Leadership Profile
An equity-centered, systems-focused K–12 leader with experience across public and charter districts, prepared for the superintendency.
Why she is ready to lead a district
Dr. Johnson has worked at every level of a school system: classroom teacher, case manager, assistant principal, principal, and district director. She has led a school through state turnaround, rebuilt a special education department that had fallen out of compliance, and managed budgets through reductions without cutting what students need.
She knows New Jersey’s schools from the inside, having served in Trenton, Newark, Plainfield, and Orange, and she knows what boards need from a superintendent: clear information, steady judgment, and a plan the whole community can follow.
“We are the ones we have been waiting for.”
Areas of expertise
- District and school administration
- Strategic planning
- Governance and regulatory compliance
- Special education and student services
- School turnaround
- Budget oversight
- Staff supervision and evaluation
- Data analysis and performance monitoring
- Professional development systems
- Family and community engagement
- Policy and board relations
- Multi-state certification and policy alignment
The ACCESS Framework
Education is the key that unlocks the door to ACCESS.
Dr. Johnson’s leadership philosophy. Special education law already promises every student with a disability a plan built for them, high expectations, and the support to meet them. ACCESS extends that promise to every student in the district.
Academic Achievement
Every student meets ambitious goals in reading, writing, and math. Teachers track growth during the year, not only on state tests, and adjust instruction when a student falls behind.
- Rooted in special education
- The U.S. Supreme Court held in Endrew F. v. Douglas County School District (2017) that a student’s program must be “appropriately ambitious.”
- Her record
- One of ten Baltimore City principals honored for top-ten one-year Stanford 10 gains in reading and math (2006); as turnaround principal of Mott Elementary School in Trenton, led a 480-student school to exceed 37 of 38 state performance indicators.
- What the board will see
- Proficiency and growth by school and student group, IEP goal attainment, and graduation rates.
Critical Thinking
Every student learns to ask questions, weigh evidence, solve real problems, and express ideas in writing, speech, and the arts, in every subject and at every grade.
- Rooted in special education
- Universal Design for Learning gives students multiple ways to engage with ideas and to show what they know, so thinking is not limited by a single format.
- Her record
- Founded and hosts the annual Poetry Slam at Capital City High School; coaches the New Jersey Orators, Trenton Chapter.
- What the board will see
- Writing and performance-task results, and participation in debate, the arts, STEM, and advanced courses by student group.
Character and Citizenship
Every student learns integrity, respect, and responsibility, and practices service to their school and community. Families and community partners help model and reinforce those values.
- Rooted in special education
- Every IEP team includes parents as equal members, and transition planning prepares students for independence and community participation after school.
- Her record
- Keynote speaker for the Trenton Public Schools JROTC Military Ball (2026); coach of the New Jersey Orators, Trenton Chapter; Girl Scouts troop leader; Consulting Executive Director of a Children’s Defense Fund Freedom School; increased parent engagement by 75%.
- What the board will see
- Service-learning and student leadership participation, attendance at family and community events, and student and family survey results on school values.
Exceptional Learning
Every learner, including students with disabilities, gifted and talented students, and English learners, is taught in the way they learn best, alongside peers whenever possible, with help within weeks for any student who struggles.
- Rooted in special education
- IDEA requires that students with disabilities learn in the least restrictive environment, and New Jersey’s Tiered System of Supports (NJTSS) provides intervention from core instruction to intensive help.
- Her record
- Achieved 100% on state special education performance measures in her first year as a principal (2005) and was promoted to lead an alternative school; restored a district special education department to 100% state compliance; doctoral research on preparing teachers for students with autism.
- What the board will see
- Share of students with disabilities taught in general education classrooms, movement between support tiers, and classification and gifted identification by student group.
Social-Emotional Growth
Every student builds self-awareness, self-management, strong relationships, and resilience, in schools where they are safe, known by name by at least one adult, and in class every day.
- Rooted in special education
- Behavior is addressed through positive supports and planning, and discipline must account for a student’s disability.
- Her record
- Reduced chronic absenteeism by 40% in one year as a turnaround principal; launched a food pantry for students and families at an alternative school; certified Crisis Prevention Intervention (CPI) trainer.
- What the board will see
- Chronic absenteeism, suspensions and removals by student group, and student and staff climate and well-being surveys.
Sustainable Successful Outcomes
Gains last beyond any one year or any one leader. Clear systems, well-prepared teachers, and budgets tied to priorities keep results growing, and every student leaves with a plan for college, career, or both.
- Rooted in special education
- IEP transition planning sets measurable goals for life after high school, and compliance depends on written procedures that outlast staff changes.
- Her record
- Wrote district standard operating procedures for special services; completed 96 formal teacher evaluations; secured a six-figure NJDOE grant; absorbed $209K in budget reductions without cutting instruction or student services.
- What the board will see
- Multi-year trends in achievement and graduation, postsecondary enrollment, teacher retention, and a budget that shows how funds match priorities.
How she begins in a new district
The first months set the tone for everything after.
Listen
Meet with board members, principals, teachers, families, students, and community leaders in every part of the district.
Learn the data
Review achievement, attendance, discipline, special education compliance, staffing, and the budget.
Report back
Share what she heard and found with the board and the public, in plain language.
Plan together
Set a small number of clear goals with the board, each with measures and owners.
Report progress
Publish results on a regular schedule so the community can see what is working.
Career path
- 2023–present
K–12 District Substitute Administrator and Inclusion Special Educator
Trenton Public Schools, Trenton, NJ. Acting building leader across multiple schools during principal and assistant principal absences.
- 2022–2023
K–12 Supervisor and Director of Special Services
College Achieve Public Charter Schools, Plainfield, NJ. Directed special education across multiple campuses and supervised Child Study Teams.
- 2019–2022
District Director of Special Services
University Heights Charter School, Newark, NJ. Chief administrator for Special Education, 504, and multilingual learner programs.
- 2018–2019
Educational Leadership Consultant and Instructional Supervisor
Bridge Education Services & Solutions, Paoli, PA, and Woods Services, Langhorne, PA.
- 2014–2018
Special Education Teacher and Case Manager
Public and charter schools in New Jersey, Pennsylvania, and Maryland, while completing her doctorate.
- 2013–2014
Principal, turnaround appointment
Mott Elementary School, Trenton Public Schools. 480 students and a staff of 70 to 85. Exceeded 37 of 38 state indicators and cut chronic absenteeism by 40%.
- Earlier
Principal and charter school leader
Principal of Main Street K–8 School, Orange, NJ. Assistant Director and Interim Director, Middle School, Trenton Community Charter School, Trenton, NJ.
- 2006
Principal, Dr. Lillie M. Jackson Elementary Alternative School
Baltimore City Public Schools. Promoted to lead the alternative school; honored with a banner as one of ten principals with top-ten one-year gains in reading and math on the Stanford 10, featured on WMAR-2 News. Launched a food pantry for students and families.
- 2005
Principal, Lafayette Elementary School
Baltimore City Public Schools. In her first year as principal, the school achieved 100% on state special education performance measures.
- 2004
Principal Intern, Mergenthaler Vocational-Technical High School (Mervo)
Baltimore City Public Schools. Leadership team member when Mervo advanced to the second round of the National Blue Ribbon Schools Program.
- Before 2004
Assistant principal and special education leader
Assistant Principal and Instructional Associate, Southeast Middle School, and Admit, Review and Dismissal (ARD) Manager, Patterson High School, Baltimore.
- 1995
Special Education Teacher
Baltimore City Public Schools, where her career began.
Education
Doctor of Education (Ed.D.), Educational Leadership, Management and Policy, Seton Hall University, South Orange, NJ
Dissertation: Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District (2018)
Master of Education, Special Education, Coppin State University, Baltimore, MD
Bachelor of Arts, Psychology, Rutgers University, New Brunswick, NJ
Certifications
- Superintendent certification, New Jersey Department of Education and Maryland State Department of Education
- School Administrator Certificate, New Jersey (NJASA Superintendent Academy)
- Principal certification in New Jersey, Maryland, Pennsylvania, and Georgia
- Certificate in Administration and Supervision, Coppin State University
- K–12 Special Education Teacher certification, New Jersey, Georgia, and Maryland
- Teacher of Psychology (CEAS), New Jersey
- Crisis Prevention Intervention (CPI) Trainer
- Superintendent Academy, Howard University and HYA Associates (2026)
- Superintendent Academy, Seton Hall University
Community service
- Founder and host, annual Poetry Slam, Capital City High School, Trenton (two consecutive years)
- Consulting Executive Director, Children’s Defense Fund Freedom School
- Project Director, LMG Freedom School, Shiloh Community Development Corporation
- Trustee and Capital Campaign Steering Committee member, Shiloh Baptist Church, Trenton
- Therapeutic foster care parent (Maryland); certified with Mentor NJ
- Coach, New Jersey Orators, Trenton Chapter
- Troop leader, Girl Scouts of the USA
- Membership Chair, Hiltonia Neighborhood Association
- Delta Sigma Theta Sorority, Incorporated: Diamond Life Member; Eastern Regional Chaplain Council; officer, Trenton Alumnae Chapter
Professional memberships
- National Association of Elementary School Principals (NAESP)
- New Jersey School Boards Association (NJSBA)
- National Alliance of Black School Educators (NABSE)
- ASCD (Association for Supervision and Curriculum Development)
- National Association for Female Executives (NAFE)
- NAACP
- National Council of Negro Women (NCNW)
- Alumni associations of Seton Hall University, Coppin State University, and Rutgers University
Recognition
- Keynote speaker, JROTC Military Ball, Trenton Public Schools (2026)
- Honored at the annual Poetry Slam, Capital City High School
- Who’s Who Among American Female Executives (2024)
- Banner honoring top-ten one-year Stanford 10 gains in reading and math, Dr. Lillie M. Jackson Elementary Alternative School, Baltimore (2006); featured on WMAR-2 News
- 100% on state special education performance measures, first year as principal, Lafayette Elementary School, Baltimore (2005)
- National Blue Ribbon Schools Program second round, Mergenthaler Vocational-Technical High School, Baltimore (2004; principal intern on the leadership team)
Frequently asked questions
Quick answers for board members, search consultants, and event planners.
What is Dr. Johnson’s leadership philosophy?
The ACCESS Framework is Dr. Dōnnie R. Johnson’s leadership philosophy: “Education is the key that unlocks the door to ACCESS.” It takes what special education promises students with disabilities, a plan built for them, high expectations, and the support to meet them, and extends it to every student. ACCESS stands for Academic Achievement, Critical Thinking, Character and Citizenship, Exceptional Learning, Social-Emotional Growth, Sustainable Successful Outcomes.
Who is Dr. Dōnnie R. Johnson?
Dr. Dōnnie R. Johnson (also written Donnie R. Johnson) is a New Jersey–certified superintendent and K–12 district executive leader based in Trenton, New Jersey. She has 30 years of experience as a special education teacher, turnaround principal, and district director of special services, and she is the founder and president of Consulting Educational Leadership Services (CELS), LLC.
Is Dr. Johnson certified to serve as a superintendent in New Jersey?
Yes. Dr. Johnson holds the New Jersey School Administrator Certificate, which certifies her to serve as a superintendent, and superintendent certification from the Maryland State Department of Education. She also holds principal certification in New Jersey, Maryland, Pennsylvania, and Georgia.
What results has Dr. Johnson achieved as a school leader?
As turnaround principal of Mott Elementary School in Trenton, she led a 480-student school to exceed 37 of 38 state performance indicators and reduced chronic absenteeism by 40% in one year. As District Director of Special Services at University Heights Charter School in Newark, she restored the department to 100% compliance with state regulations and secured a six-figure New Jersey Department of Education grant. In Baltimore City Public Schools, she was one of ten principals honored for top-ten one-year gains in reading and math on the Stanford 10 (2006), achieved 100% on state special education performance measures in her first year as a principal (2005), and served on the leadership team when Mergenthaler Vocational-Technical High School advanced to the second round of the National Blue Ribbon Schools Program (2004).
What experience does Dr. Johnson have in special education?
Dr. Johnson began her career in 1995 as a special education teacher in Baltimore City Public Schools. She has served as an Admit, Review and Dismissal (ARD) manager, a special education case manager, and a district director of special services overseeing Special Education, 504, and multilingual learner programs. She is a certified Crisis Prevention Intervention (CPI) trainer.
What is Dr. Johnson’s doctoral research about?
Her 2018 Seton Hall University dissertation studied how well special education teacher preparation programs prepare teachers to teach students with autism spectrum disorder. Of 12 effective special educators interviewed, only one had taken autism-specific coursework. She recommends longer field placements, mentoring, and incentives for autism credentials.
Where did Dr. Johnson earn her degrees?
She holds a Doctor of Education (Ed.D.) in Educational Leadership, Management and Policy from Seton Hall University, a Master of Education in Special Education from Coppin State University, and a Bachelor of Arts in Psychology from Rutgers University. She completed the Howard University and HYA Associates Superintendent Academy in April 2026.
What services does CELS provide?
Consulting Educational Leadership Services (CELS), LLC, provides special education consulting, school improvement planning, leadership coaching, professional development on classroom behavior and on school climate and culture, and keynote speaking for schools and districts.
How can a board of education or search firm reach Dr. Johnson?
Board members and search consultants can contact Dr. Johnson through the contact form on this site or by email at drjohnson821@gmail.com. Her resume and references are available on request.
References and full application materials
Available to boards and search firms on request.