Sean Kane

About Sean Kane

I am an educational leader who believes that culture, clarity, and coherence are the foundations of sustained school improvement. At every level of leadership, I focus on building instructional systems and professional cultures where high expectations are paired with authentic support—and where students and educators alike are pushed and supported toward excellence.Across public and independent school settings, I have led curriculum, assessment, and student support initiatives grounded in data-informed decision-making and strengths-based practice. My work emphasizes effective effort, persistence, and belonging, recognizing that meaningful achievement depends as much on climate and relationships as it does on technical design. When expectations are clear, support is intentional, and progress is visible, improvement follows.My leadership style is rooted in coaching rather than compliance. I believe evaluation and supervision should endorse strengths, surface possibility, and invite growth, not merely enforce accountability. I am especially committed to developing teacher leaders, strengthening professional learning communities, and building shared ownership for outcomes across a school or district.I am energized by collaborative environments where optimism, professionalism, and mutual responsibility are the norm—where adults presume positive intentions, engage in productive disagreement, and act with a shared commitment to one another’s success. I am particularly interested in system-level leadership roles focused on curriculum, instruction, assessment, and continuous improvement.

Experience

1. Principal

   Bishop Feehan High School

   Jun 2014 — Present · Attleboro, MA, US

   2014–PresentLead the academic, instructional, and student support systems of a 9–12 college-preparatory school, aligning curriculum, assessment, professional learning, and student services around shared goals for achievement, equity, and belonging.Designed and implemented a comprehensive instructional supervision and evaluation framework aligned to contemporary best practices, strengthening instructional quality and consistency across departments.Built an integrated student support model by establishing a coordinated Student Support Team, launching a Student Learning Center, and expanding mental health services, resulting in significant improvements in attendance, engagement, and student retention.Led data-informed equity and access initiatives, increasing AP enrollment by 40% while maintaining strong exam performance through targeted identification, early pathway planning, and academic supports.Developed and operationalized schoolwide assessment and data-review processes to inform instructional decision-making, program placement, intervention, and continuous improvement.Launched research-based culture and belonging initiatives that produced measurable first-year outcomes, including reductions in absences, tardiness, and student withdrawals.Built leadership capacity among faculty by founding a Leadership Academy, establishing peer mentoring and induction systems, and facilitating collaborative professional learning communities focused on instructional improvement.Partnered with board leadership and senior administrators to align academic priorities, resource allocation, and strategic initiatives with long-term institutional goals.

Education

• Stonehill College

  BA, History

  1986 — 1991

• Emerson College

  Masters of Fine Arts, English Language and Literature, General

• Endicott College

  MA, Education

  2006 — 2007

• Emerson College

  MFA, Creative Writing and Literature

  1993 — 1996