JAMAICA, NY, September 23, 2026 /24-7PressRelease/ -- Sheila Tomlin, EdD, has been recognized for achievement in education, professional development training and consulting services.

Dr. Tomlin's distinguished career in education and professional development spans more than three decades, marked by a steadfast commitment to empowering students, educators and administrators. In her most recent role as principal with the New York City Department of Education from 2019 to 2025, Dr. Tomlin led initiatives that significantly improved student outcomes, including raising the high school graduation rate from just over 50% to approximately 84%. This achievement stands as a testament to her dedication to student success and remains one of her proudest professional milestones.

From 2011 to present, Dr. Tomlin also served as the founder and Chief Executive Officer of Pathways to Excellence Consultant Services, Inc., where she provides instructional support and improvement, educator professional development, leadership development, school improvement planning, curriculum and instructional coaching, educational program evaluation, and strategies to strengthen student achievement. Through this organization, Dr. Tomlin focused on supporting principals, enhancing data systems and structures, and fostering instructional improvement across schools. Her expertise in school leadership and district-level school improvement positioned her as a sought-after consultant, collaborating with various principals and supporting schools in facility management and instructional strategies.

In addition to her consulting work, Dr. Tomlin briefly served as the director at The Child Center of New York, where she contributed to programs aimed at supporting children's educational and social development. Prior to these roles, Dr. Tomlin was the assistant principal at Uniondale Union Free School District, after holding the same title at FDNY High School for Fire and Life Safety. These positions allowed her to further develop her skills in school administration while directly impacting student achievement.

Earlier in her career, Dr. Tomlin held the position of school assistant principal for a local school district for over a decade. She also dedicated over eight years to serving as a middle school counselor after teaching history at the middle school level for several years. Dr. Tomlin's journey in education began as a second-grade teacher. Each role deepened her understanding of the challenges students face, particularly with academic vocabulary and comprehension, which later inspired her writing endeavors.

Before transitioning into education, Dr. Tomlin worked in social human resources while still in college, assisting families with public assistance, housing security, Medicaid and other social services. Her early passion for helping others laid the foundation for a lifelong commitment to serving communities facing financial hardship.

Dr. Tomlin's academic background is extensive and has been foundational to her professional success. Her undergraduate studies culminated in a Bachelor of Arts in behavioral science from John Jay College, City University of New York, in 1993. She then acquired a Master of Science in guidance and counseling from Brooklyn College, City University of New York, in 1996, followed by a Master of Science in school administration and supervision from the school of education and psychology at Touro College in 2002 and a Doctor of Education in child and youth studies from Nova Southeastern University in 2006.

In addition to her formal education, Dr. Tomlin's commitment to ongoing learning has been reflected in numerous professional credentials, including state certifications for school counseling at both the school level and district level in 1996, advanced certification in guidance and counseling from Brooklyn College, City University of New York, in 2000, school administrator certification from the New York State Department of Education in 2002, certification in improving schools through The Art of Leadership at Harvard Graduate School of Education in 2008, and certification in mentoring from the graduate school of social service at Fordham University for Big Brothers and Big Sisters of New York City in 2013. More recently, Dr. Tomlin completed the National Institute for Urban School Student Engagement program by Harvard Graduate School of Education in 2023.

Dr. Tomlin's civic engagement included two terms on the Brooklyn Community Board, membership with Jack and Jill of America and induction into Kappa, a professional association for educators, in 2019.

In recent years leading up to retirement in 2025, Dr. Tomlin began channeling her experiences into writing. Inspired by both personal childhood struggles with vocabulary acquisition and insights gained as an educator, she authored an eight-book children's series focused on academic vocabulary development for elementary students. Integrating tier one, tier two and tier three vocabulary words across subjects, these books aim to address foundational literacy challenges that often persist into high school years. Dr. Tomlin's forthcoming publications reflect not only her expertise but also her enduring mission to support students' academic growth.

Recognized for her accomplishments, Dr. Tomlin has received several prestigious awards, including inclusion in the Congressional Record by Congressman Edolphus Towns in Washington's House of Representatives in 2006 and a Certificate of Congressional Recognition presented personally by Congressman Hakeem Jeffries in 2020. In 2025, Dr. Tomlin received formal recognition from New York City Council members for her contributions.

Throughout her career, Dr. Tomlin has attributed her achievements to self-determination and passion instilled by strong parental role models during her upbringing in Brooklyn public housing. Driven by a desire to create positive change for underprivileged youth and their families, she has consistently focused on empowering communities facing economic insecurity. As she looks toward the future, Dr. Tomlin hopes that her legacy is defined by resilience, advocacy for equity in education and an unwavering belief that all individuals can achieve what once seemed impossible through determination and support.

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