Jolie Kowal Named Principal of Rosemary Kennedy School

Starting as a special education teacher working with students on the autism spectrum straight out of graduate school and later advancing to work with students who are blind and visually impaired, Kowal has spent her entire public education administrative career at RKS. There, she has progressed from assistant principal and now, to principal. Throughout her tenure, this Touro alumna has helped shape a nurturing, family-centered environment focused on preparing students for long-term success both inside and outside the classroom. We recently spoke with Kowal about her career journey, her vision for RKS, and how her time at Touro helped prepare her to be a leader in education.

What drew you to the field of education? How did you decide on this career path?

I’ve always been drawn to working with children, even from a young age. Building connections with students and supporting their growth comes naturally to me, and I find it incredibly rewarding to help them learn and succeed.

Initially, I was planning to pursue a business career, but I found it uninspiring and not aligned with my personal values. A pivotal moment came when my mother-in-law, a long-term education administrator, encouraged me to consider a career in special education, as she saw qualities in me that she thought would enable me to successfully connect with students and staff. That conversation shifted my perspective and helped me realize where I truly belonged. From that point on, I knew I wanted to pursue a career path where I could make a meaningful difference in students’ lives.

Can you talk a bit about your journey from educator to principal, and the moments that prepared you for this role?

My journey from educator to principal has been shaped by every role I’ve held, even though leadership was never my original plan. I spent many years in the classroom and loved working with students, especially those with autism and those who are blind or visually impaired.

After taking time off to raise my children, I returned as a supervising teacher, which quickly grew into a site supervisor role overseeing five classrooms. That experience inspired me to pursue my school building leadership certification and seek out a new role as curriculum coordinator, where I expanded my knowledge of instruction and program development.

My time as an assistant principal fully prepared me for my new role as principal. With the support and trust of my principal, I was able to make important decisions, grow as a leader, and build both my skillset and confidence simultaneously.

What are your priorities as principal at RKS, and how do you collaborate with families and outside resources to support students with special needs?

One of my top priorities as the newly appointed principal is to promote a supportive, family-like environment where students can grow, thrive, and build important skills needed for independent living. RKS is a very special place where students spend many of their formative years, allowing us to develop strong relationships with students, families, and staff. These relationships are the foundation of everything we do!

A key focus of my new role is preparing students to become as independent and active as possible in their communities. We’re deeply committed to ensuring that both students and their families feel confident and supported as they transition into adult placements, with an emphasis not just on placement, but long-term success.

Collaboration is essential to this work as well. We partner closely with families, district stakeholders, and outside agencies to align vital supports and create meaningful opportunities for students. One example of this is our A.C.E. (Achieving Community Engagement) program, which was developed in partnership with key district figures and day habilitation programs. This initiative supports students in their later years at RKS by helping them to enhance essential life and community-based skills such as decision-making, self-advocacy, and simply wanting to be active participants in their environment.

What are some of the biggest challenges that you’re seeing in special education today, and how will you address them?

One of the biggest challenges in special education is the limited availability of adult placements for day rehabilitation programs, especially for students with more complex needs. To address this, we created the A.C.E. program, which helps to prepare students by simulating real-world expectations and building independence over time.

Another challenge is access to medical and mental health services, as families often face long wait times to access these programs. In response, we place a strong focus on teaching self-regulation strategies to support students across all environments. We focus on self-regulation skills, including deep breathing, as well as finding anchors. An anchor is different for each person. It can be chewing on ice, a preferred object, or doing anything that feels soothing and safe for the student.

Why did you choose to pursue your advanced degree at Touro Graduate School of Education, and how did your experience there shape your path into educational leadership?

I chose to pursue my advanced degree at Touro Graduate School of Education because of its strong reputation and the flexibility of the program. It offered an accelerated pathway that fit my needs, along with a balance of online and in-person learning.

As a graduate student, I was provided with practical knowledge and formed meaningful connections. I built lasting relationships with peers and colleagues, many of whom I’m still connected with today, and those experiences helped support my growth as a leader.