This document is a resume for Daniel Schwartz, who has 24 years of experience leading progressive independent schools. It summarizes his qualifications and experience as the head of Baker Demonstration School, where he increased enrollment and student retention. It also outlines his experience as principal of Carleton Washburne School, where he oversaw curriculum development and facilities planning. The resume lists his areas of expertise in strategic leadership, fiscal administration, and developing strong community and board relations.

1. 530 Audubon Place
Highland Park, IL 60035
846-420-7679
Dschwartz530@gmail.com
Head of progressive independent school with 24 years of educational management experience. Expert
at leading strategic planning, collaborative leadership, Board development, community involvement,
and teacher and student learning.
SUMMARY OF QUALIFICATIONS
Strategic Leadership
 Lead inclusive and effective strategic planning.
 Promote a common educational vision.
 Articulate decision-making procedures with clear accountability and responsibility.
 Model democratic leadership through shared decision-making.
 Collaborate nationally on current educational trends and issues.
 Evaluate and improve the effectiveness of instruction, curricula, fund development,
admissions, and financial practices.
Fiscal/Facilities Administration
 Develop and manage multi-million dollar annual budgets.
 Prepare long-term fiscal planning, including projecting student demographics, staffing and
facility needs, and expected revenues.
 Identify and create new revenue streams.
 Direct facilities review and planning.
Board and Community Relations
 Develop and increase Board capacity in the areas of stewardship, strategy, and governance.
 Guide Board of Directors on fiscal, facilities, policy, governance, and strategic planning
issues.
 Cultivate effective communication networks with key stakeholders.
Personnel Recruitment, Management, and Development
 Recruit, manage, and develop senior administrators to advance department, division, and
professional goals.
 Engage and retain teachers whose practice matches the educational philosophy of the
school.
 Establish an environment in which administrators and teachers are encouraged to be
reflective and effective practitioners.
CERTIFICATIONS
Superintendent and General Administrative Certifications (IL) PEL #1534137
Principal, 5-9, Professional (MA) MEPID #54093026
Supervisor/Director, Professional (MA) MEPID #54093026
History Teacher, 9-12 Professional (MA) MEPID #54093026
Shipfitter Mechanic 1st
Class
DANIEL SCHWARTZ

2. DANIEL SCHWARTZ page 2 of 7
KEY ACCOMPLISHMENTS
Baker Demonstration School: Head a PreK - 8th
grade progressive independent school of 360
students, 35 faculty, 14 administrators, and 25 support staff. Baker graduates consistently have scored
in the 94th
– 97th
percentile range on nationally normed standardized tests (NWEA/MAP, Terra Nova,
Explore, ERB).
 In five years, increased enrollment by 21% and student retention from 72% to 88%.
 Guided Board development and implementation of 5-year strategic plan.
 Established a professional review process emphasizing accountability and reflective
practice.
 Developed a Curriculum Review process and cycle.
 Served as interim Director of Finance for one year, culminating in increased financial
stability and growth utilizing best financial management practices.
 Grew a culture of philanthropy. Outcomes included: expanding community advancement
participation from 40% to 90%; securing funding to build a state-of-the-art Science lab
through a mini-capital campaign; and significantly increasing endowment.
 Initiated a faculty-wide professional development Inquiry Project and regional symposium
focusing on the essential question How Do We Know What Children Know?
 Developed a Curriculum Review process and cycle.
 Organized ongoing educational and professional development activities and speaker series
around the themes of progressive philosophy, history, pedagogy, and diversity.
 Facilitated significant technology upgrades including installation of fiber-optic cabling, a
robust intelligent WiFi network, and replacement and expansion of teacher, staff, and
student computers (1:1 in grades 6-8).
 Built a community of learners among all school stakeholders.
 Raised Baker’s profile on the national and regional stage.
Carleton Washburne School: Led a 7th
- 8th
grade public middle school of 500 students, 48
faculty, 5 administrators, and 21 support staff. Over 95% of all students met or exceeded the Illinois
Learning Standards and IEP students scored higher than the state average for mainstream students.
 Shepherded development and implementation of $23 million middle-school construction
plan that balanced fiscal constraints with educational goals. Framed community outreach
strategies that led to the successful passage of a public bond referendum.
 Spearheaded formation of a community-based Mental Health Committee that developed
an Adolescent Depression middle school curriculum, which has been adopted by
numerous suburban schools.
 Due to exemplary leadership practice, Carleton Washburne School selected as a model in
two national longitudinal research studies, one on the attributes of successful middle
schools and one on the connection between social emotional learning programs and their
impact on sexual harassment behavior.
 Fostered creation and implementation of a Gender Unit curriculum that explores gender
stereotypes and roles, sexual harassment, the role of the media in society, and has
improved the overall educational environment.
 Created new technology organizational structure for the District that yielded an emphasis
on curricular needs over networking convenience. Produced state-approved Technology
Plan.
 Identified crisis management needs and formulated District’s safety response plan.

3. DANIEL SCHWARTZ page 3 of 7
Winnetka Public Schools: Director of Technology for a five-school suburban school district.
 Managed District-wide technology budget for staff, equipment, contracts, leases, and
operating expenses.
 Oversaw 40% expansion of networked computer work stations.
 Created new technology organizational structure for the District that yielded an emphasis
on curricular needs over networking convenience. Produced state-approved Technology
PROFESSIONAL EXPERIENCE
Head of School, Baker Demonstration School, Wilmette IL 2010 - present
Co-Director, National Institute on Progressive Education, 2013 - present
Progressive Education Network
Principal, Carleton Washburne School, Winnetka Public Schools, IL 1998 - 2010
Director of Technology, Winnetka Public Schools, IL 2003 - 2005
Adjunct Professor, National Louis University, Evanston, IL 1997 - 1999
Assistant Principal, Carleton Washburne School, Winnetka Public Schools, IL 1994 - 1998
Principal Intern, Peabody School, Cambridge Public Schools, MA 1993 - 1994
Director of Education, USS Constitution Museum, Boston, MA 1990 - 1993
Teacher, Jeremiah E. Burke High School, Boston, MA 1988 - 1990
Teacher, New Perspectives High School, Brookline, MA 1987 - 1988
Adjunct Teacher, Brookline High School, Brookline, MA 1987 - 1989
PROFESSIONAL APPOINTMENTS
 Treasurer, National Board of Directors, Progressive Education Network 2013-2016
 Elementary and Secondary Advisory Boards, National Louis University, 2010-2013
 National Conference Planning Committees, Progressive Education Network, 2005-2013
 Board of Directors, North Dakota Study Group, 2007-2012
 Education Search Committee, Congregation Solel, Highland Park, IL 2007 and 2010
 Advisory Board, Erika’s Lighthouse Foundation, Winnetka, IL 2004-present
 Coordinator, New Trier Principals’ Council, Winnetka, IL 2001-2010
 Leadership Board, International Network of Principals’ Centers, Harvard University, MA
2001-2005
 Principals’ Advisory Committee, Urban Suburban Consortium at Northwestern
University, IL 2000-2004
 Governing Board, New Trier Township Educational Cooperative, Winnetka, IL 2002-
2005
 Co-Director, Urban Suburban Consortium Summer Institute, Northwestern
University/Winnetka Public Schools, IL 2000-2002
 North Shore School District 112 Caucus, Highland Park, IL: president 1999; member 1997
 Education Task Force, North Shore School District 112, Highland Park, IL 1996-97

4. DANIEL SCHWARTZ page 4 of 7
 Program Chair, Executive Steering Committee, Greater Boston Museum Educators’
Roundtable, Boston, MA 1993-1994
 Education Committee, People and Places Program, Boston Public Schools/Freedom Trail
Foundation, Boston, MA 1991-1993
MANAGEMENT TRAINING
Independent School Leadership Academy
Kellogg Center for Nonprofit Management at Northwestern University, 2015
Leadership Seminar: Board Development and Trustee Involvement in Advancement
Council for Advancement and Support of Education, 2013
Generosity & Gratitude: Building Top-Notch Major Gift & Stewardship Programs
Independent Schools of the Central States, 2013
Doctoral Studies in School Leadership, Curriculum, and Instruction
National Louis University, IL 2004-10
Leadership for the 21st
Century: Chaos, Conflict, and Courage
Harvard University School of Government, MA 2007
Negotiating Labor Agreements
Harvard University Law School, MA 2007
Leadership: An Evolving Vision
Harvard University Graduate School of Education, MA 1996
Transforming Schools and Communities.
Peaceable Schools Institute, Lesley College, MA 1994
Holocaust and Human Behavior.
Facing History and Ourselves Institute, MA 1989
EDUCATION
Advanced Graduate Studies, Educational Leadership, National Louis University, IL 2004 - 2010
Masters of Education, Educational Administration, Lesley College, MA 1994
Teaching Certification, University of Massachusetts, MA 1987
Bachelor of Arts, University of Connecticut, CT 1980
PUBLICATIONS
 D. Schwartz, L. Bachta (2007). Reflecting on Our Loss: Grieving and Learning Together - A
School Community Faces Suicide. Schools: Studies in Education.
 D. Schwartz (2007). A Story of Hope. Middle Ground.
 D. Schwartz (2003). Courage, Compassion, and Community as Essential Ingredients of a
Functioning Democracy. Reflections Journal. Winnetka: WPS Publications.
 D. Schwartz (2002). Teaching for Action. Education for Democracy.
 D. Schwartz (1998). Educating for Democracy. The Search for Common Values in Winnetka. San
Francisco: Jossey Bass.
 D. Schwartz (1993). Old Ironsides: A Curriculum for the Elementary Grades. Boston: USS
Constitution Museum.
 B. Stave, & M. Palmer (1991). Mills and Meadows: A Pictorial History of Northeastern Connecticut.
Virginia: Donning. (Photographer and Researcher)

5. DANIEL SCHWARTZ page 5 of 7
PROFESSIONAL AFFILIATIONS
Independent Schools of the Central States, National Association of Independent
Schools, Council for Advancement and Support of Education, American Association of
School Administrators, National Association of Secondary School Principals,
Association for Middle Level Education, Association for Supervision and Curriculum
Development, North Dakota Study Group, Progressive Education Network
PRESENTATIONS
 Progressive Education in Practice, Independent Schools Association of the Central States, Heads
of School Conference, Chicago, IL 2016
 National Institute of Progressive Education, Oakland, CA and New York, NY 2013-2014; Boston,
MA and Chicago, IL 2014-2015; Santa Monica, CA and Columbus, OH 2016.
 National Institute of Progressive Education, Oakland, CA and New York, NY 2013-2014; Boston,
MA and Chicago, IL 2014-2015.
 Leadership for the 21st
Century, Independent Schools Association of the Central States, Heads of
School Conference, Chicago, IL 2014
 August to June: Bringing Life to School- Featured Presentation, Association for Supervision and
Curriculum Development, National Conference, Chicago, IL, 2013
 Fostering Effective Teacher Collaboration, Progressive Education Network National Conference,
Los Angeles, CA, 2013
 Democratic Leadership and Dynamic Decision Making, Independent Schools Association of the
Central States, Heads of School Conference, Chicago, IL 2013
 Building Caring Community With Families for the 21st
Century Learner, National Louis University,
Wheeling, 2012
 Providing Leadership Opportunities for Teachers in Progressive Schools, Progressive Education National
Conference, Chicago, IL 2011
 Democratic Leadership and Collaborative Inquiry: Practicing Progressive School Leadership, Progressive
Education National Conference, Chicago, IL 2011
 The Heart of Middle School: Lessons for Today’s Teachers, Northwestern University, Evanston, IL
2011
 Is Democracy Possible in Schools Today? The Progressive Legacy in Chicago, Progressive Education
National Conference, San Francisco, CA 2007
 Democratic School Leadership and Progressive Education: Intersections, Challenges, and Triumphs.
Progressive Education National Conference, San Francisco, CA 2007
 Leadership and Progressive Education. Progressive Educators Regional Conference, Chicago, IL
2007
 Progressive Education, Assessment and Leadership. Progressive Education Network Meeting,
Chicago, IL 2006
 Mental Health Education in a Middle School. Progressive Education Network Meeting, Chicago,
IL 2006
 Critical Questions of Progressive Leadership. North Dakota Study Group Annual Meeting,
Woodstock, IL 2006.
 Stories of Hope: Building a Critical-Democratic School Community. National Louis University,
Wheeling, IL 2004

6. DANIEL SCHWARTZ page 6 of 7
PRESENTATIONS (cont’d)
 Healing the Heart: Cultivating Resilience and Professional Vitality in School Leaders. American
Educational Research Association Annual Meeting, Chicago, IL 2003
 Leading From the Inside Out. North Cook Intermediate Service Center, Wheeling, IL 2002
 Progressive Education in Practice. International Network of Principals’ Centers Conversation, New
Orleans, LA 2001
 Leading from the Inside Out. Midwest Principals’ Center, National Louis University, Wheeling, IL
2001
 What is a Middle School? Northwestern University, Evanston, IL 2000
 Middle School Philosophy in Practice. National Louis University, Evanston, IL 1997
 Meaningful Community Involvement and the School Improvement Process. Lesley College, Cambridge,
MA 1994
 Choosing to Participate: A Curriculum on Justice. Lesley College. Cambridge, MA 1993
 Job Training and Museums: What is our Responsibility? Museum Educators’ Roundtable, Boston,
MA 1993
 Public Programming: A Museum, Corporate and Community Partnership. Naval Historical Center,
Washington, D.C. 1993
 The Social History of Maritime Boston. National Endowment for the Humanities, Teacher Training
Institute, Boston, MA 1992 and 1991
 The World of Work in the 19th Century. National Park Service, Teacher Training Institute, Boston,
MA 1992
 School to Work: A School/Museum Apprenticeship Program. Greater Boston Museum Educators’
Roundtable, Boston, MA 1992
 A School/Museum Apprenticeship Program. New England Conference on the Social Studies,
Hartford, CT 1992
 Museum Outreach Programs and Schools. New England Museum Association, Fitchburg, MA 1991
 Effective Box Outreach Kits. Boston Harbor Educators’ Conference. Boston, MA 1991
 Teaching History Through Primary Sources. National Park Service, Teacher Training Institute,
Boston, MA 1991
 Cooperative Teaching in the Humanities. Boston Public Schools, Teacher Training Seminar, Boston,
MA 1990
 Black History Month: A Multicultural Approach. Boston Public Schools, Teacher Training
Seminar, Boston, MA 1990
 Thread City: An Oral History of Willimantic, Connecticut. New England Oral History Association,
Trinity College, CT 1981
 History of the 1925 Willimantic Textile Strike. Library of the State of Connecticut, Hartford, CT
1980
 Strike: Willimantic in 1925. Coventry Historical Society, Coventry, CT 1979
 Thread City: The History of Willimantic as Told by its Workers. Windham Historical Society,
Willimantic, CT 1979

7. DANIEL SCHWARTZ page 7 of 7
SELECTED HONORS
 Congressional Youth Leadership Council, Educational Leader and Mentor, 2006
 HAVEN Youth and Family Services, Outstanding Achievement in Community Relations,
2005
 Who’s Who in America, 1998-2015
 Who’s Who in American Education: Outstanding Achievement, 1994, 1995
 Lowell Institute; Lowell, MA, grant recipient, 1990, 1991, 1992, 1993
 Massachusetts Cultural Council, grant recipient, 1992
 Massachusetts Charitable Mechanics Association, grant recipient, 1992
 Bank of Boston, grant recipient, 1992
 United States Navy, grant recipient, 1992, 1993