Biography

 

Terrence Narinesingh, Ph.D., began his career in 2006 as a high school Science teacher. He was promoted to the roles of Instructional Specialist, Assistant Principal, Adjunct Professor, District-level Supervising Assistant Principal, Principal and Educational Consultant.

 

Dr. Narinesingh currently serves as a Principal in Broward County Public Schools and has worked as an Adjunct Professor of Educational Leadership at Barry University. He has a Bachelor of Science (B.S.) degree in Biology and Master of Science (M.S.) degree in Exceptional Student Education from Florida Memorial University, a Specialist (Ed.S.) in Educational Leadership from Florida Atlantic University, and a Doctor of Philosopy (Ph.D.) in Leadership from University of Cumberlands. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dr. Narinesingh is the author of the following publications:

 

In 2016, he was selected to participate in the Harvard University Graduate School of Education’s Including Ourselves in the Change Equation (IOCE): Personal Learning for Organizational Performance, which is a program that focuses on impacting meaningful change in the field of educational leadership and making progress towards professional goals to examine the challenges of leading the development and implementation of effective policy and practice in order to provide a quality education for all students.

 

In 2017, Narinesingh participated in Harvard University Graduate School of Education’s Buffering Stress and Adversity Through Early Learning program.

 

Buffering Stress and Adversity Through Early Learning is squarely aligned with the Academy’s mission to equip leaders with the cutting-edge knowledge, strategic tactics, and collaborative networks needed to design and implement approaches and policies that improve young children’s learning environments.

 

The objectives were to understand the latest research regarding today’s early learners, the stressors they face, and the links between these stressors and their learning and development, recognize what stress and adversity look like in the early learning classroom and related implications for educators and caregivers, and identify and implement key features of a high-quality early learning environment, such as designing stimulating learning activities and fostering positive adult-child interactions, in order to buffer stress and optimize early learning. A final objective was to work with planning tools that support strategic decision-making for responding to childhood stressors and their impact on the learning environment.

 

In 2018, he was chosen to participate in two Harvard University Graduate School of Education’s programs. The first program was entitled Education Redesign: Building a New Model for All. Education Redesign is a professional development program for school leaders, education policymakers, K-12 teachers, and those committed to helping all students achieve success. Based upon the research of HGSE Professor Paul Reville at the Education Redesign Lab, the workshop explores why current education reform efforts are failing and how we might work to design a “new engine” to drive better outcomes for all. Participants will explore current research on student achievement and the persistent correlation with socioeconomic status and consider three areas of focus that could produce the type of overhaul our children need: personalized learning, health and social services, and out-of-school opportunities. The objectives were to consider the design features of a new education model that leads to 21st century outcomes for all, examine the cultural and political implications of school redesign and spark a conversation in the community to begin the work of building a new education model.

 

The second program was entitled The Opportunity of Bilingualism: Serving Today’s Young English Language Learners. The program included self-paced learning, group discussion, and job-embedded application. The activities included video lectures from Professor Lesaux, research summaries and assigned readings, self-assessment and reflection prompts, facilitated cohort discussions, job-embedded practice where you will apply the concepts and techniques learned. A core part of the HGSE experience is cohort learning, and this curriculum is designed to create a community of practice for participants to learn with and from each other. The objectives were to explore language and literacy development among language learners, with a focus on how early development is connected to later outcomes, discover how age-old instructional strategies and universal screening practices can be leveraged to promote 21st century learning among language learners, identify effective ways to partner with families to support children’s learning, and explore policies that create optimal learning opportunities for language learners.