Learning Forward
Equity and excellence in teaching and learning.
Frederick Brown
frederick.brown@learningforward.org
Frederick Brown is Learning Forward’s chief learning officer/deputy, where he leads the association’s business services and membership teams as well as overseeing program content for the Learning Forward Academy and conferences and institutes. Prior to joining Learning Forward, Brown served as a senior program office for the New York City based Wallace Foundation where he guided the work of several major grantees, including the Southern Regional Education Board; the Institute for Learning at the University of Pittsburgh; and the states of Ohio, Iowa, Wisconsin, Oregon, Kansas, and New Jersey.
Before joining The Wallace Foundation, Brown was director of the Leadership Academy and Urban Network for Chicago (LAUNCH), an organization whose mission was to identify, train, and support principals for the Chicago Public Schools. In 2005, LAUNCH was highlighted by the U.S. Department of Education as an Innovative Pathway to the Principalship.
Brown’s expertise is grounded in real-world experience. He has been an elementary school teacher and principal as well as a middle school assistant principal. He also served as a founding member of the Mathematics and Equity Teams for Ohio’s Project Discovery, a statewide initiative to improve mathematics and science instruction.
Over the past 15 years, Brown has been a leader in designing and facilitating cutting-edge learning experiences for school and district administrators on topics such as cultural competence, leadership, and professional learning communities.
All Articles
Having been an assistant principal and principal, I’m embarrassed to admit I don’t remember much about the principals I had in school. I literally had to look back at my class pictures and yearbooks just to remember their names. But one person I will never forget is the principal who recruited me 30 years ago […]
[embedyt] https://www.youtube.com/watch?v=JRE64ZUAySM[/embedyt] An August 13 Washington Post column carried this headline: “Why principals lie to ineffective teachers: Honesty takes too long.” In it, the author discusses two recent studies that revealed principals’ struggles in telling ineffective teachers they need to improve. The studies, performed by researchers at Vanderbilt, Stanford, and Education Researcher, compared principals’ formal evaluations of […]
Principals who pay attention to their own learning serve as models for others.
I wonder how many of you remember your elementary, middle, or high school building principal. I really don’t remember much about mine. A principal, I remember thinking, was someone you only saw when you were in trouble. The principal’s job was to keep order, fix problems before they got out of hand, do paperwork, and […]
Have you ever been in a room full of people and felt completely alone? I’ve actually experienced that feeling during several conferences I’ve attended throughout my career. I remember walking into the receptions, plenary sessions, and even small concurrent sessions without knowing a soul and then exiting without having a conversation with anyone.
In its most recent work, the Wallace Foundation has been engaged in two initiatives to strengthen leaders. Its Principal Pipeline Initiative is helping districts get clear about the job leaders are expected to do, the training they need to perform their work, the kind of hiring practices that will get the right person in the appropriate position, and the kind of induction and ongoing support that will help them be effective. A second Wallace initiative seeks to strengthen the practices of district principal supervisors — those key individuals who support building principals in their work.
Footer
