Dr. Bruce Hayes
Dr. Bruce Hayes has been involved in the study and application of educational reform strategies on five continents. Trained initially as an historical researcher, he obtained his undergraduate degree at Union College. He received his Masters from Colgate University, and his Doctorate from the Graduate School of Education of the University of Pennsylvania. He began his career as a teacher, coach, and administrator in public schools in Fairfield County, CT. He served, subsequently, for twenty years as the Superintendent of Schools for two public school districts. As superintendent, he was instrumental in reorganizing every aspect of the program, facilities, and organization of each district involving hundreds of staff, students, and residents from each community.
The district reorganization process was honored by the National School Public Relations Association for its significant involvement of parents and community members. As a result of the successful implementation of the reform strategies, he established an educational foundation that served public, charter, private, and parochial schools in the community and established working relationships for improved opportunity that had traditionally been discouraged.
During that same twenty years he served as an adjunct faculty member at the University of Pennsylvania, and at Arcadia University where he received the prestigious award as the student selected outstanding professor. He has also served as a consultant to urban, rural, and suburban school districts specializing in school performance improvement and leadership training. As a consultant for Foundations, Inc., he brought together profit and non-profit organizations to help redefine educational opportunity for students, and he supported the start-up and improvement of charter schools across the country.
Bruce Hayes has researched and published studies and made presentations of research findings in several areas pertinent to improving student performance. Hayes is co-author, with Phil Esbrandt, of a book co-published in January 2012 by Rowman & Littlefield and the American Association of School Administrators (AASA), Curing Student Underachievement: Clinical Practice for School Leaders. Hayes and Esbrandt wrote a four-year case study of the success of the clinical practice model in improving performance and increasing student achievement, published as “Beyond Compliance to Performance Improvement,” School Administrator magazine, AASA, August 2014.