Phil Barton

About Phil Barton

Mission-driven K–12 senior school leader with 11+ years of experience leading instructional quality, MTSS, curriculum design, and whole-school improvement across high-needs and neurodivergent student populations in the UK. Currently serving as Deputy Principal at a nonprofit public school, leading schoolwide strategy across curriculum, assessment systems, teacher development, and inclusive education.I bring a strong record of leading sustainable school improvement; building high-functioning teams, designing data-driven systems, and strengthening outcomes across academics, behavior, and student wellbeing. My leadership spans early childhood through post-16, with deep expertise in special education, autism, trauma-informed practice, and equity-centered school design.Formally trained in senior leadership through the National Professional Qualification for Senior Leadership (NPQSL), aligned to principal-level standards. I hold a PGCE (graduate-level teacher preparation) and Qualified Teacher Status (England).Relocating to New Jersey with U.S. work authorization (no sponsorship required) and pursuing New York State School Building Leader (SBL) licensure via the Individual Evaluation pathway, with parallel eligibility for supervisory and principal roles in New Jersey. Open to opportunities across NJ and NY.Interested in senior leadership, director-level, charter network, nonprofit public school, and education strategy roles where I can contribute to strong systems, inclusive practice, and measurable impact for students and communities.

Experience

1. Vice Principal

   Purple Oaks Academy

   Nov 2024 — Present · Northampton, GB

   Deputy Principal | Dean of Instruction (K–12)Purple Oaks Academy — State-Funded Special Education School (Nonprofit, UK)Nov 2024 – Present I serve as Deputy Principal at a nonprofit public school supporting neurodivergent students, primarily those with autism spectrum disorder and complex learning needs. In this cross-phase leadership role, I oversee Quality of Education strategy, lead curriculum development, strengthen performance systems, and contribute to whole-school strategic planning and operations.Part of the senior leadership team responsible for whole-school strategy, instructional systems, and organizational improvement across a K–12 special education campus.Key responsibilities- Lead school-wide curriculum, assessment, and instructional systems to improve outcomes for neurodivergent learners, including students with autism and complex needs- Drive MTSS implementation, performance monitoring, and continuous improvement aligned with Preparation for Adulthood pathways- Coach and develop teachers through observation, feedback cycles, and professional learning to strengthen instructional quality- Serve as Deputy Designated Safeguarding Lead, overseeing student wellbeing, compliance, and trauma-informed practices- Partner with families, therapists, and external agencies to ensure holistic, student-centred provision- Support inspection readiness, self-evaluation, and strategic planning across the school- Lead inclusive enrichment initiatives expanding access to community experiences, life skills, and post-school transitions- Contribute to senior leadership decisions on operations, staffing, and school improvement prioritiesAs a senior leader, I focus on building strong systems, developing people, and ensuring every student can access meaningful pathways toward independence and adulthood.

Education

• University of East London

  Postgraduate Certicate Education, Education

• Goldsmiths, University of London

  Bachelor of Arts - BA, Sociology