Daniel Korb is an experienced principal committed to student success. He has improved a previously poor-performing school, ensuring high compliance and earning top ratings. As principal, he maintains strong community relations through an open-door policy and low teacher turnover. He also developed programs providing industry certifications and supporting all students.

1. Daniel Korb Daniel.Korb.15@gmail.com
(917) 584-2083
School Website: hsacny.com
High School Principal
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Energetic and passionate educator committed to the ideal that all students can learn given the proper
supports. Experienced Manager with extensive knowledge of NYC DOE compliance issues. Effective
communicator and collaborator who builds strong relations with students, teachers, and parents.
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Highlighted Achievements
 Improved poor-performing school, thus enabling the school to receive scores of A on every NYC
Department of Education Progress Report from 2008-2009 to 2012-2013 (after 2013 letter grades were no
longer used).
 Consistently ensure compliance with all DOE directives and regulations by keeping abreast of changes in
policy and regularly meeting with stakeholders.
 Supervised schools with student populations ranging from 405 to 3,500 including significant numbers of
at-risk students.
 Maintain “Open Door Policy” creating a sense of community among the staff, leading to a very low teacher
turnover rate. On average, one to two teachers out of 23 leave per year.
 Developed technology program allowing all students, despite their ability, to receive industry Certiport
certification in Microsoft Office, Adobe, Dreamweaver and other software applications.
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Skills and Expertise
Student Centered Team Building Budgeting
Professional Development Management Operations
Compliance Parent Involvement Scheduling
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Professional Experience
High School of Applied Communication, Long Island City, NY (2008-present)
Principal
 Student Centered: Encourage a student-friendly environment where all students are known and
valued, as evidenced by our rating on the NYCDOE School Survey. Meet regularly with social
worker to discuss social and emotional issues. Continue to teach, in addition to all other duties,
thereby maintaining positive relations with students.
 Management: Effectively supervise staff of small New York City public high school with diverse
student population and numerous at-risk students. Despite high poverty rates (70%), school has
achieved an 80% graduation rate and 90% 6 year graduation rate.
 Compliance: Meet regularly with stakeholders to ensure compliance with all Department of
Education policies and regulations regarding Special Education, English as a New Language,
graduation requirements, and the many directives that arise.
 Team Building: Employ a collaborative approach to supervising by actively seeking input from
staff. Teachers routinely participate in hiring committees and in making decisions regarding
professional development and programming, resulting in high teacher engagement and lower

2. turnover. Created a safe and nurturing environment for students evidenced by a 90% attendance
rate and low rates of suspensions.
 Professional/Curriculum Development: Reworked schedule to incorporate weekly professional
development sessions to help all teachers develop strategies to integrate the Common Core into
the curriculum. Coordinate Tuesday morning professional development and Thursday morning
inquiry meetings where cross-curricular teacher teams analyze student work and develop
strategies to enhance it.
 Budgeting: Developed and monitored budget to ensure that the school fully staffed, overtime was
available for after-school activities, and the inventory of supplies was stocked for the entire year.
Adjusted the budget to create art and technology programs. Students take courses in ceramics,
murals, art history, and drawing. All ninth-grade students learn the basic technology skills they
need to succeed in school, and upper-grade students and receive Certiport certification in
Microsoft Office, Adobe, and other applications.
 Parent Involvement: Parents know that they are welcome at HSAC. Calls are returned promptly
and communicate through a variety of modalities, including monthly newsletters, email, an up-to-
date website, and software for texting information to parents’ phones. Also purchased Engrade, an
online grading system, so parents are able to monitor their children on a daily basis. This has
resulted in high marks by parents on the NYCDOE School Survey.
Long Island City High School, Long Island City, NY (2004 to 2008)
Assistant Principal for Organization
 Operations: Worked closely with principal on day-to-day operations of a large urban school,
including budget, purchasing, personnel, and supervision of school support staff. Streamlined
school use procedures to ensure maximum use of the school’s physical plant with minimal conflict.
Coordinated the Specialized High School Admissions test ensuring that 6,000 students were
scheduled to take the test with proper accommodations.
 Budget: Developed and oversaw $30 million dollar budget, ensuring that the school was fully
staffed, overtime was available for after-school activities, and the inventory of supplies was
stocked for the entire year.
Additional Educational Experiences
Long Island City High School, Long Island City, NY (2000 to 2004)
Assistant Principal Supervision for Social Studies
Long Island City High School (1997 to 2000)
Social Studies Teacher
 Taught Global Studies, US History, AP US History, and Honors American Social History.
PS106/ Bellevue Hospital (1989-1997)
Special Education/Social Studies Teacher
 Taught Special Education/ Global Studies to emotionally disturbed students in a hospital
setting.
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Education
 Professional Diploma in School Administration Queens College: 2001
 Master of Arts in History Queens College: 1997
 Bachelors of Arts Degree in Political Science SUNY Stony Brook: 1985