Superintendent Finalists

After graduating with a degree in business from the Wharton School at the University of Pennsylvania, Ryan entered the teaching profession as a middle school math teacher while earning his teaching credentials at night. Teaching middle and high school math in Philadelphia followed by Milwaukee, Ryan built strong relationships with students and families and enjoyed the work but wanted to do more to support the opportunities offered to students across a school and district.

After completing the principal certification program at the University of Pennsylvania, Ryan was selected by New Leaders, a nationally recognized program for principal development, as one of 101 Resident Principals nationwide for a year-long residency designed to develop outstanding principals to lead high-achieving, urban schools.

Over the next two years, Ryan worked as a Resident Principal and then Assistant Principal at one of the highest performing, non-special admit, high schools in New York City.

Recognizing his organizational and academic leadership, the NYC Department of Education selected Ryan to lead a struggling expeditionary learning high school in the South Bronx. Over the next three school years, Ryan led a school that was approximately one-third multilingual learners and one-third students receiving specialized services. Working with the students, families, and staff, Ryan strategically implemented a bilingual program, new academic expectations and aligned supports for teachers. As a result, academic achievement as measured by the rigorous New York State Regents’ exams, improved by double digits in all tested subjects. Further, an external reviewer of the school reported that the school “has created a learning community that is well focused on student outcomes that accelerate learning” and “a respectful environment within the school exhibits a high level of trust among all constituents, and students feel well supported in their academic and personal growth.”

For the last thirteen years, Ryan has served in a number of leadership roles in schools and central offices in Philadelphia and Boston. These roles include deputy chief of new schools, chief academic officer, and assistant superintendent. During that time, Ryan was fortunate to lead a number of teams that were each able to improve academic and social-emotional outcomes for students. These accomplishments include:

• At a Charter Network, Ryan led a small team that streamlined the system for opening new schools and improving previously struggling schools that resulted in dramatic gains in student achievement while contributing to a work culture that was voted a top workplace in Philadelphia for five consecutive years. 
• In Boston, Ryan worked closely with school leaders and central office staff to rethink high school programs. 
• As a Chief Academic Officer, in close collaboration with school boards and school leaders, Ryan was able to improve academic programming by identifying and building strong common practices across the schools while respecting the schools’ unique characteristics. 
• In Philadelphia, Ryan established an equity steering committee to support equity professional development for his school leaders. On the end of year survey, 89% of leaders in his learning network responded with the most positive response to “my professional development experiences help me explore new ways to promote equity in my practice; 26 percentage points higher than the next highest network of schools.

And now, as the Assistant Superintendent for Innovation and Opportunity, Ryan partners with families, external partners, school leaders, central office departments, and school staff to offer a range of innovative and progressive schools for students from competency based to work based. 
While each district had its own context, the levers for high performing schools - a vision for instructional excellence, centering equity, transparent and ethical leadership, clear and proactive communication, partnering with families, teacher leadership and development, strong school leaders, and organizational execution - have been consistent.

Ryan earned a doctorate and his superintendent’s letter of eligibility through Temple University. His dissertation was titled Allowing Education Entrepreneurs to Flourish: How Do We Unlock Schools to Innovate. His study examined the support principals need to lead innovative schools that provide safe, rigorous, enriching environments for all students. Ryan believes strongly in the potential of all students and the need to provide leaders and teachers with the support necessary to see all students succeed.

Ryan is the proud husband of Amy, a former teacher and now director of a pre-service residency program for teachers, and the father of Johnny, a committed soccer goalkeeper, Annalise, the artist, and Francesca, a high energy first grader.