William Sternberg

William Sternberg's picture

Dr. Bill Sternberg has over 20 years of experience as a special education teacher, principal, state-level administrator, and assistant superintendent. Bill has worked to develop systems of success in every position he has held, including the development of effective Intervention Assistance Teams, Response to Intervention strategies, Building Leadership Teams, Teacher-Based Teams, Assessment and Data Literacy, and many others. Bill helps districts understand new initiatives and enhance best practices for the success of all involved.  He is passionate about improving student outcomes by developing teacher and administrative leaders.

Bill began his career as a special education teacher for students with behavioral and learning challenges in Toledo Public Schools. He worked to create thematic units of instruction that consistently applied to students’ everyday lives to further instill learning goals. Versed in Individual Education Planning and writing, Bill worked to bring a heightened understanding of special education goals through data analysis and assessment literacy in each building where he was a principal. Bill was the project director of the Ohio Teacher Incentive Fund, a $58 million federal grant at the Ohio Department of Education. In this role, he worked with 23 school districts in their professional learning journey around successful team approaches while focusing on assessment literacy and data analysis. Bill presented professional development sessions designed to enhance existing district systems for heightened levels of success and meaning.

Bill strongly believes in the leadership development of teachers and administrators through a focused lens of continual learning and understanding of best practices. His passion for individual and team learning is evident in his approach of delivering professional development presentations that  include humor as a means for audience members to have fun in their learning journey.  Bill’s doctoral dissertation focused on authenticity of feedback in teacher evaluation systems, which illustrated a true desire to change instruction based upon the perception of the authenticity of the evaluator’s feedback across a sampling of Ohio school typologies. Bill’s diverse background as a teacher, administrator and researcher allows him to enjoy the ability to relate to audience members in every presentation he provides.