Welcome to Vincent R. De Lucia!

A dynamic highly accomplished and experienced educational leader with

extensive experience in leading change, leadership development and coaching,

community & stakeholder engagement, and collaboration among boards of education,

local governing bodies, government agencies, and communities. He has demonstrated

his proven abilities as a leader, strategist, professional learning provider and master

teacher with demonstrated success in improving student achievement and school

climate through professional learning and the cultivation of Professional Learning

Communities. Nationally Board Certified with over 25 years of leadership experience

and a commitment to providing all students with exemplary instructional practices

that are enhanced through the supervision process.

National Board Certification

1994 National Board-Certified Teacher, among the first 79 teachers in the United States to

achieve National Board Certification (Early Adolescence: English/Language Arts),

Experience:

2013-Current

New Jersey School Boards Association, Trenton, NJ

o Director of Special Projects

o Director of Professional Learning

o Director of Mandatory Training

o Educator in Residence

NJSBA Task Force Reports:

Facilitated the discussions, the research, and the development of subject specific NJSBA

Task Forces:

• Building a Foundation for Hope: Mental Health Services in Public Schools

• Educational Opportunities for the Career Focused/Non-College Bound Learner

• Firearms Safety: Processes, & Practices for Safety in Schools, Home, and Community

• Impact of Health & Wellness in Public Schools on Student Achievement

• Mental Health Resources for Schools

• Post Pandemic Academic and Social-Emotional Support: Enrichment and Remediation

Services in the Public Schools

• Student Achievement for All

Provide virtual and in-person professional learning on topics that include:Professional Learning Focus Areas Include: Career Focused and College Bound Learners DEI,

Student Learning, School Culture & Climate, Health & Wellness, Mental Health, School

Safety, Special Needs Students, and 21st Century learning.

• Building Trust with Stakeholders

• Building & Nurturing Teams

• Career Focused Learners

• Collaborative Leadership

• Covid Learning Gaps

• Crucial, Respectful Conversations (Presentation)

• Crucial, Respectful Conversations (Panel): Anti-Defamation League, Islamic Network

Group, US Department of Justice Conciliation Division, Professor Walter Greason

(Macalister College) and NJSBA

• Firearms Safety in Schools & Communities

• Leadership in Turbulent Times

• Mental Health in Schools & Communities

• Nurturing BOE/Superintendent/Community Relationships

• Respectful, Effective Student Management

• The Impact of NJ Land Use Laws on All Facets of Public Schools

• Transforming High Schools: Certifications for Middle Class Careers

• Total School Growth/Improvement

• Unconscious Bias

• Why SEL?

Virtual Experience:

• Extensive experience providing virtual professional learning including engaging

presentations and panel discussions.

• Facilitated virtual panel discussions for audiences from 30 to 500 participants

o Addressing Community Mental Health: Boards of Education/Mayors &

Councils

o Children on the Spectrum: Parents, Caregivers and Educators

o Preparing ALL Students for Their Futures-NOT Our Pasts!

o Unconscious Bias

o Why SEL?

• Facilitated virtual professional learning presentations for groups from 20-150

o Unconscious Bias: Eight State School Board Associations (Texas, NJ, Ohio,

Oklahoma, NY, Connecticut, Rhode Island, Massachusetts)

o Addressing Covid Learning Gaps (Northeast State School Board Associations

(Connecticut, Massachusetts, New Hampshire, New Jersey, New York, Rhode

Island)

Represent NJSBA:

• ArtsEdNJ Steering Committee

• Clinical Intern of the Year Selection Panel

• Governor Murphy’s Dual Enrollment Commission

• Rutgers School of Management & Labor Advisory Council

• Rutgers-New Brunswick/Kean University Collaborative Leadership Initiative

• SEL4NJ Steering Committee

• NJ State Teacher of the Year Selection Panel• Milken Educator of the Year State Selection Panel

• NJDOE Human Trafficking Task Force

• USDEA/NJSP Prevention Initiative

• Numerous NJDOE Committees

Thirteen years -North Brunswick Board of Education, North Brunswick, NJ

Director of Curriculum, Instruction & Professional Development

• Serve as the Chief School Administrator in the Superintendent‘s absence

• Oversee the N-12 educational program

• Middlesex Country Professional Development Committee

• Superintendent’s liaison to the district’s four elementary, middle, and high

school principals, the nine N-12 assistant principals, and the four 9-12

supervisors.

• Oversee the four N-8 Academic Supervisors to ensure consistency among

the elementary school programs and among the middle school houses

• Oversee the district’s formative assessment program.

• Oversee the implementation of the new Teacher Evaluation System

• Oversee the implementation of the new Principal/Administrator Evaluation

System

• Responsible to identify and develop professional development programs for

all administrators, certificated and non-certificated staff to meet the goals of

the district strategic action plan including achievement goals

• Ensures the integrity of implementation of the district’s instructional model

and the fidelity of curricula N-12

• Responded to parent, community, and other inquiries for the Superintendent,

upon his request

• Contributed to the identification of this school district as a leader in reform

with the Department of Education, Kean, The College of New Jersey,

Rutgers University, and districts in Middlesex County.

• Lead Presenter and Planner for the Department of Education’s Turnaround

Leadership Network.

• Active member of the Middlesex County Curriculum Council

• Facilitated the implementation of full-day kindergarten including the pilot

“Tools of the Mind” program.

• Conducted forums with grade level leaders, coordinators, and other groups

to identify the strengths and challenges of the math and language arts

programs.

• Led professional development seminars on evaluations, leadership, SMART

Goals.

• Strengthened the district partnership with RIISA (Rutgers Institute to

Improve Student Achievement) by collaborating with them on professional

development experiences including presentations by the middle school

teachers and administrators for all levels.

• Continued to meet all the responsibilities of the position of Director of Staff

Development & CommunicationsDirector of Staff Development and Communication

• Through the introduction of achievement, instructional, and climate

initiatives, it has been the catalyst that has led to significant growth in

those three core areas.

• Introduced Professional Learning Communities to the district and

conducted training for administrators, professional and support staff

• Introduced Invitational Schools to the district and conducted training

for administrators, professional and support staff

• Collaborated with the central office administrative team to develop and

implement a data-based process to improve achievement and

administrator and teacher accountability through instructional

interventions, “one student at a time.”

• Developed and implemented a 12 month Action Plan including a series

of workshops to train all administrators and supervisors (Central Office

and K-12) in the effective supervision and evaluation of professional

staff based on the Four Domains Professional Practice as identified by

Charlotte Danielson and the core principles of the National Board for

Professional Teaching Standards including a classroom evaluation

report template based on that work as well as An Active Learning

Structured Lesson, the 9 categories of instructional strategies that

enhance student achievement as defined by Robert Marzano, and the

invitational education research conducted by William Purkey

• Developed a District Communication Action Plan to improve

communication among individual schools, between schools and central

office, to expand the use of e-mail to communicate to all staff, and to

maintain a weekly positive presence in the local newspapers.

• Developed and taught workshops to all district and building

administrators on the comprehensive school reform plan that I

developed included Professional Learning Communities, An Active

Learning Structured Lesson, the 9 categories of instructional strategies

that enhance student achievement as defined by Robert Marzano, and

the invitational education research conducted by William Purkey.

• Developed informational power point presentations for members of the

Board of Education and the Superintendent of Schools to explain the

annual budget and building referenda to all shareholders including

senior citizens, “empty nesters,” the families of students as well as the

professional and support staff.

• Developed professional workshops on topics including: evaluating and

supervising instructional and other professional staff, cooperative

learning, new teacher seminars co-facilitated with the local education

association, professional and support staff team building, multiple

intelligences, an active learning structured lesson, the 9 categories of

instructional strategies that enhance student achievement as defined by

Robert Marzano, the invitational education research conducted by

William Purkey and a course focused on the Four Domains of

Professional Practice as defined by Charlotte Danielson that all non-

tenure teachers must take.

• Local Professional Development Committee, Chairperson

Principal, Linwood Middle School• 1550 students in grades 6-8

• Re-organized the structure of the school to reflect best middle level

practices

• Recognized in June 2004 by the International Association of Invitational

Education as an Inviting School Award

• Reversed the seven-year trend of declining achievement scores through

the introduction of Professional Learning Communities. All NCLB

subgroups met either AYP or Safe Harbor (2006)

• Researched, developed and implemented a 3-year action plan that

implemented comprehensive total school reform including: the use of

data to drive instruction, quarterly assessments, an Active Learning

Structured Lesson, the 9 categories of instructional strategies that

enhance student achievement as defined by Robert Marzano, and the

invitational education research conducted by William Purkey.

• Successfully developed and implemented a 3-year Action Plan to

facilitate the development of the 12 norms of a Professional Learning

Community

• Developed a formal supervision/evaluation model that met the criteria of

the agreement between the local teachers’ association and the Board of

Education that was based current instructional and student achievement

research including the Four Domains of Professional Practice as defined

by Charlotte Danielson, the 9 categories of instructional strategies that

enhance student achievement as defined by Robert Marzano, an active

learning structured lesson, cooperative learning, the multiple

intelligences, and the invitational education research conducted by

William Purkey.

• Implemented numerous middle school reforms to transform an

academically low performing school with a history of challenging

student behavior into a middle school organization that has the

characteristics of an exemplary middle school as defined by the National

Middle School Association.

• Superintendent’s Professional Staff Evaluation Task Force to develop,

implement and train all administrators in the supervision and evaluation

of teachers as per current evaluator research and the National Board for

Professional Teaching Standards propositions.

• Superintendent’s Advisory Committee to pass a bond referendum.

• Developed and successfully implemented a 3-year strategic action plan

to improve student academic achievement that included An Active

Learning Structured Lesson, the 9 categories of instructional strategies

that enhance student achievement as defined by Robert Marzano, and the

invitational education research conducted by William Purkey. It also

included the use of data to make instructional decisions from both

standardized and teacher made assessments, the implementation of

quarterly assessments of student achievement in all academic and

elective courses and the adoption of consistent learning agreements

based on the district curriculum, NJCCCS among all instructional staff.

• Developed and implemented a successful 3-year strategic action plan to

improve student behavior through a program that included positive

recognition for students who solved conflicts peacefully and a significant

decrease in confiscated weapons (21 in 2003 to 3 in 2004) and areduction of physical conflicts reported to the state of New Jersey from

28 to 5.

• Developed an on-going strategic action plan to improve staff morale.

Twenty-two Years South Brunswick Board of Education, Monmouth Jct., NJ

Assistant to the Superintendent

• Member of the Superintendent’s Cabinet

• Liaison to the Board of Education

• Public Information Officer/Communications Director

• Liaison to Congressman, State Legislators, and Police Department

• Oversee the Strategic Action Plans for High School Small

Communities, Middle School Reorganization, and Budget Development.

• Develop and Implement Strategic Action Plans for Passing the

Budget, the Assets Initiative, Communications and Redistricting.

• Supervisor, the high school’s Alternative Center for Education and the

development of the Adult High School.

• Supervisor, evaluate professional staff at the elementary and high school

grades including basic skills reading specialists.

• Conduct professional development workshops for professional and

support staff.

• Liaison to the College of New Jersey to develop a Math/Science

Professional Development School.

• Assist in grant writing.

Crossroads Middle School

-Staff Aide/Student Affairs/Administrative Services;

Responsibilities included: crisis response, student management, transportation,

transitions, professional development, mentoring, and budget.

-School Based Management Team

-Transitions Task Force (Rutgers University, Middlesex County College plus

high, middle, and elementary schools)

-K-12 Curriculum Standards Oversight Committee

Language Arts Teacher

-Participated in the instructional strategies and professional practice research

study conducted by Charlotte Danielson

Student Athletics/Activities Director

US Dept. of Education. Blue Ribbon School, Successful

Application Co-author

Coordinator of Student Affairs: Responsibilities included: crisis response,,

transportation, transitions, and budget

Language Arts and Mathematics Teacher

Related Experience

Middlesex County Professional Development Board

Educational Consultant, Educational Resource Information Center South-Abraham Clark – Roselle High School, Developed and Implemented the

professional development program for the 8th and 9th grade teams to turn

around a failing schools.

NJDOE Summer Leadership Institute Presenter

Seminar Topic: Developing Consistent, Effective Evaluations Among an

Administrative Team

Educational Consultant, Kean University; Facilitated the training for the Grace

Wilday Middle School, Roselle, NJ to transform the school (instruction,

student management, teaming, etc.)

NJ DOE Leadership Initiative Planning Committee

NJDOE Summer Leadership Institute Presenter;

Seminar Topic: Effective Teacher Evaluations

Educational Consultant, Kean University; Developed and facilitated the

professional development for the Perth Amboy High School Freshman

Academy

International Association of Invitational Education

National Connector of Staff Development (K-12)

State of New Jersey Coordinator

Rider University School of Education Advisory Board

NJ Bar Association, New Brunswick, NJ, Panelist;

- School/Police Partnerships to Prevent Violence

- School/Police Crisis Training in Response to Violent Acts

Gallup Organization, Princeton, NJ, Panelist;

- International Symposium on Youth Violence

NJ Dept. of Education, Best Practices/Star Schools Program, Panelist

Pennsylvania Association for Supervision and Curriculum Development, Paneli;

- Implementing Action Research Projects in Schools

NJ Dept. of Education, Mentor to all NJ Candidates for National Board

Certification

Adjunct Professor of Graduate Education, Regional Training Center,

Randolph, NJ

- Caldwell College, Caldwell, NJ (1998-2000)

- Gratz College, Philadelphia, PA (1998-2001)

- The College of New Jersey, Ewing, NJ (2000-2001)

Consultant, New Mexico State Department of Education, All Candidates for National Board

Certification in Middle Level, English/Language

Private Sector -District Sales Trainer, Meade-Johnson Pharmaceuticals, IND

-Regional Sales Manager, QMED, NJ

-Regional Sales Manager, Siemens Medical Systems – Nuclear Medicine, NJ

Education

MA/Administration & Supervision Rider University, Lawrence, NJ

MA/Instruction Gratz College, Melrose Park, PA

BS/Elementary Education Wagner College, Staten Island, NY

Certifications

New Jersey Chief School Administrator

New Jersey Standard Supervisor’s Certificate

New Jersey Principal’s Certificate

K-8/Elementary EducationNational Board-Certified Teacher, Early Adolescence: English/Language Arts

True Colors Certified Trainer

Honors

Certificate of Appreciation, NJ DOE; Division of School Effectiveness and Choice,

Office of Leadership Development

Certificate of Appreciation, NJ DOE; Division of School Effectiveness and Choice, Office of

Leadership Development

Certificate of Appreciation, NJ DOE; Division of School Effectiveness and Choice, Office of

Leadership Development

New Jersey Council of Education

Inviting School Award; International Association of Invitational Education

Geraldine Dodge Foundation Grant Award, “Creating an Invitational School Climate to

build school allegiance and academic achievement.”

Pi Lambda Theta, Rider University Graduate Student Award

Pi Delta Kappa, International Honor Society in Education

Who’s Who Among America’s Teachers

Pioneer Educator, National Board for Professional Teaching Standards

Who’s Who in New Jersey American

Society of Young Professionals

- Member of numerous National, State, and professional educational associations

- Served on numerous District-Wide and School Based Committees

Publications

The Creation of a Comprehensive Community/School Alliance Designed to Address the

Challenges Faced by Adolescents in South Brunswick Township, NJ. May 1998

“Using Guided Fantasies in Language Arts,” Teaching Pre-K-8, May 1997

Government Service

- Mayor, South Brunswick, NJ

- Legislative Aide, Assemblyman Anthony Cimino (D-14)

- Township Committeeman, South Brunswick, NJ

- South Brunswick Planning Board

-Community Police Consortium

- Coordinator, Healthy Communities… Healthy Kids: Asset Building

- Mayor’s Task Force to Pass the Open Space Referendum

- Coordinator, Community Response Team-clergy, juvenile police, Superintendent of

Schools, Police Chief, Town Manager, social service agencies, EPIC, Concerned

Black Parents, UMDNJ

- Served on numerous community, youth, and township government organizations

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