Sylvia Segura Pirtle is a senior technical assistance consultant at AIR with 31 years of experience successfully serving as an educator in urban, bilingual Title I schools (PreK – 6) including 15 years of those years serving as a principal. Dr. Pirtle’s tenure as a principal included leading a reconstituted school requiring a quick turnaround approach. In addition, Dr. Pirtle mentored and coached leaders of similar schools within the district in effective leadership practices to advance teachers’ collaborative work and instructional development for improved student gains.
Dr. Pirtle’s current work centers on leaders using a systemic and collaborative approach to school improvement that advances ongoing job-embedded professional learning, optimizes collaboration among teachers and leaders, and prepares students for postsecondary college and careers. She assists district, school, and teacher leaders by providing technical assistance, coaching, and professional development in the Professional Learning Communities process; advancing the collaborative work of teachers; using data to make informed decisions; and deepening leaders’ understanding of the conditions, structures, supports, and protocols needed to carry out and sustain effective school improvement processes and practices.
Dr. Pirtle is also a project lead for the District Turnaround Leadership Initiative through the Texas Comprehensive Center. She provides technical assistance to state education agencies to strengthen their capacity to support district and school leaders leading change and advancing organizational structures and supports that promote improved instructional practices for increased student gains.
In addition, she served as the New Mexico Achievement Gap Alliance liaison for the Regional Educational Laboratory Southwest. Dr. Pirtle facilitated the alliance members’ areas of interest and research priorities to improve educational opportunities and student outcomes for Hispanic and Native American students. Furthermore, her tenure as a principal in diverse, urban schools in underserved communities has provided her with extensive experience in implementing and sustaining successful school improvement processes, leading school turnaround and transformation, and strengthening leaders’ capacity to lead change for improved instructional practices and quality teaching to improve student outcomes.