Peter Herzberg's Biography


Peter Herzberg has an extensive career as a K-post secondary Educator in teaching, leadership, and partnership building, in independent, public, and charter schools as well as community college. In addition to partnership work with nonprofits, he specializes in the innovation of high school programs, design and integration of 6-12 curriculum, the building of more robust, interactive teaching cultures, and literacy. His most significant work in schools at present is around student engagement and the how teachers reflect successfully on their own professional growth. He is well versed in independent, pubic and charter school cultures and educational trends in general. Prior to becoming a consultant, he played a variety of roles for 35 years in 7 different schools: as classroom teacher (unlike many school leaders, he has never lost contact with the classroom), Department Head, Division Head, Founding Principal, and Associate Head. He works actively on the board of a K through 8 school, recently served as the interim Education Director of the educational nonprofit Change for Kids, consults with the News Literacy Project and South BronxRising, a collective impact group, and works with several other nonprofits that support schools in arts, literacy, wellness and career readiness training. Peter also teaches a composition and writing at LaGuardia Community College, part of the City University of NY system.

Peter’s larger goal is to find the best ways to catalyze partnerships among schools and education-based nonprofits which do not typically share practice, and among schools and nonprofits, in order to share practices that go above and beyond the primary, entrenched demands of the Common Core or standardized metrics. The key outcome is to create more engaged students and more consolidated efforts across the ed space. In the fertile but fragmented world of educational reform, consolidating these cross-sector partnerships and their gains is important if we are to have the really dynamic and purposeful schools we need. The existence of such schools and this consolidation of practice are prerequisites if we intend to thrive in a world that must rethink how to sustain resources and teachers, improve student engagement, and practice social justice for children of every class and background.

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