We've asked school leaders to carry everything. Then asked them to do more.
The demands have changed. The support must change with them. Schoolocity brings experienced, part-time K-12 leadership alongside your existing team to move one essential improvement priority forward, from understanding the problem to implementing the solution.
Now open, free for school leaders: The Capacity Index™, what you carry, measured.
The weight is real.
a week is the average public school principal's workload, before, during and after school and on weekends.
National Center for Education Statisticsof principals expect to leave the profession within three years.
National Association of Secondary School Principalsof school administrators reported verbal threats or harassment from parents.
American Psychological Association Task Force, 860 administratorsAnd when a leader leaves, a school can take up to three years to regain its momentum. The gap is not the leader. It is the capacity around them.
The Capacity Index™
What you carry, measured. A three-minute instrument that gives a school leader three numbers about their own job: what they carry, what the improvement plan actually gets, and how much stops when they do.
Every leader who enrolls receives a full Capacity Profile, a 15-minute debrief with Dr. Cherone, and a re-check at 30 days. No cost.
Enrollment closes in
Enrollment is closed for now. Join the list and we will tell you the moment it reopens.
Preview: what is taking your week?
Staffing and vacancies, coverage, evaluations, walkthroughs, schedules, and keeping the building running.
Incidents, student conduct, safety, and the unplanned thing that takes the rest of the day.
Reporting, audits, IEP and service timelines, plans and the deadlines that cannot slip.
Families, partners and the wider community: calls, meetings, complaints, and the answer somebody needs today.
Your next step: measure it properly. Enroll in The Capacity Index.
- 0 to 30 ProtectedThe plan has real leadership time.
- 31 to 55 SqueezedThe plan moves, but only when you push it.
- 56 to 75 ReactiveThe plan exists and is not being implemented.
- 76 to 100 ConsumedThe plan is parked. The hours do not exist.
A preview, directional only. Higher means heavier. The full Index measures hours, gap and dependency.
Behind every school improvement plan are leaders carrying more than most people see.
In the same day, a school leader may be an instructional leader, a crisis manager, an advocate, a protector, a staff supervisor, a family liaison and a source of stability for children navigating loss, trauma, poverty or displacement.
Schools ask these leaders to improve achievement, strengthen instruction, retain educators, respond to families, protect students and keep the organization functioning. The hours, people and systems available to carry out that work do not always grow with the expectations. The problem is not a lack of dedication. It is a widening gap between what leaders are responsible for and what their organizations have the capacity to deliver.
Leadership that has done the work, inside a school, with the numbers to show for it
Schoolocity is led by Dr. Cherone Burrey-Cabezudo, EdD, a founding administrator of a California public TK-12 school serving more than 1,200 students, 97 percent of them from low-income families. During her leadership, the school recorded:
School outcomes recorded during the founder's leadership tenure, from California School Dashboard reports and site records. They reflect prior educational leadership, not results delivered to Schoolocity consulting clients. More about the founder
An experienced leader joins your team, part-time, for defined improvement work.
Most schools do not need another plan. They need leadership hours and ownership to carry the plan they already have. Schoolocity places an experienced K-12 leader alongside your existing team for a defined period, with responsibility for specific implementation work written into the agreement.
We implement, not just recommend. We assess the starting point, lead the agreed work, monitor progress, and hand over systems your team can keep running.
- Experienced K-12 leadership, inside your team
- Work that is scoped, not open-ended
- Defined responsibilities, hours and deliverables
- Systems and ownership that stay when the engagement ends
The 90-Day School Improvement Partnership
One critical priority. Experienced leadership beside your team. Meaningful progress you can see.
Experienced, part-time K-12 leadership integrated into your existing team. Every partnership begins with a baseline assessment and a defined goal, moves through an implementation roadmap with named owners, and ends with a results review and a sustainability handoff.
Four ways schools recognize the need
Decision rights, operating rhythm, meeting routines, workflow reliability.
Instructional implementation, PLC structures, assessment use, coaching workflow.
Two-way communication standards, family academic conversations, response workflow.
Student voice, check-in processes, response and escalation routines, restorative practice.
How a partnership runs
Understand the starting point
A conversation tests fit, then the contracted work opens with a baseline assessment of the evidence, the people and the practices already in place.
Agree on one important priority
One goal, the measures that matter, the owners, the milestones and a realistic roadmap, written down together.
Lead and implement the work
The Schoolocity leader convenes the people, leads the agreed work, removes barriers and establishes routines, at the intensity set in the scope.
Review progress and strengthen sustainability
Milestone reviews track evidence. The final handoff leaves your team with the tools, owners and next steps to keep going.
Dr. Cherone Burrey-Cabezudo, EdD
Founder and CEO, Schoolocity, LLC
Dr. Burrey-Cabezudo brings nearly thirty years of education and organizational leadership to Schoolocity. She served as a founding administrator of a California public TK-12 school that grew to more than 1,200 students in its first years, where she led school improvement, staff development, special education and English learner services, community partnerships, and the self-study that earned the school a full six-year accreditation term.
She holds a Doctor of Education in Leadership and Organizational Innovation from Marymount University and a Master of Arts in Teaching and Urban Education from the University of San Francisco, where she was a two-time Social Justice Scholar. Her research examines how leadership practices shape student engagement and the daily experience of school.
Additional outcomes during her school leadership
These are school outcomes during the founder's leadership tenure, presented as professional experience and not as Schoolocity client results.
Professional affiliations
- American Federation of School Administrators
- AASA, The School Superintendents Association
- National Association of Secondary School Principals
- National Association of Elementary School Principals
- Association of California School Administrators
- ASCD
- American Educational Research Association
Which improvement priority keeps waiting because your team has too much on its plate?
Start with one priority
Tell us the one improvement priority that needs more leadership capacity this term. We reply within one business day.
Prefer to talk?
Schedule a Possibility Conversation. We will ask which priority is most urgent, what keeps it from advancing, and what would visibly improve in 90 days.
LinkedIn
linkedin.com/in/chercab
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