Christina Cirigliano
Leader in Education, Lover of Learning
About Me
A true supporter of public education in New Jersey, I have spent over 20 years teaching and leading students and staff to reach their greatest potentials. By maintaining high expectations and rigorous standards, I have made a direct impact on every educational institution that I have had the privilege to be a part of. The world of is rapidly changing and we need to prepare the next generation in a cohesive and meaningful way.
My Experience
Background & Expertise
Assistant Superintendent - Dover Public Schools
August 2019 - July 2024
Provide leadership in many areas throughout the district. Inclusive of Technology, Special Services, Curriculum, Instruction, Human Resources and Professional Development. Some tasks have included overhauling our technology infrastructure with an equipment overhaul including building a 1:1 program and upgrading to an enterprise-level network, program development focused on CTE and an entry-level programs to allow Dover graduates a diploma and an entry-level certificate into the workplace. Expanding district supports for bilingual students that focus on strategic scheduling and programmatic development to include best practices for screening, instruction, and development.
Director of Special Education -Â Rockaway Township School District
April 2019 - July 2019
Lead a comprehensive team comprised of CST members including PTs, OTs, SLPs, and a behaviorist. Work collaboratively with parents, staff, and administration to develop child-specific programs within and outside of district bounds. Managed programs developed to meet student's needs as they grow and develop in their own learning styles.
Assistant Principal - South Brunswick School District
October 2018 - March 2019
Being a part of a large school district has given me the opportunity to adjust my leadership to a much larger cohort of students and staff. My responsibilities include staff evaluations, professional development, overall building management, organizing for testing, and student discipline.
Working to meet the needs of this diverse student population has increased my knowledge base in the areas of trauma-informed teaching and equity in education. This position has allowed me to lead professional development in the areas listed above.
Principal - Frenchtown School District
July 2014 - June 2018
Throughout my four years at Frenchtown, I was able to successfully execute a number of new initiatives that expanded the educational program for the students. I developed an iPad classroom 1:1 for K-5th grade and a true 1:1 for Middle School students utilizing the Learning Management System (LMS) known as Canvas. When our iPad 1:1 was launched we were one of the only elementary schools in Hunterdon County to be fortunate enough to have one.
Facing budget cuts, I was forced to restructure our CST staff by contracting for outside services and utilizing existing staff in new ways. In addition, I built more consistency within the IEP language by implementing IEPDirect. Among other things, I also helped pass a building referendum, developed local business partnerships, and overhauled a 20 + year old schedule to better meet the needs of our learners.
Vice Principal - Knowlton Township School District
November 2013 - June 2014
At Knowlton Township School, I administered the NJASK tests, evaluated teacher performance, and coordinated the I & RS and 504 teams. Leading professional development focused on unpacking the Common Core standards as they related to Language Arts, allowed my staff to be well-versed on standards as we looked forward to purchase new curricular materials. In addition, I planned professional development in the areas of NJASK test analysis and executive functioning strategies for all students.
Special & Regular Education Teacher - Greenwich Township School District
August 2002 - November 2013
During my tenure at Greenwich Township, I was fortunate enough to teach students with special needs at both the middle and elementary levels. I served as both an inclusion specialist and a resource room teacher. In addition, I taught a 2nd-grade inclusion class as the general education teacher. In addition to my teaching responsibilities, I served on numerous committees including negotiations, professional development, and middle-level transitioning.
Middle School Special Education Teacher - Readington Township School District
January 2001 - June 2002
In this position, I was responsible for 7th & 8th grade special education students. I partnered with 7th grade teachers to provide an inclusion program. I also provided pull-out intensive services for 8th grade students with special needs in the area of Language Arts.
Education
Always a Learner
Delaware Valley University
Present
By obtaining my Doctorate in School Administration (K-12), I hope to better understand leadership and its impact on student learning.
Harvard University Â
Principal's Leadership Academy
March 2014
This intensive week-long leadership program was specifically designed for new and aspiring leaders in education. Daily professional development included work around data, school finance, special education, and parent/community involvement.
Master's in Educational Leadership
August 2004 - May 2007
Through the Master's program at Lehigh University, I was able to develop my leadership style and expand my knowledge in school administration. Through my 300 + hour internship, I worked on student discipline, personnel management, program evaluation, and teacher professional development.
Bachelor's of Science in Elementary Education & Special Education (Mentally & Physically Handicapped)
September 1998Â - December 2000
Kutztown University's program allowed me to develop my skills and knowledge base as both a Special Education and an Elementary Teacher. To graduate early, I was fortunate enough to take part in a professional semester at a year-round school in Allentown, Pennsylvania.
My Leadership Skills
Whole-Hearted Leadership
No matter the role or project, I’m confident in the skill set I bring to the table. Take a look below to learn more about my specific abilities and feel free to get in touch if you’d like to learn more.
Relationship Builder
Staff, Students, & Community
As a school administrator, I know and value the importance of building strong relationships with my staff, students, and various community partners. At Frenchtown and Knowlton, I cultivated relationships through honest and clear communications. Forming a win-win atmosphere allows for both parties to feel success in the decision-making process.
Student - Centric Leader
Maintaining a clear focus on student learning & development
Revamping a 20 year-old building schedule to support students with special needs better and initiating an iPad 1:1 program for Middle School students are all clear examples of my strong belief that every change we make should have a positive impact for students. The core of my educational philosophy centers around the question, "What is best for kids?" Maintaining this focus is paramount when moving through our work in schools.
Strategic Collaboration
Many is better then a few.
As a former leader in a very small district, I learned quickly the importance of bringing together the right people, at the right time, for the right project. At Frenchtown, I was able to partner with neighboring school districts, the Educational Services Commission, and various agencies to provide the best for my students. These strategic partnerships allowed Frenchtown to build a stronger education without maxing out our valuable resources.
Goal-Oriented
Moving forward with a Purpose
Establishing goals provides our path or next steps. Failing to establish goals or learning targets will leave an organization unable to move on the a greater level of discovery. Goal-setting is a multi-level process beginning with stakeholder input and contributions. Once goals are established then we work on action steps to achieve that goal. A part of this process that is critical is the celebration of small gains towards the larger picture. This gesture helps to keep commitment high among the participating groups.
Critical Thinker
Qualitative & quantitative thinking
The role of the Principal takes on many different forms. Within those various definitions, a constant is the use of data in decision-making. Whether that "data" is quantitative in nature or qualitative, is not important. The importance is on how one uses the different forms of data in their decision-making process. Quantitatively we can look to test scores or grades, or amounts of anything. But all of those numbers and figures tell a story and have a story behind them. Oftentimes, leaders only look at the numbers and ignore the story. Qualitative information can bring depth to the numbers. When making decisions it is critical to look at both sets of data.
Power Builder
Building capacity in others
Part of being a leader is building that capacity in others. We are all leaders of some sort. When we do what is right when no one is looking- that is leadership. When we make a decision for the benefit of another- that is leadership. When we honor the room and not speak ill of another- that is leadership. When we seek to find the power that another person has- that is leadership. As a leader it is critical as part of our legacy to empower others where we see they can make a difference. Leadership does not always come with a title and being a leader does not always come with a title.
Recognitions
Bridging the gap between home and community
2015-2016 & 2017-2018
NJSBA & NJAMLE Presenter
2018-2019
Sustainable Jersey Champion
August 2017
Sustainable Jersey for School Grant Recipient
2017 - 2018
New Jersey Safe Routes to School Statewide Recognition
2014 - 2017
NJSBA: Innovations in Special Education Award
2007 - 2008
Clean Communities Grant Recipient
2006 - 2008
Lowe's Community Grant for $5,000
2006 - 2007
Project Director for $10,000 YODA Grant
2006 - 2007
My Projects
Integrated Plan for Academic Development (IPAD)
2015
As part of this initiative, middle school students are provided with an iPad as one of their new learning tools. Students will implement 21st Century skills by interfacing with an on-demand and technology dependent world through the use of this mobile learning device in preparation for a successful career and college pursuits. To achieve that goal, students and teachers navigate the personalized learning platform called Canvas. Within Canvas, teachers create courses, provide online resources from Google or Youtube, and can grade assignments seamlessly into PowerSchool. Assignments are then returned to the student through Canvas with feedback and a grade. Students can also practice online etiquette through posting to a blog or class discussion page.
Genius Hour
Honoring Student Voice
Implementing Genus Hour with our Middle School students was a win-win. Students were able to spend time planning, organizing, developing, and creating a project of their own design and idea. Teachers worked alongside the students to provide guidance and support when necessary. Students began with a "Shark Tank" pitch about their project and then were off making their idea and passion a reality. Some succeeded and can appreciate when things come together and others faced more difficult challenges and were not able to persevere, but learned in the process of failing. No matter the outcome students were able to utilize systems-thinking, build 21st century skills, and expand on their interests. In addition to bringing this idea to Frenchtown, I was also able to share this concept with attendees of both the NJSBA Conference of 2018 and the NJAMLE Conference of 2019. The combined experience of leading this project and then sharing that journey has been professionally and personally fulfilling.
Career Exploration
Finding out more about ourselves
Bringing more career awareness activities to our Middle School students became a priority. To that end, we evaluated two online career education programs and finally chose Career Cruising. Students have the opportunity to complete self-awareness quizzes and then dive into areas that interest them based on the quiz results. The program outlines potential career paths, the necessary levels of training, and introduces students to actual college and training programs. Students complete the program over two marking periods and then presented their findings to their classmates. To expand on this program we required students to partner with their parents and discuss their career path. The interview results were shared out in class discussions.
Community Partnerships
Growing & learning together
Capitalizing on Frenchtown's small size and strong community presence, we were able to build a variety of community partnerships. Students could participate in a strong enrichment program that provided a community guest speaker component. Utilizing parent and community volunteers, students could self-select to attend a presentation on various topics including gaming, fashion design, and book making. Our school partnership with goHunterdon allowed students to participate in community-based activities. Students used a Kindness Week to give thanks for their local police force, town council, and mayor. In addition, students gave a thanks to their parents with a huge sign at dismissal.
"Do not go where the path may lead. Instead, go where there is no path and leave a trail"
Ralph Waldo Emerson
