___________________________________________________________________

Chief Executive Officer

Lorain (Ohio) City School District | Lorain, OH

David Hardy

Candidate Packet

CONFIDENTIAL
910 W Van Buren, Suite 315, Chicago, IL 60607 www.atlanticresearchpartners.org

Catalyst Transforming Education 1

Real. Trusted. Advisors.
 ___________________________________________________________________

Chief Executive Officer

Lorain (Ohio) City School District | Lorain, OH

CANDIDATE
PACKAGE

910 W Van Buren, Suite 315, Chicago, IL 60607 www.atlanticresearchpartners.org

Catalyst Transforming Education 2

Real. Trusted. Advisors.
 David M. Hardy Jr.
Deputy Superintendent of Academics
David Hardy is the Deputy Superintendent of
Academics for Saint Louis Public Schools.
He is charged with the mission-critical task
of setting and meeting academic standards,
developing instructional resources and
creating best-in-class educational offerings
that address the needs of the districts
students.
During his tenure, he has supported the
development of the academic office, district
strategic plan, and corresponding academic
initiatives. He is leader of the academic team
that has brought Saint Louis Public Schools
full accreditation for the first time since
2000.
As a school leader in 2010, 98.5% of Mr.
Hardys 6th and 7th grade students were
proficient in Math and the highest achieving
school in District 19 (Brooklyn) in Language
Arts.
Saint Louis Public Schools
As a state leader in 2013, he was responsible for
initiating the district turnaround of the lowest
performing schools in New Jersey by catalyzing the
transformation of Camden City Schools into what is
now seen as a budding national model for school
district turnaround.
As a district leader in 2017, he led the academic
turnaround for Saint Louis Public Schools that
increased the districts Annual Performance Report
(APR) score from 40.5 points to104.5 in three years.
Through Mr. Hardys strong strategic planning,
prudent fiscal allocations, and goal alignment, the
academic gains by students have reached highs in
Saint Louis that have not been seen in almost 20
years.
Most recently, David was selected to the Board of
Trustees at Columbia College in Missouri.
Additionally, he is an alumni of some of the most
forward thinking national educational organizations
in the country -- including the National
Superintendents Academy and the PELP Institute at
Harvard University -- and was named a Future Chief
for Change Fellow in 2017.
David is a graduate of Colgate University, where he
was a student-athlete who left his mark in the
classroom and court. He graduated with a
Bachelors degree in Economics. He also holds an
MS in Education Administration from St. Thomas
University in Miami, FL and an Ed.M in Urban
Education Leadership from Teachers College,
Columbia University, and will receive his Ed.D in
Education from Columbia University Teachers
College in New York later this year.
David and his wife, a graduate of Howard University
and health care administrator, have one son.
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DAVID M. HARDY JR.
4153 West Pine Blvd., Saint Louis, MO 63108 |

EDUCATION

Fellow, Future Chiefs for Change, 2017

PELP Institute, Harvard University, Business School, 2016
Fellow, National Superintendents Academy, 2016
Fellow, Aspen-Pahara NextGen Institute, 2015
Fellow, School Systems Leadership, Teach For America, 2015
Doctor of Education, Teachers College, Columbia University, Urban Education, 2017
(expected)
Master of Education, Teachers College, Columbia University, Urban Education, 2015
Master of Education, St. Thomas University, Educational Administration, 2007
Bachelor of Arts, Colgate University, Economics, 2003

PROFESSIONAL EXPERIENCE

Deputy Superintendent of Academics July 2014-Present

Saint Louis Public Schools
Leader of the academic vision and mission for the largest school district in the state of Missouri
with 24,000 students PreK-12, 70 schools, 4,000 teachers, and a budget of more than
$290 million dollars.

Educational Leadership
Increased ELA state proficiency from 28.3% to 33.4% in 3-12 grade in 2014-2015
Increased Science state proficiency from 23.7% to 26.8% in 5th and 8th grade in 2014-2015
Increased the number of schools meeting local accreditation status by 10 schools (24 to 34
schools)
Graduation rates increased for second year in a row (2015-2016)
Placement rates for CTE students increased 27.9% (from 48.9% to 76.8%) in 2014-2015
Percent of students reading on grade level using STAR increased by 7% across grades 3-10
in 2015-2016
Average ACT score above the national average increase from 10.9% to 14.6% in 2014-
2015
Increased college acceptance rates (4 year universities) from 30.2% to 32.0% in 2014-2015
Annual Performance Report score improved from 60.5 points to 106.5 points (32.9%
increase) in 2014-2015
Increased Academic Achievement points received on the Annual Progress Report (APR)
from 12 points to 33 points in 2014-2015
Improved academic outcomes to move Saint Louis Public Schools to Accredited school
district status for the first time since 2000.

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Human Capital Leadership
Implemented the districts school support initiative that increase school leader support
which in turn the reduced the ratio of Network Superintendent to School from 15:1 to 8:1,
yielding achievement improvements in 5 out of the 6 networks
Established the districts first initiative designed to grant high-performing principals with
greater site-based decision making authority and flexibility in an effort to move beyond
managed instruction to an environment of managed performance and empowerment

Operational Leadership
Developed Saint Louis Public Schools Transformation Plan 2.0 in 2015
Developed a district-wide data dashboard and school performance management
accountability system that expanded data usage amongst employees from less than 100 to
4,000 staff members.
Developed district-wide measures for classroom instruction, school culture, and school
performance through the creation of the Excellent Schools Classroom Tool, School Culture
Common Picture, and Excellent Schools Tool that impacts instruction in over 1500
classrooms and 70 school buildings

Chief Academic Support Officer Sept. 2013-July 2014

The School District of Philadelphia
Driver of the academic vision for over 240 schools and 131,000 students
Leader of ten academic offices and over 200 employees
A member of the inaugural School Systems Leadership Fellowship

Executive Director of Regional Achievement July 2012-Sept. 2013

State of New Jersey Department of Education
Led one of seven newly formed Regional Achievement Centers in New Jersey with the
charge to support and turnaround 26 public schools in Camden and Burlington County.
Responsible for the reform and support of the lowest performing schools in the state of
New Jersey by leading a team of 18 staff leaders of specific content areas to turnaround the
performance of these schools.

Founding Principal, AF East New York Middle School July 2010-July 2012
Achievement First
99% of all 6th graders performed proficient or higher on the Math New York State Test in
2011-2012
11% increase of students performing proficient or higher on the 7th grade Math New York
State Test (78% to 89%) in 2011-2012
7% increase of students performing proficient or higher on the 7th grade ELA New York
State Test (58% to 65%) in 2011-2012
98% of students attended school everyday for three consecutive years (2010-2012)

ADDITIONAL EXPERIENCE

Adjunct Professor 2017-Present

University of Missouri, Saint Louis

Education Consultant 2010-Present

School and District Leadership Consulting
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Executive Coach 2010-2011
Teachers College, Columbia University

Academic Dean, Dean of Students 2008-2009

Achievement First, Brooklyn, NY

Curriculum Support Specialists, School Improvement Zone 2007-2008

Miami-Dade Public Schools, Miami, FL

ELA Department Chairperson and Reading Coach 2005-2007

Miami-Dade Public Schools, Miami, FL

6-8th grade ELA and Reading Teacher 2003-2006

Miami-Dade Public Schools, Miami, FL

AWARDS AND HONORS

Public Education Leadership Program Participant

National Superintendents Academy Fellow
Pahara NextGen Fellowship, Aspen-Pahara Institute
School Systems Leaders Fellowship, Teach For America, National cohort
Francisco R. Walker Teacher Of The Year, Madison Middle School
Sue Lehman Award Regional Finalist, Teach For America, Miami, FL
Tucker Neale Most Valuable Player, Colgate University Mens Basketball Team
Captain, Colgate University Mens Basketball Team

SELECTED PUBLICATIONS AND PRESENTATIONS

Featured in Love of Learning initiative for Saint Louis Public Schools, 2017
https://tinyurl.com/yahe2umw
Imagine a Better St. Louis, 2017 https://tinyurl.com/yaqcsxvk
Edweek Webinar Speaker: School Climate and Culture and Solutions for Student Success,
2016
Panelist: Teach for America 25th Anniversary Summit, Washington, DC, 2015
Speaker at the 7th annual Autism Expo, 2014
Commencement Speaker: Keynote speaker for TeenSHARPs commencement ceremony,
2013
Co-chair of the Philadelphia Reading Initiative, instructional strategy committee, 2013
Presented Creating Strong School Culture at the Achievement First Principals-in-
Residence Program, 2013, 2014
Presented Articulating and Investing in a Shared Vision, for The Alain Locke Initiative,
Northwestern University, 2010
Panelist: Teach for America 20th Anniversary Summit, Washington, DC, 2010
Presented, Student Engagement, for The New Teacher Project, 2007

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BOARDS AND COMMUNITY AFFILIATIONS

Advisory Board Member, Kickboard, 2017

Board of Trustee, Columbia College, 2017
Internal Board of Review, Co-Chairperson, Saint Louis Public Schools, 2014-2015, 2016-2017
Internal Board of Review, Board member, Saint Louis Public Schools, 2015-Present
ERDI Cohort III Member, 2014-present
Parsons-Blewett Scholarship Committee Chairperson, 2014-Present

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 ___________________________________________________________________

Chief Executive Officer

Lorain (Ohio) City School District | Lorain, OH

CANDIDATE
QUESTIONNAIRE

910 W Van Buren, Suite 315, Chicago, IL 60607 www.atlanticresearchpartners.org

Catalyst Transforming Education 8

Real. Trusted. Advisors.
David Hardy Jr.

Deputy Superintendent of Academics (CAO)

Saint Louis Public Schools

Enrollment (Current Employment): 24,000

Start Date: 7/1/2014
Previous Position: Chief Academic Support Officer School District of Philadelphia
Previous Organization: School District of Philadelphia
Enrollment (Previous Employment): 131,000
Start Date: 9/1/2013
End Date: 6/30/2014
Budget Responsibility (Current Employment): $80,000,000
Budget Responsibility (Previous Employment): $150,000,000
Advanced Degrees Held Areas of Interest: Masters, Superintendent
Do you currently or have you held the title of CEO? No

1. Describe a situation where you had a leadership role in a turnaround effort similar to the one in
Lorain City School District. What actions did you personally take? Who did you involve and how?
How did you measure success of the initiative? (Please limit your response to 300 words)

As the Executive Director of Regional Achievement for Camden and Burlington County, my first task was
to demonstrate what was possible in Camden City Public Schools. Dysfunction is hard to change, but not
impossible. In this case, it was apparent that many district employees were complacent with the status
quo. Student achievement was topically discussed but never established as a true priority prior to my
team entering the district. There were several central office directors and supervisors who performed a
number of tasks, led incoherent professional development sessions, and spoke of evaluation,
observation, but had no tangible evidence that these practices improved student outcomes. It became
my mission to model and teach what success in these areas should look like.

I initially focused on assessing how we looked at curriculum and student assessment. Through targeted
meetings with school and district leaders, we created a system that ensured we are focusing on how our
students are achieving (and nothing else). We created a strong data cycle that began with End of Unit
Assessments given every six weeks, and ended with data action plans and targeted conversations about
student misconceptions and the quality of instruction. This was a significant step forward for a district.
Prior to our intervention, similar assessments were given but the data captured only 60 percent of the
students. As a result of our intervention, 97 percent of our students were accounted for after only two
administrations of the assessments. I viewed this step forward as a small, but significant win that would
act as a catalyst to create a belief of what was possible, how we should approach student achievement,
and opened up the door for tougher conversations around job embedded professional development,
academic expectations, and leader evaluation.

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2. When have you been required to implement a change that you knew others would be reluctant to
adopt? What did you do to address resistance? How much time did it take to implement the change?
(Please limit your response to 300 words)

As the Deputy Superintendent of Academics for St. Louis Public Schools, I wanted to see our school
district move to a performance management organization that holds schools accountable for results by
measuring return on investments made by the district while providing schools the autonomy to make
data driven decisions to improve their school. In order to get our district one step closer to this model,
we needed a transparent data management system. Unfortunately, data and accountability live in an
office that has historically been resistant to making data available in a timely or transparent manner.

In attempts to attain this goal, I approached my cabinet member peer who led the data management
office to understand our current practice. After being met with a high level of resistance, I decided to
turn to those who are affected by the lack of transparency and inefficiencythe school leaders and
teachers of our buildings. Through multiple focus groups, surveys, and eventually through the creation
of a committee, I was able to apply enough pressure on the system to influence others to begin to think
differently. As a result, I was able to gain our Superintendents buy in to invest in the continuation of
this project.

As a results, we were able to develop of our Excellent Schools Dashboard (ESD). My Director of
Academic Strategies has since taken on this work stream and built this tool in collaboration with the
data management office. As a result, we launched ESD 1.0 this fall, and for the first time in a decade we
were able to provide schools a transparent data system available to every person within our system -
bringing us one step closer to true school level accountability and autonomy.

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