Dr. Shaftina F. Snipes
Education Program Consultant III | District Curriculum Coach
Building Capacity. Aligning Systems. Improving Outcomes.
WELCOME!
Educational Philsophy
Authentic education is an ongoing journey of self-discovery deeply rooted in the human experience, where teaching and learning function as an interconnected, reflective process. Rather than focusing on standardized testing, true learning empowers students to become critical thinkers capable of shaping their own identities and positively engaging with society. As Paulo Freire (1970) observed, addressing real-world "limit-situations" through critical dialogue enables individuals to develop heightened awareness and overcome societal barriers.
I believe sustainable improvement occurs when people, practices, and systems are intentionally aligned around a shared purpose. This requires a deliberate focus on four interconnected areas of leadership:
Change Management & Continuous Improvement
Building collaborative partnerships and lead change by creating clarity, addressing barriers, monitoring implementation, and continuously adapting strategies to sustain improvement.
District Improvement & Strategic Planning
Connecting people, priorities, and systems to develop coherent improvement strategies that respond to district needs and advance student outcomes.
Data-Informed Decision Making
Using data and diagnostic evidence to identify needs, inform strategic decisions, monitor progress, and adjust improvement efforts for greater impact.
Instructional Leadership & Capacity Building
Strengthening district and school leadership capacity through coaching, professional learning, curriculum implementation, and support that translates into stronger instructional practice.
SO…WHY CHOOSE ME?
I bring more than experience… I bring perspective! As a ward of the State of North Carolina, I understand firsthand the transformative power of education.
My career has allowed me to see education from the classroom to the state level, giving me a unique understanding of how decisions, systems, and support ultimately impact the people doing the work and the students we serve. My current work with NCDPI has strengthened my ability to partner with district leaders, navigate complex systems, align resources, and turn identified needs into actionable improvement strategies.
My work has contributed to measurable improvements in student learning across multiple schools and content areas, including schools demonstrating academic growth and improved student performance in science, reading, writing, English, and biology. The evidence reflects a sustained impact on instructional practice and student outcomes across diverse school and district contexts.
What I would bring to regional leadership is the ability to see the whole picture without losing sight of the people within it. I lead through relationships, evidence, clarity, and capacity building… and I am comfortable asking the difficult questions that move improvement forward.
I don't simply want to support districts through change. I want to help build the capacity that allows them to lead and sustain that change.
The leader I am… the leader I would bring to any role is someone who leads with vision, builds trust, challenges systems to improve, and turns strategy into meaningful action and measurable results for students and the people who serve them.