First Year Support

Fostering Success for a New Generation of New York City School Leaders

The Leadership Academy ’s First Year Support (FYS) program is a comprehensive leadership development program that offers customized support to all first-year principals of existing New York City public schools as they transition into their instructional leadership roles. The program plays an important role in ensuring that new principals are able to build a culture of excellence that fosters academic achievement for all students in their schools.

FYS offers participants a menu of resources, including on-site, one-on-one coaching, leadership development workshops, and targeted technical assistance, throughout the school year. These resources are provided by the FYS coaches, a dynamic team of former school leaders with strong instructional expertise and current system knowledge.

FYS begins during the summer with a week-long seminar that helps new principals hone their visions, think strategically about school team development, and develop their entry strategies as they begin their new roles. FYS coaches base the design of subsequent leadership development sessions on their field observations in order to respond to the participants’ specific leadership needs as they emerge in the contexts and life cycles of the schools. Through close collaboration, the coaches and the participants develop a candid and trusting professional relationship, allowing for focused, in-depth explorations of leadership issues and concerns during both group and individual sessions. The FYS staff also works closely with regional personnel to insure that the support to new principals is aligned with regional priorities and initiatives.

Recognizing that novice principals continue to face challenges and opportunities for growth beyond their first year, FYS has expanded its support to second- and third-year principals. Year Two Support and Year Three Support will continue to provide these novice principals with a menu of resources that is highly differentiated and flexible based on each principal’s leadership needs and school context.