Scott Joftus, co-founder and president, leads FourPoint’s engagements in the areas of school and district improvement, system reviews and strategic planning, and leadership development. He has worked with districts from across the country, including Los Angeles, Topeka, Omaha, Waukegan, Tulsa, Lee County (FL), Guilford County (NC), Jersey City, and Buffalo.
Scott was the primary developer and is now the director of The Learning Network, a partnership approach to school and school system improvement implemented statewide in Kansas and Washington, DC and resulting in system improvements and student achievement increases. He was also the founding director and then senior strategic advisor and technical assistance provider of the Race to the Top Technical Assistance Network, a $43 million initiative funded by the Obama Administration to help states implement major reforms and achieve dramatic improvements in student outcomes. Scott also serves as an adjunct professor at The George Washington University’s Graduate School of Education and Human Development, where he teaches leadership, program evaluation, and education policy.
Previously, Scott served as the policy director for the Alliance for Excellent Education, where he helped develop the agenda for the newly created policy organization focused on ensuring all students graduate high school prepared for college. From 1998 to 2002, he was director of policy, research, and evaluation for The McKenzie Group, an education policy consulting firm. In this position, he conducted numerous evaluations for and provided technical assistance to the United States Department of Education and states and school districts nationwide.
In addition, Scott was an elementary school teacher in both New York City and Los Angeles as a member of the first-ever corps of Teach for America.
- Leadership development
- Program evaluation
- Systems change
- EdD in Education Policy and Leadership from The George Washington University
- MPP from the University of California – Berkeley
- BA in Public Policy from Duke University