2) recognize how collective leadership creates a culture that is dependent on trusting relationships and values mutual accountability, responsibility, collaboration and empowerment; (3) assess your staff’s capacity to support collective leadership; and (4) understand what effective principals do and don’t do. Leave this session knowing how to minimize your stress levels while carrying your torch as the education leader of your school.
  • The Principal as Architect: Rock Your School’s Culture with High Performing Teams!

    This session’s engaging activities will focus on ways to inspire and support high-performing teams- the structure that is needed to support a positive, robust school culture. During this session, you will use simulations to experience the complexity of skills and strategies required to create a culture in which high performing teams can flourish. You will: (1) assess your school’s readiness to move away from groups and toward teams; (2) learn how to avoid the potholes that cause teams to become dysfunctional; and (3) uncover strategies that support trust builders and boosters rather than trust busters. You will leave this session knowing how to rock your school’s culture with high performing teams.
  • The Principal as Innovator: Changes Don’t Come Easy!

    Today principals lead through pressurized, perplexing times. Significant adaptive changes are having an impact on the roles and responsibilities of principals. And we know there are no miracles- changes don’t come easy! During this session, you will: learn how to get beyond the walls of resistance by debunking the most common myths about change; strengthen your capacity to lead your staff through the change process; apply strategies that will create a school culture in which changes are sustained over time; and understand how to lead change with an unflinching commitment as you make transitions from what is to what can be. You will have an opportunity to be engaged in simulations and dynamic learning strategies.
  • The Principal as Conversationalist: The Art of Performance Appraisal!

    Develop essential questions, differentiate your conversations during the pre- and post-observation conversations, and foster a growth mindset for the life-cycle of professional learning for teachers. The activities in this module will be grounded in your state’s framework for the evaluation of teachers. The focus will include indicators of effective teaching and learning in four domains of practice- planning and preparation, classroom environment, instruction including data informed decisions and diverse needs, and professional responsibilities. You will be engaged in collaborative and courageous conversations using effective questioning techniques in response to authentic videos. You will explore the seemingly contradictory principal roles of supervisor and coach and learn how to apply each; you will learn how to avoid dysfunctional supervisory practices that are often counterproductive; and you will apply differentiated approaches during pre- and post-observation conversations that will positively impact student learning outcomes and promote teacher empowerment and accountability. Learn how to design reflective, evidence-based questions to ask during the performance appraisal process that will provide advice and feedback to teachers.

Areas of Expertise

Life Cycle of Career Principal; Complex Challenges Principals Encounter as Education Leaders, Architects, Innovators, and Conversationalists

For more information, contact:

Building Principal Leadership Capacity

Molly Funk

Molly Funk is the founder and Lead Consultant of Core School Solutions. Molly's highly engaging and practical style is embraced by leaders and teachers alike. Molly draws on her experience as a principal, assistant principal, Reading Recovery® teacher, teacher, and literacy coach to inform her work building the capacity of all levels of educators. Her focus on systems approaches to improving instruction at all levels is a coherent approach to school improvement and reform. Molly works with school leaders, districts, Educational Service Agencies, and education support organizations as a professional learning facilitator, consultant and coach. She has extensive skills in working with leaders and teams who serve at-risk student and family populations. Molly received her B.S. from Western Michigan University, her M.A. from Marygrove College, and her Ed.S. from Eastern Michigan University, where she is pursuing the completion of her Ph.D in Educational Leadership. She was awarded the EMU Martin Luther King, Jr. Student Humanitarian Award for her work with underserved populations.


  • Consultative Systems Needs Assessment:

    Design a multi-year plan based on a collaborative needs assessment that helps to identify and address improvement priorities at all levels; systems, leaders, and teachers.
  • Comprehensive Literacy Systems

    Design a plan for increasing literacy instructional effectiveness and student literacy outcomes through a multi-phase plan that addresses teacher and leader learning, and implementing effective literacy systems.
  • Educator Effectiveness and Evaluations

    Design a plan for increasing the effectiveness of instructional practices using your own data from classroom observations and evaluations. This may include professional learning and coaching for observers to understand and use their criteria for effective practices and the professional learning and coaching for teachers to implement effective practices with their students.
  • Coherent Continuous Improvement

    Design a plan that builds the capacity of your team to identify areas of needs, use research based practices to impact instruction, and monitor and evaluate effectiveness. Coherence, alignment, and ownership of all stakeholders is the foundation of building a culture of collective responsibility for student learning.

Areas of Expertise

Leadership Effectiveness; Effective Literacy Systems of Instruction and Support; Educator Effectiveness and Evaluations; Coherent Continuous Improvement

For more information, contact:

Creating A Culture of Creativity

Brad Gustafson

Dr. Brad Gustafson married his high school sweetheart, and they have three children who remind them of their “why” every single day. Brad is Minnesota’s 2016 Principal of the Year, and author of Corwin’s best-selling book, Renegade Leadership. He’s an NSBA “20 to Watch” and was recognized with a Digital Innovation in Learning Award from EdSurge and Digital Promise. Brad is also the cohost of a popular podcast called, UnearthED. You can connect with him on Twitter @GustafsonBrad or on his blog at


  • Cultivating Creative Minds

    Can creativity, innovation, and student achievement go hand-in-hand? Learn how to unleash creativity and lead deeper learning.
  • Make. Create. Innovate!

    This interactive workshop experience will put participants smack-dab in the middle of the “Maker Movement.” Don’t just come to be inspired…come to create something!
  • Renegade Leadership

    Remove barriers to staff innovation and learn how to change culture through a more student-centered pedagogy. This workshop is a pragmatic blend of inspiring stories and hands-on application.
  • Inventing the Future through Failure

    Want to hear the secret to success? That’s a different workshop! Let's have a real conversation about risk-taking, vulnerability, rapid-prototyping, and more. 

Areas of Expertise

Innovative Learning; Creating Culture; Literacy and Booktalks; Strengths-Based Leadership

For more information, contact:

Igniting Change…Empowering Hearts and Minds

Galen Hoffstadt

Galen Hoffstadt has proudly served her scholars and the community as the Headmaster of St. James Episcopal School since 2013. Utilizing 37 years of experience in public education until 2013, Galen feels called to serve and believes in leading with purpose. As a teacher, Hoffstadt was recognized as the 1989 Corpus Christi ISD Teacher of the Year and 1990 Region II Teacher of the Year for the Texas Coastal Bend. Hoffstadt served five years as an assistant principal and 16 years as principal at Luther Jones Elementary in CCISD. Under her direction, Luther Jones Elementary was recognized as a National PTA School of Excellence, one of two Texas Education Agency’s Interdisciplinary Curriculum Project Schools, one of 38 Texas Pathfinder’s Collaborative Schools, the only Exemplary Mentor Elementary School in Region II, and Corpus Christi Caller Times Best of the Best Elementary School fifteen years in a row. As an administrator, Galen has been recognized as 2002 America’s National Distinguished Principal of Texas, 2007 Corpus Christi Council of PTA’s Educator of the Year, 2007 Texas Elementary Principals and Supervisors Association TEPSAN of the Year, and 2011 H-E-B Excellence in Education Texas Elementary Principal of the Year. Galen has served her community, state, and nation through Leadership Corpus Christi, Leadership Texas, Leadership America, the Coastal Bend Emmaus Community, the Church of the Good Shepherd, and has been honored as a YWCA Y Women in Careers Recipient and Sunrise Rotary Humanitarian of the Year.


  • Interdisciplinary Instruction: Utilizing the Elements of Depth and Complexity

    Interdisciplinary Instruction utilizes complex questioning strategies, requires scholars to prove with evidence, and allows learners to bridge and transfer information across the disciplines. Scholars make connections to their learning through the use of elements of depth and complexity and instructional strategies designed for gifted and talented learners, and used with all scholars. By building a bridge between their current knowledge and their newfound knowledge, scholars are able to prove their answers with “evidence”. Using either a piece of text, new information taught, or their own thinking processes, the learning reaches the level of analysis, synthesis, and evaluation in an open-ended process where every scholar gains actual brain growth.
  • The Power of Positive Phrasing; How to Talk So Children Listen

    A focus difference is the inability to stay on a singular task for an extended period of time. It occurs on many levels, in small ways such as a person reaches their hand up to fix their hair and you are distracted from the teacher at the front of the room. It occurs on a grander scale in situations like being in a large crowd, on a busy sidewalk or street, or in a classroom. In these situations, you may forget what you were saying, what you were supposed to be doing, or even where you were going. If you are functioning well and your focus differences do not interfere with normal daily functions or your success at work or in school, then you probably are already managing your differences consistently and effectively. This Positive Phrasing training gives teachers (and/for parents) the tools they need to discuss focus differences and deficits so their scholars will listen, hear, retain, and apply what is learned.

Areas of Expertise

Using the Elements of Depth and Complexity; Fostering Positive Thinking and Phrasing; Multiple Intelligence Strategies and Centers

For more information, contact:

Understanding the Difference Between Equity and Equality

Stephanie Johnson

Stephanie Johnson has served as a principal and consultant for over a decade to school districts across the country. Her Title I school was awarded State and National Title I School and Governor’s Award of Excellence. She is an NAESP Certified National Principal Mentor and has published 4 books on principal professional development. She has presented at local, state and national conferences including NAESP and The National Title I Conference.


  • Giving Every Child What They Need: Understanding the Difference Between Equity and Equality

    Because the levels of accountability vary from state to state, leaders in each school need to ensure every best practice possible to include equity and equality among staff and students. Teachers working with students classified as underserved invariably believe that fair means giving every student the same lesson, activities and the same amount of time to get the work done. The average teacher does not understand that fair is not every child getting the same thing but fair in the classroom is every child being equipped with what they need to be successful at each grade level. This workshop will focus on how to meet the needs of every child through the use of equity in schools.

Areas of Expertise

Success in Poverty Schools; Equity and Equality; Principal Development

For more information, contact:

Education Consultant, Mentoring, Coaching, Collaborative Practice

Alice Shull

Alice Shull is a National Association of Elementary School Principals nationally certified mentor. She is a Massachusetts Administrators’ Association mentor/coach, working with principals in Massachusetts. She is a teacher coach for Sibme and coaches teachers virtually through the Sibme Video Coaching and Collaboration Platform. She coaches cohort groups of principals and upper level administrators who are mentors-in-training and who are participating in the nine month NAESP internship program to become nationally certified mentors and has been a co-trainer in training for NAESP Leadership Immersion Institutes. She is a consultant and is currently working with school personnel on collaborative processes, and works to grow mentor training programs. As a teacher and teacher leader (32 years) she and her team participated in developing many innovative processes and practices for working with students in multi-age groupings and inclusion settings. As a principal (10 years) she focused on developing teacher leadership and collegiality skills in combination with creation of collaborative grade level/school wide teams. She guided development of strong partnerships between the school and community partners. She coordinated the combining of two school communities that moved into a newly constructed building. She initiated walkthrough methodology providing feedback and reflective questions to support teachers in improving their instruction.


  • Building a Collaborative Climate in Your School

    This workshop provides the participant with user friendly effective strategies to refresh and strengthen effective teams, provides a toolkit for use in starting new teams and to support struggling teams. The workshop itself is very engaging and participatory, thus it is a model for working collaboratively with colleagues.

Areas of Expertise

Leadership Development; Coaching Teachers; Collaborative Practices

For more information, contact:

Leadership in Times of Crisis

Charles Shultz

Chuck Shultz grew up in a small town in southern Michigan. His hard working, loving parents taught him the important values of the importance of education, sacrifice, hard work, honesty, respect, the importance of family and that your word is your bond. Growing up, Chuck was very athletic and thus very competitive. During his formative years, Chuck developed an admiration of his various teachers and coaches. At an early age, he decided that he wanted to pursue education as a career and wanted to become a teacher and coach. His love of young children naturally drove Chuck to focus his attention to the elementary and middle level. After graduating from Central Michigan University and earning his Bachelor’s degree in Elementary Education, Physical Education and History, Chuck and his wife Gale moved to the Dallas/Ft. Worth area of Texas to continue their teaching and coaching careers. It was during this time that Chuck decided to pursue an administrative degree in Educational Leadership from North Texas State University and eventually moved into administration after having taught and coached for five years. In 1987, Chuck and his family returned to Michigan to be closer to family and continue his administrative career. Throughout his administrative career, Chuck has held various administrative positions, allowing him to acquire a wide range of K-12 educational experiences and the opportunity to work in two outstanding school districts in West Michigan. In 2010, Chuck was hired by Grand Valley State University to become an Adjunct Professor in their Educational Leadership Department, teaching Master’s Degree courses focusing on all aspects of principal/administrative preparation and Educational Leadership. Having retired in 2014, Chuck continues to teach at the college level, is an educational consultant, and continues to strive to give back to the profession which has been so rewarding and important in his life.


  • Crisis Planning and Preparation-Leadership in Times of Crisis

    This workshop focuses on all areas of Crisis Planning and Preparation and the importance of thorough and comprehensive planning and rehearsal, in advance of a crisis situation occurring. A crisis situation IS NOT the time to be planning the plan! The leadership you demonstrate during a crisis situation will make or break you in the eyes of those whom you are responsible for and supervise. Every crisis situation is different, so let’s make sure that you are well prepared for every eventuality and handle every crisis situation with competence, compassion, and professionalism.
  • Educational Leadership and Supervision

    This workshop examines best practices and those things that all great principals do to allow their students and staff to flourish and be highly successful. It’s all about relationships, and developing those all-important working relationships with all stakeholders of your schools/districts. Going beyond relationships though, this workshop will dive even further into how to apply best practices as an administrator to promote increased student achievement and teacher success in your schools.
  • Teacher Evaluation and Talent Development

    Performance evaluation does not have to be a high stress, intimidating, and/ or threatening exercise to be effective! In fact, it should be based on a high degree of trust, with effective communication strategies utilized. This workshop will look at best practices regarding performance evaluation and how to infuse those “best practices” into your evaluation system, regardless of the evaluation instrument/model you use, to help those you supervise grow their skills and maximize their individual, unique talents.
  • How to Develop Improved School and Community Relationships with All Stakeholders of your School

    In this workshop, we will take a comprehensive look into the important subject of How to Develop Improved School and Community Relationships with All Stakeholders of your School. For decades now, public education has been the target of increased scrutiny, skepticism, and verbal attack. Why? What are we, as educators, doing, or should I say, not doing, to address this growing trend? If we, as educators, do not stand up for ourselves and more importantly for our children, to verbal attacks, and public scrutiny, who will? Who could be any better at telling our stories than those of you who work on the front lines, in the classrooms and school buildings that are a part of K-12 education today? This workshop will take a deep dive into best practices and strategies used to foster and promote improved relationships with all stakeholders and community members of your school. You will walk away from this workshop with a better understanding of the various publics you serve, how best to communicate with those publics, and best practices that will promote and foster improved school and community relationships between your school /district and your community as a whole.

Areas of Expertise

Crisis Planning and Leadership in Times of Crisis; Educational Leadership and Supervision; Teacher Evaluation; Developing Improved School and Community Relationships with all Stakeholders of a School/District

For more information, contact:

Equity and Early Learning: Unlocking Potential, Unlocking Opportunities

Searetha Smith-Collins

Searetha Smith-Collins is an educational thought leader, strategist, author, speaker, and leader, including school principal, Chief Academic Officer, and Associate Superintendent of Instruction and Accountability in several large urban and suburban school districts across the nation. Her work has focused on the academic affairs of all learners in Pre-K-Grade 12. Translating early childhood education, curriculum and instruction, leadership and knowledge about how to align learning outcomes with the technology business industry, she has worked as a national educational consultant for such companies as Apple Computer, Promethean USA, Spectrum K12, Vinci Education, Syfr Corporation, and AdvancePath Academics. Noted for her expertise in urban education, she specializes in teaching and learning, incorporating cultural relevance and addressing the needs of varied leaners, especially African American students. Her career has been devoted to helping teachers, parents, leaders, policymakers, parents, communities, organizations, and those in the public and private sector identify and collaboratively address issues of change and improvement efforts leading to equity in learning and student achievement. She received a Master’s degree in Curriculum and Instruction, and a Doctorate in Policy, Governance, and Administration from the University of Washington, Seattle.


  • As the Pendulum Swings

    What does it take to help teachers put all the pieces of the puzzle together to understand how to manipulate content and adjust to various needs of children? This workshop will help leaders and teachers unpack how to focus systematically across different times, different domains, different cultural contexts, and different environments that influence student outcomes. Dr. Smith-Collins analyzes educational policies, trends, solutions, and family and parenting practices that are intended to improve education, and equitable learning for diverse learners.
  • Social Emotional Well-Being Boosts Learning

    It was Piaget (1926, 1955) who stressed the importance of early learning when he said, “Nurturance, caring, readiness, preparation, opportunity, and access are at the heart of most conversations about a child’s school success. Children are only able to accommodate information and learning that is within their capacity to grasp.” This session will address the missing ingredient that has eluded our attention in efforts to help all children learn successfully. Participants will learn how to help parents build a social/emotional infrastructure that connects to students who enter the Pre-K-grade 8 classroom door.
  • Co-Creating Greatness: Home and School Together

    Home and family are significant settings for learning, but now both schools and parents have a steeper hill to climb for developing today’s children. It all starts with the belief that schooling does not only happen in school. How can we influence the development of important knowledge and dispositions that are fundamental to a child’s school progression, beginning from birth to grade 3? From sharpening skills in social/emotional abilities, to learning how to foster engagement from different parent populations, to guiding the development and support of students who fall short of the mark, participants will learn what can be done to co-create gifts, talents, and genius that might be lying dormant in every child.

Areas of Expertise

Equity and Diverse Learners; Parent Engagement; The Under-Served Learner, Including the Gifted; Social/Emotional /Early Learning

For more information, contact:

Creating Successful Teams to Improve School Climate

Diane Watkins

Diane C. Watkins has served for over a decade as a consultant to school districts across the country. Her administrative experiences include: assistant principal, special ed. administrator, elementary principal, Program Administrator for Federal Programs and currently the Director of Testing at Chesapeake Public Schools, Virginia. She is an NAESP Certified National Principal Mentor and has published 4 books on principal professional development. She has presented at local, state and national conferences including NAESP and The National Title I Conference.


  • Leading A High Performing School: From Research to Real Life

    There are so many tasks that a principal has to accomplish. There is much research surrounding the characteristics of a high performing school but how do you break it down in a practical way? State and federal accountability has changed the game for us all. Though we know tests scores are not the only measure of your school, it is certainly the one that receives heavy focus. Every principal wants their school to outperform the previous year, but how do you make that happen? At the end of the day, how do you ensure that the instruction in your school meets the needs of all of the students?
  • I Didn’t Pick These People! Creating Successful Teams and Improving School Climate

    New and veteran principals know the challenge of working with people they didn't select. Learn how to work with the people who drain the time and energy of the principal, preventing you from being an instructional leader while creating successful school teams and improving school climate.

Areas of Expertise

School Climate Improvement; Assessment and Accountability; Principal Development

For more information, contact: