Yozmin Gay Draper

Yozmin Gay Draper is the Founder and Managing Partner of Education Leadership Solutions where she manages schools and district partnerships in educational leadership improvement design and strategy. Yozmin recently partnered with Empowering Educators to Excel (E3) school districts around the country to provide targeted support for educator effectiveness, leadership initiatives, and student learning. Yozmin has served as an Elementary School Principal; as well as, a School Support Network Lead where she provided systematic supports for a network of schools in Baltimore City leveraging school instructional leadership for improvement. Yozmin is the Board Chair for Flight 22 Foundation where she works collaboratively with leadership in the creation and implementation of equitable social/educational programming for middle and high school students in Baltimore City, Baltimore County, Anne Arundel County, and surrounding areas. Yozmin began her career in education as a first-grade teacher in Baltimore, Maryland. She has also spent time as a school-based and district instructional coach. One of Yozmin's greatest passions is building instructional leadership capacity. School Leaders and teachers must have opportunities for continuous learning around student performance. The more knowledge we have about students on a continuous basis, the better we can create equitable opportunities for their success. Yozmin received her Bachelor of Science degree in Psychology from Stevenson University in Stevenson, Maryland, and a Master’s degree in Education from the University of Maryland Baltimore County. Yozmin is currently pursuing an Ed.D with Vanderbilt University Peabody in Leadership and Learning in Organizations. Yozmin has 2 brilliant teenagers. When she’s not traveling around the country to support schools, school districts, or serving in the community for the foundation, she’s on the sidelines watching her son play basketball or watching her daughter run track.


Creating Sustainable School and District Improvement Using an Intensive Theory of Action