FRAMINGHAM – Framingham Public Schools announced two finalists for the Principal position at Potter Road Elementary School, today, April 10.
Staff and community members are now invited to ‘Meet the Candidates’ at a virtual forum taking place tomorrow, April 11, 2023.
Alana Cyr is currently the Principal of the Fannie E. Proctor Elementary School in Northborough.
In addition, she was an Assistant Principal and a Special Education Teacher and Liaison at the Florence Sawyer School in Bolton. She has also been an Education Coordinator for Grades K – 7 at the Doctor Franklin Perkins School in Lancaster. Cyr received her Bachelor of Science and Masters in Moderate Disabilities from Fitchburg State College in Massachusetts.
Jennifer Herring is currently the Social Justice Curriculum & Data Analyst in Framingham Public Schools as well as an Adjunct Professor in the Center for Special Education: Trauma Program at Lesley University in Cambridge.
Prior to her current role, she was also a Vice Principal at King Elementary School in Framingham, an Administrative Apprentice in Lawrence, and an English Language Arts Teacher in Cambridge. Herring received a Bachelor of Arts in Theater from Gordon College, a Master of Education inPsychological Studies from Cambridge College, and her Doctor of Philosophy in Educational Leadership from Lesley University.
The “Meet the Candidates” Forum for Staff and Community Members will take place virtually on Zoom tomorrow, Tuesday, April 11, 7 to 8:10 p.m.
Community Members are encouraged to attend the webinar; there will be live interpretation in Spanish and Portuguese.
Attendees will be able to hear from the candidates, ask them questions, and will then be presented with a survey (that will be available in English, Spanish, and Portuguese) to offer feedback to the Superintendent of Schools regarding each candidate.
A Screening Committee established the key characteristics for the Principal of Potter Road Elementary School, said the District in an announcement.
- Understanding of instruction for Emergent Bilingual students within both SEI and DLE settings: Be able to identify and explain the use of language acquisition practices, know the role and nonrole of translations, know the nonnegotiables and goals of Dual Language Education, understand the differences and similarities between SEI and DL.
- Student-centered advocacy – Be able to work with the leadership and support teams within the school to prioritize the needs of students, gather and review feedback to develop building- based goals to support students and their voices in overall school governance
- Culturally responsive, trauma-informed leader – Strive to reduce opportunity gaps, affirm all students’ multiple identities, make connections between learning and the lived experiences of students and families, and build a more inclusive and welcoming school community
- Analyze and interpret data to create measurable and tangible action steps that promote student academic and socio-emotional growth in collaboration with the central office and families.