Leaders Learning From Leaders

In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Elida MacArthur, Superintendent of the Mount Pleasant Elementary School District in East San Jose, California.  A leader who has served the same district for more than two decades, beginning as a kindergarten dual language immersion teacher, Dr. MacArthur offers a portrait of community-centered leadership grounded in her own experience and in a deep commitment to the students and families she serves. Dr. MacArthur describes Mount Pleasant as a small district of approximately 1,500 students that sees itself as a beacon and anchor for its community.  She traces her commitment to bilingual and dual language education to her own journey, having immigrated from Mexico as a young student whose academic strengths went unrecognized because she did not yet speak English.  That experience shaped her conviction that every student deserves to be treated as capable, held to high expectations, and empowered to use their voice. Throughout the conversation, Dr. MacArthur returns to several connected commitments: building self-efficacy in students, creating a sense of belonging for every child and adult, and inviting students and parents to advocate for themselves.  She explains how community-centered leadership brings stakeholders into the work of the schools, citing a teacher workforce housing initiative being designed with parents, staff, and community members.  She also describes how civic learning takes shape in practice, from cross-age reading and monthly food distribution to mock trials and students speaking before legislators in Sacramento. Dr. MacArthur reflects on sustaining district-wide commitment through alignment with a supportive school board and a shared vision of community, equity, and success.  She shares the district's current focus on early literacy, with a goal that today's kindergarten students read at grade level by third grade, and the shift from reading intervention teachers to literacy coaches who support strong instruction in every classroom.  Underlying this is her belief that equity happens in every classroom and that assessing implementation, not only plans, is essential to improvement. For superintendents new to the communities they serve, Dr. MacArthur counsels patient listening, genuine humility, and a willingness to hear difficult news.  She encourages leaders to seek the wisdom of those who have navigated similar challenges, recognizing that the superintendency is learned through relationships and shared experience. Main Topics Covered Mount Pleasant Elementary School District A small K-8 district of approximately 1,500 students in East San Jose, Mount Pleasant serves a primarily Latino community and sees itself as a beacon and anchor for its families. MacArthur describes a learning community centered on belonging and recognized at the state and local levels. A Personal Journey into Bilingual Education MacArthur traces her commitment to dual language learning to her own experience immigrating from Mexico, when her academic strengths went unrecognized because she did not yet speak English. A summer program that treated students as capable and held them to high expectations confirmed her belief in what education should be. Student Voice and Self-Efficacy A central commitment is creating learning experiences where student voice is heard and where students develop the confidence to advocate for themselves. MacArthur connects this to her own path as the first in her family to attend college. Community-Centered Leadership MacArthur describes leadership that invites stakeholders to be active participants in the schools, from budget focus groups to a teacher workforce housing initiative designed with parents, staff, and community members. Civic Learning in Practice In a district recognized with the California Civic Learning Award of Distinction at two schools, students see themselves as contributors to their community through cross-age reading, monthly food distribution, mock trials, and speaking before local and state leaders. Sustaining District-Wide Commitment MacArthur reflects on the importance of a school board aligned around shared core values and a steady focus, using the image of a crew roaring in the same direction toward a common destination. A Focus on Early Literacy She shares the district's goal that current kindergarten students read at grade level by third grade and the shift from reading intervention teachers to literacy coaches who strengthen instruction in every classroom. Equity in Every Classroom MacArthur emphasizes that quality instruction must be consistent across all schools and that districts should assess their implementation, not only their plans, supporting both students and teachers through productive struggle. Advice for New Superintendents She counsels patient listening, humility, openness to difficult news, and the value of learning from leaders who have navigated similar challenges. Conclusion Dr. MacArthur's leadership demonstrates that lasting district impact grows from listening deeply, empowering every learner, and keeping an entire community aligned around a shared vision of belonging, equity, and success. About Dr. Elida MacArthur Dr. Elida MacArthur has served as Superintendent of the Mount Pleasant Elementary School District in East San Jose, California, since August 2020, following more than two decades of service in the same district.  She began her career as a kindergarten dual language immersion teacher and advanced through multiple instructional and administrative roles, giving her a rare understanding of district leadership from both the classroom and the central office. Her academic background is rooted in the community she serves.  Dr. MacArthur holds a Bachelor of Arts and a Master of Arts in Education from the University of California, Santa Cruz, and a second Master's degree and a Doctorate in Educational Leadership from San Jose State University.  Her doctoral dissertation, The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners, reflects a career-long commitment to equity-centered, evidence-based practice.  She is widely recognized for advancing bilingual and dual language education and for a model of community-centered leadership that positions the school as an anchor for the families it serves.

In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Samuel Lee, superintendent of the Bensalem Township School District in southeastern Pennsylvania.  Dr. Lee, who has served in the role since 2015, reflects on more than a decade of district leadership, the relationships that sustain it, and the evolving demands facing public education today. Dr. Lee begins by describing Bensalem Township as an eclectic and diverse community of approximately 6,500 students, located at the intersection of New Jersey, Philadelphia, and Bucks County. He outlines the significant changes the district has undergone during his tenure, including a major high school renovation, the introduction of career and academy pathways, and a continuous effort to align curriculum with the needs of a changing world. He emphasizes that the work of education is never finished; districts must remain committed to preparing students for a future that is difficult to predict. A central theme of the conversation is the importance of relationships. Dr. Lee attributes his longevity in the superintendency to authentic connections with the board, staff, families, and community. He describes leadership as inherently relational, grounded in trust, visibility, and a genuine commitment to supporting educators in their work. He speaks candidly about the pressures facing superintendents, including resource constraints, the teacher pipeline challenge, the evolving role of technology and social media, and the need to thoughtfully integrate artificial intelligence into schools. Dr. Lee also draws on his experience as a soccer coach to illustrate his leadership philosophy: preparation, feedback, resilience, and incremental progress. He encourages aspiring superintendents to embrace the role with confidence and curiosity, to invest in mentorship, and to recognize the profound impact they can have on students, families, and communities. Main Topics Covered Bensalem Township School District Overview Lee describes Bensalem as an eclectic, diverse community of approximately 6,500 students in southeastern Pennsylvania, with a history spanning more than 100 years and a strong commitment to evolving with the needs of its students and families. A Decade of District Transformation He reflects on major accomplishments over his tenure, including a comprehensive high school renovation, the creation of career and academy pathways for all 2,200 high school students, and ongoing curriculum and program alignment. Pressures of the Superintendency Lee discusses the persistent challenges of resource allocation, state funding, meeting evolving mandates, and preparing students for a future that remains uncertain, including thinking about the graduating class of 2044. Relationships as the Foundation of Leadership Longevity He attributes his sustained success to authentic relationships with the board, staff, families, and community. He frames trust, visibility, and genuine care as the essential elements that allow a superintendent to lead effectively over time. Supporting and Honoring Educators Lee emphasizes that his primary responsibility is to provide the optimum environment for teachers to apply their craft. He notes the long tenure of Bensalem staff members, his personal involvement in hiring, and his deep respect for the work of classroom educators. Common Challenges Facing Superintendents The conversation explores resource limitations, the declining teacher pipeline, the influence of social media and technology on student well-being, and the challenge of delivering comprehensive education within limited instructional time. Artificial Intelligence in Schools Lee shares that Bensalem uses AI for legitimate academic purposes, encourages students to use it responsibly, and has published guidelines. He acknowledges both its potential as a learning tool and the risks that require thoughtful management. Coaching as a Leadership Philosophy Drawing on his background in soccer coaching, Dr. Lee describes how preparation, honest feedback, resilience, and incremental daily progress inform his approach to leading a school district. Advice for Aspiring Superintendents He encourages those entering the superintendency to embrace the role, seek mentorship, invest in continuous learning, and recognize the remarkable opportunity to shape the future of students and communities. Dr. Lee's insights underscore that enduring and effective district leadership is built on authentic relationships, a commitment to supporting educators, and the resilience to navigate an ever-changing educational landscape with purpose and care. About Dr. Samuel Lee Dr. Samuel Lee is a distinguished educational leader who has served as superintendent of the Bensalem Township School District since July 2015. He previously served as superintendent of the Bristol Township School District for five years. His career in education spans a wide range of administrative roles, including principal, director of curriculum and instruction, director of special services, and director of business/special projects in the Gloucester County Special Services School District and Gloucester County Vocational Technical District. Before moving into educational leadership, he taught secondary-level social studies and special education. Dr. Lee holds an Interdisciplinary Doctor of Education for Educational Leaders, a Master of Educational Administration, and a Bachelor of Arts in History, all from Saint Joseph's University.  Under his leadership, the Bensalem Township School District has been recognized as an American Association of School Administrators Demonstration District, a Best Communities for Music Education district, an Outstanding Visual Arts Community, a District of Distinction by District Administration Magazine, and has received PA Department of Education recognition for Multi-Tiered System of Student Supports, among other honors. He holds numerous professional affiliations, including membership on the PA Association of School Administrators Board of Governors and the Pennsylvania Superintendent's Study Council. He is also an Adjunct Professor at Gwynedd Mercy University and a mentor and advisor for graduate school programs at multiple universities. Beyond education, Dr. Lee serves as president and coach of the Lighthouse Soccer Club and has been inducted into the Southeastern PA Soccer Hall of Fame and the Saint Joseph's University Soccer Hall of Fame.

Executive Summary In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Nneka J. McGee, a leading voice at the intersection of artificial intelligence (AI) and K–12 education. Dr. McGee shares her journey into AI, beginning with early exposure to computer science and culminating in her doctoral research on the role of AI in future-ready teaching and learning. She highlights the longstanding presence of AI in education while emphasizing the disruptive impact of today's generative technologies. The conversation explores the current tension in schools between resistance and adoption of AI, underscoring the importance of AI literacy, practical implementation strategies, and clear policy guidance. Dr. McGee introduces the “CLIP” framework: Community, Literacy, Implementation, and Policy, as a lens for thoughtful AI integration. She encourages leaders to begin with foundational questions such as “Is it necessary?” and stresses the superintendent's role in assessing community readiness, building support, and setting realistic timelines. Access and cultural relevance are central to Dr. McGee’s message. She cautions that device availability does not guarantee meaningful access, emphasizing the importance of culturally responsive AI outputs and data quality. The discussion also covers deep fakes, critical thinking, and student identity. Dr. McGee advocates for oral discourse, questioning, and media literacy as essential tools. She affirms that human connection remains a vital leadership trait that AI cannot replicate, especially when guiding schools through complexity. Dr. McGee concludes with a reminder to educational leaders that it is acceptable to pause and reflect, but not to remain idle. She calls for deliberate, research-informed engagement with AI that reflects community voice and long-term goals. Main Topics Covered McGee’s Background and Entry into AI A lifelong interest in computers led to academic research on AI in education. The Current State of AI in K–12 Education An overview of school responses to AI and the need to understand both historical and modern applications. The CLIP Framework A strategic model for AI adoption grounded in Community, Literacy, Implementation, and Policy. Asking the Right Questions Leaders should evaluate necessity, community alignment, funding, and policy support before implementation. Access and Cultural Responsiveness True access includes inclusive outputs, representative design, and strong data practices. The Role of Human Connection Leadership requires authentic relationships and emotional intelligence that AI cannot replicate. AI and Critical Thinking Tools should be used to strengthen student thinking through conversation and inquiry. AI for Young Learners Advocates for age-appropriate introduction to AI concepts, beginning with off-screen activities. Mindset for Educational Leaders Encourages caution paired with proactive adaptation to emerging technology. This episode offers a future-focused and grounded perspective on artificial intelligence in education, reminding leaders that responsible innovation begins with reflection and remains rooted in human connection. About Dr. Nneka J. McGee Dr. Nneka J. McGee is an innovative educator, researcher, and national thought leader focused on preparing students and school systems for a future shaped by automation and artificial intelligence. Her work promotes access, opportunity, and informed leadership in K–12 education through responsible use of emerging technologies. She holds a bachelor’s degree in English with honors, a master’s degree in Curriculum and Instruction, a juris doctor, and a doctorate in Education. Her doctoral research focused on educators' experiences integrating AI into classroom environments. Dr. McGee's work bridges instructional design, policy, and leadership development. She is a frequent conference speaker across the country and serves on the board of directors of HAKing Innovation, a nonprofit that expands students' access to STEM. She is also an advisory board member for the EngageAI Institute, and an EdSAFE AI Alliance Fellow recognized for her leadership in the ethical and effective use of AI in education.  

Podcast Summary In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Khalid N. Mumin, superintendent of the Reading School District and former Pennsylvania Secretary of Education. Dr. Mumin reflects on his leadership journey, the challenges of leading an urban district, and his philosophy of empowering educators to believe in their influence on student success. Dr. Mumin begins by describing the Reading School District, the fourth largest in Pennsylvania, serving nearly 18,000 students, with 88 percent Latino enrollment and 100 percent of students qualifying for free or reduced meals. Despite limited resources, the district demonstrates strong community pride and a deep commitment to providing opportunity and equity. He recalls his first tenure as superintendent from 2014 to 2021, when he focused on understanding changing demographics, shifting from test-driven instruction to more authentic learning, improving communication and engagement, ensuring financial effectiveness, and strengthening partnerships. He stresses that meaningful community visibility and accessibility were essential to rebuilding trust and advancing the system. Drawing on his experience as the Secretary of Education, Dr. Mumin highlights the importance of advocacy for fair funding, equitable resources, and efficient leadership. Using the metaphor of “stop pump faking and shoot the ball,” he encourages leaders to act decisively when initiatives benefit students and communities, rather than hesitating amid bureaucratic delays. He describes his leadership style as highly collaborative. He believes successful leadership requires hiring capable, diverse thinkers, empowering them to lead, and maintaining a clear, visionary focus. He also explores the idea that leadership and teaching are forms of artistry. Education requires adaptability, creativity, and a willingness to guide schools through challenge and change. Dr. Mumin concludes with a message about belief and purpose. He reminds educators to recognize the value of their role and their power to shape the future. He encourages leaders to understand that resilience is built through adversity, and that every educator has the capacity to influence student lives and community outcomes. Main Topics Covered Reading School District Overview: Mumin outlines the district’s demographics, socioeconomic context, and strong community pride, which drive its mission to expand opportunity despite limited resources. Leadership Challenges and Priorities from 2014 to 2021: He describes five significant areas of focus, including student safety, academic achievement, communication, financial effectiveness, and partnerships, all supported by authentic community engagement. Advocacy and Fair Funding: He discusses efforts to promote equitable school funding at the state level and the importance of resource allocation that reflects student needs in both urban and rural districts. Collaborative Leadership and Empowerment: Mumin explains the value of shared leadership and the importance of empowering staff, encouraging feedback, and fostering collective responsibility. Navigating Challenges and Leading Through Change: He reflects on how challenges create opportunities for growth and describes leadership as requiring agility, decisiveness, and the ability to move forward despite adversity. The Art of Leadership and Teaching: He views education as an art that requires creativity and adaptive thinking, emphasizing that effective educators and leaders remain flexible and innovative. Belief and Purpose in Education: Mumin emphasizes the need for educators to believe in their significance and their ability to influence student success and future opportunities. Conclusion Dr. Mumin’s insights underscore that effective, purpose-driven leadership, grounded in collaboration, resilience, and belief, is essential for transforming schools and strengthening communities. About Dr. Khalid N. Mumin Dr. Khalid N. Mumin is a distinguished educational leader with more than 27 years of service as a teacher, administrator, superintendent, and Pennsylvania Secretary of Education. His career reflects a steadfast commitment to student-centered leadership, equity, opportunity, and fiscal responsibility. Dr. Mumin’s academic preparation includes an Ed.D. in Educational Leadership from the University of Pennsylvania, an M.Ed. in Teaching and Curriculum from Pennsylvania State University, a B.A. in English from Shippensburg University, and an A.A. in English from Northeastern Christian Junior College. He is also a graduate of the Leadership Maryland Program and an active member of several professional organizations. Dr. Mumin’s leadership approach emphasizes collaborative engagement with students, families, educators, community partners, business leaders, and higher education institutions. He has been nationally recognized for his effectiveness, earning honors such as Pennsylvania Superintendent of the Year, National Superintendent of the Year Finalist, Innovative School Leader, and multiple distinguished alumni awards. He is also the author of Problem Child, a work focused on supporting students living in poverty. His professional experience includes serving as a superintendent in multiple districts, as the Pennsylvania Secretary of Education, and as the Chief of Education Strategy and Global Development for the Goldie Hawn Foundation.  

Podcast Summary In this episode of Leaders Learning from Leaders, Dr. Cory Strasser, Assistant Superintendent of Educational Services for Rapid City Area Schools in South Dakota, shares insights on leadership, organizational excellence, and creating opportunities for students in a diverse community. Rapid City Area Schools, South Dakota’s second-largest district, serves 12,000 students across 22 schools, situated in a unique blend of urban, rural, and tribal communities. Guided by a five-pillar strategic plan that encompasses students, staff, community, communication, and facilities, the district emphasizes a holistic approach to education. Dr. Strasser outlines the scope of his role, which centers on instructional leadership, curriculum alignment, student support systems, and leadership development. Key initiatives include advancing literacy through the science of reading, expanding evidence-based grading practices, broadening career and technical education, and creating alternative and virtual learning programs. He underscores the importance of equitable behavioral supports and intentional feedback cycles to strengthen communication between district leadership, principals, and teachers. A central theme is the pivotal role of principals. With 17 years of experience as a principal, Dr. Strasser stresses that principals are the cornerstone of school success. They influence culture, instruction, trust, and community relationships more directly than central office leaders. Therefore, the district invests heavily in principal leadership development, leveraging professional learning communities (PLCs) for collaboration, continuous improvement, and peer learning. For aspiring leaders considering central office or superintendent roles, Dr. Strasser advises adopting a systems-thinking perspective, expanding beyond building-level concerns to district-wide organizational excellence. He encourages principals to recognize transferable skills and seek growth opportunities while central office leaders intentionally support leadership pipelines. Ultimately, Dr. Strasser believes that the purpose of leadership development and strategic planning is to benefit students. High-quality leaders create high-quality schools, which in turn ensure greater opportunities and outcomes for every learner. Main Topics Covered 1. Overview of Rapid City Area Schools Dr. Strasser provides a vivid description of the district’s size, community context, and diversity, highlighting its unique blend of urban, rural, and tribal influences. This diversity is a key aspect of the district's identity and is reflected in its guiding five-pillar strategic plan. 2. Educational Services Role Dr. Strasser’s responsibilities include curriculum alignment, student support, behavior systems, leadership development, enrollment management, and strategic initiatives. 3. Instructional and Program Initiatives Emphasis is placed on literacy through the science of reading, evidence-based grading, career and technical education, alternative programming, and virtual learning expansion. 4. Principalship as a Cornerstone of Success Dr. Strasser underscores the pivotal role of principals in shaping school success. Their influence on culture, instruction, trust, and community engagement is more direct than that of central office leaders. This recognition of their importance is a call to aspiring leaders to consider the impact they can make in these roles. 5. Leadership Development Through PLCs PLCs foster collaboration among principals, build collective capacity, and create a culture of continuous learning for leaders. 6. Pathways to Central Office Leadership Principals aspiring to superintendent or district-level roles receive guidance that emphasizes systems thinking, transferable skills, and organizational impact. This episode underscores the transformative power of investing in strong leadership, especially at the principal level. It shows that districts can create thriving schools where students benefit most from organizational excellence and expanded opportunities, leading to positive change and growth. About Dr. Cory Strasser Dr. Cory Strasser is a veteran educational leader with 28 years of experience in K-12 education, serving in roles from classroom teacher to principal in both South Dakota and Minnesota, and currently as Assistant Superintendent of Educational Services for Rapid City Area Schools. He has led numerous strategic initiatives to improve student achievement, expand learning opportunities, and strengthen school systems. His work includes building innovative programs in Career and Technical Education (CTE), developing alternative and behavioral support programs, and creating virtual learning options that expand access and flexibility for students. A strong advocate for leadership development, Dr. Strasser has designed and implemented targeted professional development for principals, equipping school leaders with the skills and tools to drive improvement in their buildings. Central to his leadership approach is a system of feedback through rounding, which fosters open, consistent communication with staff, students, and stakeholders to inform decision-making and sustain progress. Known for his purposeful leadership, clear communication, and ability to align vision with measurable results, Dr. Strasser brings both strategic insight and real-world experience to his work, inspiring excellence at every level of the school system.

About Dr. Patrick Keeley Dr. Patrick Keeley is a purpose-driven educational leader with over 20 years of experience focused on school culture, student voice, and whole-child support. He currently serves as superintendent of Mountain Empire Unified School District, following his tenure as principal of Mountain Empire High School—his alma mater—where he led major improvements in climate, culture, and student leadership. His past roles include high school principal, alternative education administrator, assistant principal, dean, ASB advisor, and department chair. Named the 2025 State Superintendent of the Year by the California Small School Districts’ Association, Dr. Keeley has presented at events hosted by CSBA, CASC, SSDA, and was keynote speaker for the San Mateo County Office of Education’s “Respect 24/7” initiative. He serves on WASC accreditation teams, supervises future school leaders at SDSU, and participates on multiple community boards. Dr. Keeley is president of the East County Leadership Charter for ACSA Region 18 and serves on its Legislative Policy Committee, advocating for San Diego and Imperial counties. He brings vision, authenticity, and a relentless commitment to student success. He holds a B.A. in Social Studies from CSU San Marcos and both an M.A. and Ed.D. in Educational Leadership from San Diego State University. Podcast Summary In this episode of the Leaders Learning from Leaders podcast, host Steve Barkley speaks with Dr. Patrick Keeley, superintendent of Mountain Empire Unified School District (MEUSD) in rural San Diego County and the 2025 California Small School Districts’ Association Superintendent of the Year. Dr. Keeley reflects on his unique experience of leading the very district from which he graduated, emphasizing how his past as a student, educator, and administrator shaped his deep understanding of the community’s strengths and struggles. Dr. Keeley discusses the powerful influence of educators, citing how one teacher’s belief in him shaped his trajectory. This theme of transformational relationships and resilience threads through the conversation, especially in the context of working in a vast, underserved rural district. MEUSD spans 660 square miles, with long transportation routes, weather disruptions, and limited local services, all of which present operational and equity challenges. Yet Keeley describes the natural resilience of his staff and community, especially during crises such as wildfires and evacuations, where classified staff and educators go beyond their roles to serve families. A key leadership priority for Dr. Keeley has been developing a long-term, future-focused vision through the district’s “Portrait of a Graduate,” informed by over 76,000 data points from community input. This vision is supported by a five-year strategic plan centered on creating self-directed, future-ready learners. Keeley implemented structural changes like a required senior project, where students explore real-world passions through self-guided experiences, emphasizing creativity, initiative, and community engagement. Dr. Keeley also highlights challenges facing small rural districts, including inequitable funding, staffing difficulties due to geographic isolation, and the pressure of societal expectations in a fast-paced, digital world. He advocates for investing in local talent and underscores the importance of supporting staff wellbeing, emphasizing that school leaders must model the same care for their educators as they expect educators to show their students. Main Topics Covered Returning to Lead a Hometown District Keeley shares the emotional and reflective journey of returning to lead the district where he was once a student, providing a personal lens on leadership and growth. Educator Impact and Transformational Relationships He discusses how a single teacher’s support changed his life, underscoring the lasting power educators have on students. Challenges of Rural Leadership The logistical and equity hurdles of leading a district across 660 square miles, including transportation costs, wildfire threats, and digital divides, are explored. Community Resilience and Crisis Response Keeley illustrates the district’s community-centered ethos through stories of staff mobilizing during natural disasters to support displaced residents. Portrait of a Graduate and Strategic Vision MEUSD’s future-focused graduate profile and strategic plan, rooted in massive community input, aim to develop adaptable, self-directed students. Senior Project Requirement A new graduation requirement empowers students to pursue passion projects, fostering autonomy, real-world engagement, and creativity. Advocacy for Small Districts and Rural Equity Keeley voices the need for more nuanced state policy and funding models that recognize the operational differences of small, rural districts. Leadership Philosophy: People First Emphasizing humanity in leadership, Keeley encourages staff to prioritize personal wellbeing and self-care in a profession known for overextension. Conclusion: Dr. Keeley’s leadership embodies a deep-rooted commitment to community, resilience, and preparing students for an unpredictable future—reminding us that visionary education starts with relationships and ends with empowerment.  

About Dr. Brian Graham Dr. Brian Graham is in his ninth year as superintendent of the Grand Island Central School District, leading efforts to integrate emerging technologies and foster innovation in education. Prior to this role, he served as assistant superintendent of Pupil Personnel Services in the West Seneca Central School District. His career in educational leadership spans more than a decade, including seven years as a middle school principal and three years as an elementary principal in West Seneca. With a deep passion for instructional technology and its role in differentiating instruction, Dr. Graham has worked extensively in professional development for teachers and administrators. He has also helped shape the next generation of educators as an adjunct professor in the Daemen University graduate program for teacher certification.   Before moving into administration, Dr. Graham dedicated 16 years to the classroom as a special education teacher, where he championed inclusive and student-centered learning environments. His commitment to innovation extends beyond his district; he currently serves on the External Advisory Board for the Artificial Intelligence Institute for Exceptional Education at the University at Buffalo, helping to shape the future of AI in education, and he is the president of the Erie-Niagara School Superintendents Association. Podcast Summary In this Leaders Learning from Leaders episode, host Steve Barkley interviews Dr. Brian Graham, Superintendent of Grand Island Central School District and President of the Erie-Niagara School Superintendents Association. Dr. Graham shares insights from his extensive educational leadership journey, emphasizing the lasting impact of his early experiences as a special education teacher. He underscores how this foundation shaped his leadership philosophy, rooted in the belief that all students, regardless of background or ability, are capable of growth with personalized support. Dr. Graham highlights the importance of applying a growth mindset and individualized learning strategies across the educational spectrum—not just for students but also for staff and leadership. He stresses the critical need for educators to possess strong emotional intelligence, particularly in an era where content knowledge is readily accessible through technology and AI tools. In the post-COVID landscape, he sees technology—especially AI—not as a threat but as a powerful ally in reducing inequities, enhancing student engagement, and improving professional quality of life for educators. Grand Island is among the first districts in New York to offer AI tutors to students in grades 6–12 through Khan Academy's Khanmigo, showcasing the district's forward-thinking approach to student support. Dr. Graham describes how AI tools like Claude, ChatGPT, Perplexity, and NotebookLM can revolutionize curriculum development, student support, and leadership efficiency by quickly processing complex documents and generating curriculum-aligned materials with embedded academic vocabulary. Dr. Graham encourages current and aspiring superintendents to embrace innovation while balancing their work-life demands. He emphasizes the value of mentorship, superintendent academies, and collaboration, stressing that aspiring leaders should reflect on their personal stories and pursue leadership with authenticity and continuous growth in mind. He also discusses his two podcasts—Achieving Joy and Mastery in Public Schools and Inspiring Viking Values—as platforms for highlighting education's positive and human side, countering negative public narratives, and celebrating the joy of learning. These initiatives aim to deepen community connection and elevate the voices of educators and students. Main Topics Covered Leadership Through the Lens of Special Education Dr. Graham explains how his background in special education fuels a belief in universal student growth through personalized learning, applicable across all educational levels. Emotional Intelligence and Educator Development Emotional intelligence, relationship-building, and adaptive instruction are essential for modern educators to remain relevant in an AI-driven content landscape. Technology and AI Integration Post-COVID The pandemic accelerated tech adoption; AI tools like Khanmigo, Claude, and NotebookLM now enhance student learning and professional workflows. AI for Leadership Efficiency and Curriculum Innovation Dr. Graham demonstrates how AI tools help superintendents manage information overload, create curriculum maps, analyze state assessments, and improve overall job efficiency. Encouraging the Next Generation of Leaders He offers guidance for aspiring superintendents, including mentorship, leadership academies, and personal reflection as steps toward successful career progression. Public Education Storytelling Through Podcasts His podcasts amplify joyful, positive narratives from schools, counteract public skepticism, and foster pride in public education. Dr. Brian Graham's vision is a call to lead with empathy, innovate with purpose, and share stories that restore joy and trust in public education.  

About Dr. Deborah Wortham Dr. Deborah L. Wortham is a nationally recognized educator, author, and speaker with a distinguished career in educational leadership. A Chicago native, she has served as superintendent in multiple school districts, including Roosevelt Union Free School District, where she led the transition from state takeover to good standing. She was also the first African American female superintendent of East Ramapo Central School District, where all K-8 schools achieved good standing. Dr. Wortham holds a Doctorate in Educational Leadership from Nova Southeastern University, a Master’s in Reading from Morgan State University, and a Bachelor’s in Elementary Education from the University of Wisconsin. She is a best-selling co-author of STEM Century: It Takes a Village to Raise a 21st-Century Graduate and the author of Setting the Atmosphere: Beliefs, Practices, and Protocols for Faith-Filled Leaders, which provides guidance for educators on fostering success-driven school cultures. Her leadership has earned her numerous accolades, including the AASA Women in Leadership Award (2024) and recognition as one of New York State's Top 100 Most Influential Educators. Dr. Wortham remains active in national organizations, including Alpha Kappa Alpha Sorority and Rotary International, continuing her mission to inspire and empower educational leaders. Podcast Summary In this episode of Leaders Learning from Leaders, Dr. Deborah Wortham, a distinguished educator and author, shares insights from her extensive career in transforming educational institutions. Having served as superintendent in multiple districts, including leading Roosevelt Union Free School District from state takeover to good standing, Dr. Wortham discusses the power of collaboration, leadership, and faith-filled education. Dr. Wortham emphasizes how early experiences as a teacher shaped her approach to leadership, moving from isolation to embracing teamwork. She discusses her belief in John Maxwell’s Law of Significance—that one is too small a number to achieve greatness—highlighting how collaboration among educators, parents, and administrators fosters educational success. A key focus of the conversation is her transformative work at Roosevelt Union Free School District, where she reversed a culture of low expectations and instilled a belief in excellence. By implementing systems rooted in growth mindset and efficacy, she shifted attitudes and improved student performance, ultimately raising the graduation rate from 68% to 86%. She describes the impact of a shared belief in success, using the mantra “Roosevelt Rising” as a rallying call for change. Dr. Wortham also elaborates on her book, Setting the Atmosphere: Beliefs, Practices, and Protocols for Faith-Filled Leaders. She explains how educational leadership is not just about implementing strategies but about building confidence and fostering an environment where teachers and students believe in their potential. She concludes with advice for new superintendents: understanding one’s purpose, or “knowing your why,” is crucial for making a meaningful impact. Dr. Wortham shares a personal story about her sister’s influence, illustrating how a deep sense of purpose drives her commitment to education. Main Topics Covered The Importance of Collaboration Wortham discusses moving from isolation as a teacher to embracing collaboration as a superintendent. She highlights how teamwork among educators, parents, and students leads to greater success in schools. Transforming Roosevelt Union Free School District She shares her experience leading Roosevelt from state takeover to good standing by reversing a culture of low expectations, implementing belief systems, and instilling confidence through mantras like “Roosevelt Rising.” Growth Mindset and Efficacy in Leadership Wortham emphasizes the power of growth mindset and self-efficacy, advocating for belief systems that help students and educators see their potential and commit to continuous improvement. Faith-Filled Leadership In her book, Setting the Atmosphere, she explores the role of faith and confidence in leadership. She describes how fostering belief in educators and students transforms school culture and leads to achievement. Advice for New Superintendents Wortham advises education leaders to “know their why,” sharing a personal story of how her sister’s passing gave her a lifelong commitment to excellence in education. Parental and Community Engagement She highlights the importance of engaging parents as partners in education, ensuring they feel part of a winning team through communication strategies and community involvement. Cultural belief is the catalyst for educational transformation—when those responsible for educating believe in a vision, and those being educated contribute to achieving that vision, success is no longer just a possibility, but a certainty.

About Superintendent Aníbal Soler, Jr. Anibal Soler, Jr. is a seasoned education leader with over 20 years of experience, currently serving as superintendent of Yonkers Public Schools since May 1, 2024. He has a strong track record in urban districts, having previously led Schenectady and Batavia City School Districts. In Schenectady, he implemented a transformative community schools initiative, enhancing student access to health and social services. In Batavia, he secured the district’s first My Brother’s Keeper grant and introduced a pioneering policy on Equity, Inclusivity, and Diversity in Education. As associate superintendent in Buffalo, he spearheaded the Strong Community Schools strategy, revitalizing 21 schools and improving outcomes for 11,000 students. His leadership also ensured successful budget management and critical labor agreements while maintaining educational quality without tax increases. During the COVID-19 pandemic, Mr. Soler led a strategic reopening plan, prioritizing in-person instruction for vulnerable students, without layoffs. He holds degrees from Daemen College, Nazareth College, and St. John Fisher College and is pursuing a doctorate at Manhattanville College. Married with four children, Mr. Soler is dedicated to fostering academic excellence and community collaboration in Yonkers. His unanimous appointment reflects confidence in his ability to elevate the district’s educational landscape. Podcast Summary In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Anibal Soler, the superintendent of Yonkers Public Schools. Superintendent Soler shares insights into his leadership journey, the unique challenges and opportunities in urban school systems, and the role of community engagement in education. Superintendent Soler, who began as an art teacher, describes how his artistic background has influenced his leadership approach, enabling him to visualize strategic goals and communicate them effectively. He highlights his experience in various leadership roles, including his time in Buffalo, Batavia, and Schenectady, emphasizing the importance of learning from talented colleagues and adapting best practices to different contexts. One of the key themes discussed is the concept of Yonkers Magic, a phrase coined to encapsulate the resilience and success of the Yonkers school community. Despite challenges such as poverty and language barriers, the district boasts a high graduation rate and strong community engagement. Superintendent Soler attributes this success to collaborative efforts, a clear vision, and a culture of continuous improvement. The conversation also touches on the importance of mentorship and professional networks in developing future education leaders, particularly in urban settings. Superintendent Soler stresses the need for equitable access to leadership opportunities and the value of representation in decision-making roles. He encourages school leaders to embrace failure as a learning tool, remain adaptable, and leverage networks for support and inspiration. Superintendent Soler concludes with a call for ongoing professional learning and risk-taking in leadership, advocating for transparency and storytelling to build trust and engagement within the school community. Main Topics Covered Yonkers Public Schools Overview Yonkers is the third-largest school district in New York, serving 24,000 students, with a predominantly Latino and African-American population. The district faces urban education challenges but maintains high graduation rates. The Role of an Artistic Background in Leadership Soler’s experience as an art teacher has shaped his ability to visualize strategic goals and communicate effectively. He emphasizes creativity, problem-solving, and seeing multiple perspectives as essential leadership skills. Lessons from Previous Leadership Roles Soler discusses his tenure in Buffalo, Batavia, and Schenectady, highlighting the importance of learning from talented peers and adapting strategies to different district sizes and needs. He emphasizes best practices like high-quality instruction, community engagement, and restorative practices. The Concept of Yonkers Magic A community-driven approach to overcoming challenges and achieving success. The importance of rallying behind a shared vision and collective effort. Building Leadership and Mentorship Networks Soler underscores the need for mentorship, equitable access to leadership roles, and professional collaboration. He advocates for identifying and supporting talent beyond traditional networks. Vision, Strategic Planning, and Storytelling The importance of setting a clear strategic vision and involving the community in its development. Using storytelling and documentation to highlight successes and inspire engagement. Risk-Taking and Continuous Learning Soler encourages leaders to embrace failure as part of growth. The necessity of professional learning, networking, and adapting to change. Conclusion: Soler’s insights reinforce the importance of community, adaptability, and continuous learning in educational leadership, demonstrating that true success is a collective effort driven by vision and commitment.

Dr. Jim Lloyd, Superintendent of Olmsted Falls City School District, Ohio Dr. Steve McCammon, President and CEO of the Schlechty Center and Executive Director of the National Superintendents Roundtable George G. Thompson, former President and current Director of Strategic Initiatives for the Schlechty Center About the Panel Dr. Jim Lloyd has served as superintendent of Olmsted Falls School District in Ohio since August 2013, collaborating with staff, parents, and the community to ensure the district's success. Committed to preparing students for a fast-changing, digital, and global future, he champions the district's "Triple A" philosophy, which emphasizes academic, artistic, and athletic development. Dr. Lloyd's leadership focuses on fostering the growth of the whole child and celebrating student achievements in both academic and extracurricular activities. Before becoming superintendent, Dr. Lloyd spent six years as assistant superintendent in Olmsted Falls and nine years as director of pupil services for Westlake City Schools. His career began as a school psychologist in Olmsted Falls. Dr. Lloyd holds psychology and educational leadership degrees and is an adjunct professor at Baldwin-Wallace University. Dr. Steve McCammon is the president and CEO of the Schlechty Center, where he leads initiatives to inspire continuous innovation in education. Since joining in 2013, he has collaborated with schools, school boards, and educational organizations to promote engagement-focused practices. A former superintendent of the Fife School District in Washington, Steve guided the district to become a leader in the Schlechty Center's Standard-Bearer School District Network. His earlier roles included principal of Fife High School, 1992 Florida Teacher of the Year, and senior associate at the Florida Department of Education, where he supported low-performing schools. Steve worked closely with the Center's founder, Dr. Phillip Schlechty, to expand its impact, particularly in Ohio, realizing Phil's vision for regional school district networks. With deep expertise in fostering learning organizations, Steve remains dedicated to advancing transformative educational practices. George G. Thompson is the former President and current Director of Strategic Initiatives at the Schlechty Center. Since joining in 1995, he has been pivotal in developing key initiatives like the Superintendents Leadership Network and the Standard-Bearer School District Network, working closely with the Center's founder, Phillip Schlechty. George has contributed significantly to creating frameworks and intellectual resources that advance engagement and transformation in education. Before joining the Schlechty Center, George spent 19 years in Gwinnett County Public Schools, serving as superintendent, administrative assistant to the superintendent, and principal at both elementary and high school levels. Earlier, he worked as a teacher and community school director in Atlanta Public Schools. Currently, George focuses on building strategic alliances to enhance student outcomes and promote transformative leadership. Podcast Summary This episode of Leaders Learning from Leaders focuses on transformative leadership in education, with guests from the Schlechty Center—a nonprofit dedicated to creating engagement-focused schools. Dr. Steve McCammon, George Thompson, and Dr. Jim Lloyd discuss their mission to support school leaders by shifting educational institutions from bureaucratic systems to learning organizations. This involves fostering engagement among students and staff, redefining superintendent roles as moral and intellectual leaders, and emphasizing capacity building across all organizational levels. Dr. Lloyd shares his experience transforming Olmsted Falls City Schools with the Schlechty Center's support. His district shifted from providing opportunities to empowering students to make an impact, supported by a new accountability system aligned with the Schlechty Center's "system capacity standards." These standards are aspirational, focusing on future readiness, maintaining direction, and acting strategically. George Thompson introduces the "Pillars of Superintendent Leadership," which are reflective tools for superintendents to assess their roles in trust-building, vision-setting, and community engagement. Dr. McCammon and Dr. Lloyd stress the long-term, systemic changes required to sustain this transformation, emphasizing that transformation is distinct from change—it is about creating something fundamentally new. The discussion highlights the broader impact of transforming school systems, which can lead to the transformation of communities by attracting residents and educators aligned with the vision. The conversation closes by reiterating the importance of courageous leadership and collaboration among boards, superintendents, and educators. Main Topics Covered The Mission of the Schlechty Center - The Schlechty Center supports school leaders in creating engagement-focused schools by providing tools, frameworks, and reflective conversations to transform educational systems into learning organizations. Superintendent Leadership Pillars - Introduced as reflective and aspirational tools, these pillars guide superintendents in fostering trust, clarifying vision, educating the community, and aligning organizational goals with transformative leadership practices. Transforming Olmsted Falls City Schools - Dr. Lloyd discusses his district's journey from providing opportunities, to inspiring and empowering students through systemic changes aligned with the Schlechty Center's principles. Defining Transformation vs. Change - Transformation is framed as creating something entirely new, akin to a caterpillar becoming a butterfly, while change refers to incremental improvements within the existing structure. Impact on Communities - School system transformation is linked to broader community benefits, such as attracting families and educators who resonate with the vision of empowering students. Systemic Accountability and Leadership - Dr. Lloyd's integration of the Schlechty Center's standards into superintendent evaluations highlights a commitment to aligning leadership practices with transformative goals. Challenges and Rewards of Transformative Leadership - Courage, innovation, and long-term commitment are essential for meaningful systemic transformation, with the ultimate reward being improved student engagement and community growth. This episode explores how transforming schools into learning organizations is a courageous and impactful journey that benefits students, strengthens the community, and enriches the leadership practices within education.

About Dr. Edwin M. Quezada Dr. Edwin M. Quezada has dedicated nearly 35 years to education, holding roles from teacher to superintendent. He is currently the Executive Director of the Philadelphia Academy of School Leaders. As the former superintendent of Yonkers Public Schools, Dr. Quezada led the district to become New York's highest performing district among the Big Five (New York City, Yonkers, Syracuse, Rochester, and Buffalo), achieving a 90% graduation rate and significantly reducing the dropout rate. He is known for fostering leadership through professional development and creating district-wide cultures of accountability and achievement. His philosophy centers on believing that all children can excel with quality instruction, a supportive community, and caring adults. Quezada co-chaired Yonkers' My Brother's Keeper Alliance, which the Obama Foundation recognized as a model for improving outcomes for boys and young men of color. He has received numerous awards for his contributions to education and community service. Dr. Quezada also supported the Yonkers Urban Leadership Academy in preparing future urban school leaders and served as president-elect of the New York State Association of Latino Administrators and Superintendents. Dr. Quezada holds degrees in accounting, school counseling, and educational leadership from Herbert H. Lehman College, Fordham University, and Walden University. In his current role, he focuses on developing school and system leaders to foster environments where all students thrive. Podcast Summary In this podcast episode, Steve Barkley interviews Dr. Edwin Quezada, former Superintendent of Yonkers Public Schools and current Executive Director of the Philadelphia Academy of School Leaders. The conversation explores Dr. Quezada's journey, leadership philosophy, and his impact on education systems. Dr. Quezada emphasizes creating a collaborative culture focused on transparent goals, data-sharing, and active stakeholder engagement. He highlights the importance of aligning central office support with school leaders' needs, including funding and resources, to foster student success. Dr. Quezada discusses his work with the Academy to develop school leaders through a two-year fellowship program in his current leadership role in Philadelphia. He outlines critical leadership skills for modern principals, such as adaptive leadership, equity-driven practices, and community engagement. He stresses the growing demands on school leaders, particularly in urban settings, due to diverse student needs. Dr. Quezada underscores the importance of loving and respecting students, building community, and ensuring culturally responsive, high-quality instruction. He concludes by calling on superintendents to serve as champions for their systems and foster collaborative environments that inspire educators and administrators to excel. Main Topics Covered Leadership in Yonkers Public Schools Dr. Quezada reflects on his tenure as superintendent, emphasizing a data-driven, team-oriented approach that raised graduation rates and redefined success in a diverse district. Central Office and School Collaboration He describes the essential partnership between school leaders and central office staff, advocating for resource investment and mutual support to enhance educational outcomes. Role at Philadelphia Academy of School Leaders Dr. Quezada shares his work with the Academy, including a fellowship program to equip school leaders with skills to address today's educational challenges. Key Leadership Skills for Principals He identifies essential skills like adaptive leadership, equity focus, community engagement, and instructional expertise as foundational for effective school leadership. Unique Challenges in Urban Education The discussion highlights the intensified demands on urban school leaders due to their student populations' diverse and significant needs. The Importance of Love and Community in Education Dr. Quezada emphasizes loving students, respecting their individuality, and creating a nurturing school environment as core elements of effective leadership. Superintendents as System Champions He calls for superintendents to act as inspirational figures, foster collaboration, and promote a unified vision for their educational organizations. Conclusion This episode compellingly explores transformative leadership in education, underscoring the profound impact of collaboration, equity, and love on student success.  

About Dr. Wesley Smith Dr. Smith is superintendent of the Newport-Mesa Unified School District. His 25 years in California public education include 17 years as a site or district leader and eight years as an educator and student advocate at the state and federal levels. Dr. Smith served as the executive director of the Association of California School Administrators (ACSA), which is the largest umbrella organization for school leaders in the United States. He previously served as the superintendent of Morgan Hill Unified School District, and superintendent, assistant superintendent, and principal at Cascade Union Elementary School District. He has also served as a high school English, English language development, and Spanish teacher, as well as a football and baseball coach. In addition to Dr. Smith’s K-12 experience, he is currently an adjunct professor in the USC Rossier School of Education. Known as a strong leader who prioritizes the rights, needs, and safety of all students, Dr. Smith has been successful in narrowing access and achievement gaps, restoring positive working relationships, rebuilding confidence in education systems, and helping students feel seen, heard, and valued.  He obtained his Bachelor of Arts in English from Brigham Young University, Master of Arts from Claremont Graduate School, and Doctorate in Educational Leadership from the University of Southern California. Podcast Summary In this podcast episode, Dr. Wesley Smith, superintendent of Newport Mesa Unified School District, discusses his leadership journey and key strategies that have shaped his tenure. The episode begins with an overview of Newport Mesa, a diverse district serving both affluent and underprivileged communities. Dr. Smith highlights the importance of listening as his initial priority when assuming leadership. He emphasizes building a culture of inclusivity, belonging, and student-centered learning, while focusing on climate and culture as foundational elements of success. A key theme in the discussion is Dr. Smith's "systems approach" to leadership, which ensures that success is deliberate and consistent across all areas of the district. He provides examples of this approach through curricular coherence, professional learning communities, and developing common assessments for teachers. Dr. Smith also underscores the importance of continuous educator learning, believing that enhancing the capacity of adults within the system directly impacts student outcomes. He stresses the need for intentionality and buy-in from educators, ensuring that learning and growth are systemic rather than ad-hoc. Additionally, Dr. Smith reflects on his time as Executive Director of the Association of California School Administrators, noting the courage required to prioritize students' needs in a system often designed for adult interests. He emphasizes the challenges facing superintendents today, such as navigating political distractions and external pressures while maintaining focus on student achievement. Main Topics Covered Leadership in Newport Mesa Unified School District Dr. Smith discusses his leadership style, highlighting the importance of listening, inclusivity, and culture building within a diverse district. Systems Approach to Education Dr. Smith outlines his strategy for implementing consistent success through systemic processes, emphasizing curricular coherence, common assessments, and professional learning communities. Continuous Learning for Educators He stresses the importance of lifelong learning for educators, ensuring their growth is directly tied to student success through structured professional development. Courage in Leadership Reflecting on his experience at the state level, Dr. Smith highlights the need for courage in educational leadership, especially when prioritizing students' needs over adult interests. Challenges for Superintendents The episode addresses modern challenges in school leadership, particularly political distractions and pressures that can divert focus from students' needs. The podcast concludes with Dr. Smith's belief that leaders must remember their students are always watching, motivating him to bring his best effort daily.

Dr. Morris is proud to serve as Superintendent of the Olean City School District. She joined the district in July of 2022. A passionate advocate for providing high-quality education for all children, Dr. Morris has spent more than 30 years in education, dedicating her life to ensuring each child graduates from high school ready for college or a career. While pursuing that goal, she worked in varying roles, including science instruction, curriculum and assessment development, and leading work in assessment, accountability, research, and evaluation at the district level.    Before joining Olean, Dr. Morris worked in Buffalo Public Schools and the Rochester City Schools. While in Rochester, she served as Deputy Superintendent of Teaching and Learning and Deputy of Operations and Systems Innovation. Her last role in the Buffalo Public Schools was the Chief Accountability Officer/Chief Information Officer. She began her career as a biology teacher with the Buffalo Public Schools and has also served as Assistant Superintendent of Shared Accountability, Director of Data Analysis, Supervisor of Data Analysis, principal, and assistant principal. She has a strong history of working with community, city, and county organizations and is committed to developing partnerships with the Olean community.    Dr. Morris earned her Doctorate in Educational Leadership and Policy from the University at Buffalo, receiving the prestigious “Thinking Outside the Box” award for her thesis, which studied the implementation of the Annual Professional Performance Review (APPR) in New York State. She earned a master’s degree and Certificate of Advanced Study in Educational Leadership and Policy and a master’s degree in science education from the University at Buffalo. Her bachelor’s degree in biology was earned from Canisius University.    Dr. Morris has also served on various educational committees and boards at the local, regional, state, and national levels. She has served as an adjunct faculty member for several years and has served on various education committees and councils at the local, regional, state, and national levels. Her passion for student advocacy, diversity, and progress ignites everything she does.   Podcast Summary In this podcast episode, Dr. Genelle Morris, Superintendent of the Olean City School District in New York State, shares insights into her district, her background, and the strategic initiatives she has implemented since taking on her role in July 2022. Dr. Morris brings 30 years of experience from the Buffalo and Rochester school districts, which has equipped her to handle the diverse challenges in her current position. Dr. Morris discusses the unique characteristics of the Olean City School District, emphasizing its small size yet diverse rural and city aspects. She highlights the importance of her previous experience in larger districts, which has given her a comprehensive understanding of educational systems and the ability to manage multiple responsibilities effectively. Two main components of the district’s strategic plan are explored: a focus on progressive and enriching learning, and continuous educator learning. Dr. Morris describes the district’s commitment to student achievement, particularly through revising the curriculum and implementing a new ELA curriculum aligned with New York State standards. She underscores the necessity of professional development for teachers to ensure they can deliver high-quality instruction and meet these raised expectations. Relationships and teamwork are central themes in Dr. Morris’s leadership approach. She emphasizes the importance of strong relationships with the board, staff, and community, which she believes are fundamental to the district's success. Dr. Morris also highlights the significance of team collaboration in achieving the district's goals and addressing challenges. Dr. Morris identifies safety and staffing as critical current issues for school leaders. She discusses the importance of maintaining a safe environment, noting Olean High School's history as the site of the first school shooting in the U.S. She also addresses the regional staffing shortages and the need to attract and retain quality teachers. Dr. Morris concludes by discussing the balance between leading improvement and leading change, using the curriculum overhaul as an example of recognizing when fundamental changes are necessary rather than incremental improvements. She believes in empowering her team to make decisions and providing them with the necessary resources and support. Topic Covered: Olean City School District Overview: Dr. Morris describes the district's characteristics, emphasizing its small size, rural features, and the supportive team environment. Leadership Experience: Dr. Morris shares how her extensive background in larger districts prepared her for the superintendency, allowing her to manage the diverse challenges in Olean City School District. Strategic Plan Focus Areas: Progressive and Enriching Learning: Efforts to ensure high academic achievement by revising curricula and meeting the diverse needs of students, especially those with disabilities. Continuous Educator Learning: The importance of professional development to align teaching practices with new curriculum standards and overall educational goals. Importance of Relationships and Teamwork: The critical role of cultivating strong relationships with the board, staff, and community and the necessity of teamwork in achieving district objectives. Current Issues for School Leaders: Safety: Ensuring a safe learning environment, with a historical context of the district's challenges. Staffing: Addressing the regional teacher shortage and the need to attract and retain qualified educators. Leading Improvement vs. Leading Change: The distinction between improving existing practices and implementing fundamental changes, illustrated through the district’s curriculum update. Dr. Morris’s leadership in the Olean City School District exemplifies a strategic and relational approach, focusing on comprehensive student achievement and continuous improvement in teaching practices.

About Dr. Darren J. Brown-Hall Dr. Darren J. Brown-Hall was appointed Superintendent of the Williamsville Central School District effective July 1, 2021. He most recently served as the Chief of Staff for the Buffalo Public Schools. He has previously served as the Associate Superintendent for Human Resources, and for a short period of time as Interim Superintendent for the Buffalo Public Schools. Dr. Brown-Hall began his career in education as a Mathematics teacher at Sweet Home High School. Dr. Brown-Hall has over 20 years of experience in the field of Education and works every day to have a significant impact of the lives of students – realizing that every decision that is made at the senior executive level has an immediate effect on the school buildings and the continued increase in academic performance for all children. Realizing his love for education and the impact that he had on students, Dr. Brown-Hall returned to the field of education after working for two years at HSBC Bank as an eBusiness analyst once he finished HSBC’s management development program and working in London. Dr. Brown-Hall received both a B.S. and M.S. degree in Mathematics Education from Buffalo State College, an M.B.A. from Canisius University with concentrations in Finance and Management Information Systems. Dr. Brown-Hall also completed his coursework for School and District level administrator certification at Canisius University and received an advanced certificate in School Business and Human Resources management from the University at Buffalo (U.B.). Dr. Brown-Hall earned his Doctor of Education degree in Educational Administration from the University at Buffalo in 2018. Dr. Brown-Hall is an adjunct instructor in the Educational Leadership departments at Buffalo State University as well as the University at Buffalo.  He is an active member of several professional organizations including the Committee for the Identification and Development of Educational Leaders (CIDEL) and serves on several Boards including the Western New York Education Service Council (WNYESC), Compass House, and Gay and Lesbian Youth Services. Podcast Summary In this episode of the Leaders Learning from Leaders podcast, host Steve Barkley interviews Dr. Darren J. Brown-Hall, Superintendent of the Williamsville Central School District, located in a suburb of Buffalo, New York. Dr. Brown-Hall shares insights from his extensive career in education, highlighting the impact of his previous roles in Buffalo public schools on his current position. He emphasizes the importance of visibility, approachability, and hard work in leadership, and discusses the critical role of senior-level decisions in shaping student outcomes. Dr. Brown-Hall underscores the significance of diversity, equity, and inclusion (DEI) within the district, stressing the need to create environments where all students and staff feel valued and included. He also touches on the challenge of managing distractions, particularly cell phone use, in the classroom and outlines plans to develop a district-wide policy to address this issue. Additionally, Dr. Brown-Hall speaks to the importance of mentoring and developing future leaders within the education system. The podcast concludes with Dr. Brown-Hall offering advice to current and aspiring educational leaders, encouraging continuous learning and a positive mindset towards challenging situations. Topics Covered: Introduction to Williamsville Central School District: Brown-Hall describes the district's size, diversity, and the number of schools it encompasses. He reflects on his tenure as Superintendent and his enthusiasm for the role. Impact of Previous Leadership Roles: Brown-Hall explains how his varied leadership experiences in Buffalo prepared him for his current role, providing a comprehensive understanding of school and district administration. Decision-Making at the Senior Level: The discussion focuses on how decisions made at the superintendent level can significantly influence student learning outcomes and the importance of considering the broader impact of these decisions. Importance of Visibility, Approachability, and Hard Work: Brown-Hall emphasizes the need for leaders to be visible and approachable, sharing his practices of attending events and meetings to engage with the school community. Listening with Curiosity: He advocates for listening with curiosity to understand different perspectives, which fosters better communication and decision-making. Focus on Diversity, Equity, and Inclusion (DEI): Brown-Hall discusses the district's commitment to DEI, aiming to create an inclusive environment where all students and staff feel a sense of belonging. Addressing Classroom Distractions: The podcast covers the challenges posed by cell phones in classrooms and the district's plan to develop a consistent policy to minimize distractions and promote effective learning. Mentoring Future Leaders: Brown-Hall highlights the importance of mentoring aspiring leaders within the education system to ensure quality leadership in the future. Advice for Current and Aspiring Leaders: He advises educational leaders to keep learning, stay curious, and view challenging situations as opportunities for growth. Dr. Brown-Hall's insights highlight the multifaceted responsibilities of educational leadership, emphasizing continuous improvement, inclusive practices, and the development of future leaders.

About Dr. Gennaro Piraino, Jr. Dr. Gennaro R. Piraino, Jr., is the Superintendent of Schools for the Franklin Regional School District. He leads with a strong commitment to academic, artistic, and athletic excellence. He finds great fulfillment in his role, particularly in collaborating with stakeholders and community partners to provide exceptional educational opportunities beyond the traditional classroom setting. Dr. Piraino champions a school environment that nurtures students’ growth as scholars, artists, athletes, and citizens. His advocacy has significantly transformed the learning landscape for Franklin Regional students. Under his leadership, the district initiated a comprehensive redesign of education, emphasizing the 5Cs: Critical Thinking, Citizenship, Creativity, Collaboration, and Communication. This initiative led to the development of innovative programs and the transformation of learning spaces, including the renovation of Sloan Elementary into the Franklin Regional Primary School and the construction of the Franklin Regional Intermediate School. These state-of-the-art facilities feature Innovation Centers, STREAM Classrooms, Creative Arts Centers, and Flexible Learning Spaces, providing rich educational experiences. Dr. Piraino also plays a key role in workforce development and community partnerships in Western Pennsylvania, serving as Chairperson of the Westmoreland County Forum for Workforce Development and on the Board of Directors for the Economic Growth Connection of Westmoreland. Dr. Piraino was recognized for his leadership as the 2019 Pennsylvania Superintendent of the Year and the 2018 Westmoreland Chamber of Commerce Member of the Year. He serves on various boards, including the Pennsylvania School Safety and Security Committee, the American Association of School Administrators Governing Board, and the National Center for Educational Research and Technology. Dr. Piraino holds a Bachelor of Science in Special Education from Lock Haven University, a Master of Education in Leadership from Saint Francis University, and a Doctorate of Education in Administrative and Policy Studies from the University of Pittsburgh. He resides in Murrysville, PA, with his wife, Carol, and their five children. Podcast Summary: In this episode of Leaders Learning from Leaders, Dr. Gennaro Piraino, Superintendent of Franklin Regional School District, shares insights from his extensive career in education. With over a decade of experience as a superintendent and recognition as the 2019 Pennsylvania Superintendent of the Year, Dr. Piraino discusses the impact of his early career on his leadership, the importance of collaboration, and the founding of Educational Leadership and Innovation Consultants (ELI). He emphasizes the need for continuous personal and professional growth and the evolving challenges superintendents face, especially post-COVID. Dr. Piraino also highlights the significance of building strong teams, fostering relationships, and maintaining personal balance. He concludes with advice for aspiring superintendents and the importance of mentorship and networking. Topics Covered Early Career Impact: Dr. Piraino discusses how his experience as a learning support teacher and technology integration coach shaped his leadership philosophy, emphasizing the importance of supporting all students in achieving their goals and dreams. Collaboration and Team Building: Dr. Piraino highlights the importance of collaboration and building interdependent systems within educational institutions. He believes in empowering others and fostering continuous growth among staff at all levels. Finding and Nurturing Talent: Dr. Piraino elaborates on his approach to hiring and promoting staff who are skilled and committed to continuous learning and growth. He emphasizes the mutual push for improvement between him and his team members. Founding of Educational Leadership and Innovation Consultants (ELI): Motivated by his wife’s suggestion, Dr. Piraino started ELI to provide executive coaching for superintendents. The initiative focuses on holistic personal and professional development, including health, finance, and organizational leadership. Superintendent Role Pre- and Post-COVID: Dr. Piraino reflects on the changes in the superintendent role due to the COVID-19 pandemic, noting a shift towards focusing on mental health and personal well-being alongside professional responsibilities. Challenges and Support for Superintendents: The episode discusses common areas where superintendents seek coaching, such as personal balance and building effective relationships with school boards. Dr. Piraino stresses the importance of not personalizing uninformed criticism and maintaining a supportive network. Advice for Aspiring Superintendents: Dr. Piraino advises those considering the superintendency to observe current leaders, seek mentorship, and focus on continuous learning at every career stage. He underscores the importance of patience and maximizing each career phase. Contact Information for Further Engagement: Dr. Piraino provides his district and personal email addresses, inviting listeners to reach out for further discussion or advice. This episode offers valuable insights into educational leadership, emphasizing the need for continuous growth, collaboration, and personal well-being in effectively managing school districts. Dr. Piraino welcomes education leaders to reach him directly via email at [email protected]. 

About Dr. George Fiore   Dr. George F. Fiore is a veteran educational leader with over 25 years of experience. He currently serves as the Executive Director of the Chester County Intermediate Unit in Downingtown, PA, a position he has held since 2019.  Dr. Fiore's diverse career includes roles as a teacher, dean of students, principal, district superintendent, and the founding headmaster of the highly-regarded Downingtown STEM Academy. He has also been an adjunct professor at Kutztown University, Cabrini College, and Wilkes University, supporting doctoral and educational leadership programs.  Beyond his administrative work, Dr. Fiore is a strong advocate for public education. He is the President of the Pennsylvania Association of School Administrators (PASA), serves on the board of directors for the Pennsylvania Association of Intermediate Units, and is the President of the Children's Fund of Chester County.  He also chairs the Workforce Development Committee as a board member of the Chester County Economic Development Council.   Dr. Fiore's academic credentials include a Doctorate in Educational Leadership from Immaculata University, a master's degree from Wilkes University, and a Bachelor of Science degree in Secondary Education from Kutztown University. He has earned the AASA National Superintendent Certification and holds other leadership certifications.  Dr. Fiore's expertise extends to publications on educational leadership, with articles featured in the Pennsylvania Association of School Administrators' publications and contributions to local newspapers and academic journals. He is deeply committed to community service through his involvement in various boards and organizations.  Dr. Fiore resides in Pennsylvania with his wife and three school-aged children.  Podcast Summary:  In this episode of the Leaders Learning from Leaders podcast, Dr. George Fiore, the Executive Director of the Chester County Intermediate Unit (CCIU) in Pennsylvania and the President of the Pennsylvania Association of School Administrators (PASA), shares insights into the role of intermediate units in Pennsylvania's education system and the challenges and opportunities facing school leaders.  Dr. Fiore discusses the evolution of Intermediate Units in Pennsylvania, which provide various services to school districts, including special education, virtual learning, executive searches, and technical college high schools. He emphasizes the importance of being proactive in addressing challenges such as the politicization of education, mental health issues, and the recruitment of quality teachers.  As a lead learner, Dr. Fiore emphasizes the importance of continuous learning and adaptation in education, particularly in leveraging emerging technologies like AI to improve efficiency and effectiveness. He discusses the role of current superintendents in mentoring and developing future leaders to ensure the profession's sustainability.  Topics Covered:  Introduction to Intermediate Units: Dr. Fiore explains the role of intermediate units in Pennsylvania's education system, including the range of services they provide to school districts.  Challenges Facing School Leaders: Dr. Fiore highlights key challenges such as the politicization of education, mental health issues among students and staff, and the recruitment of quality teachers.  Role of Superintendents: Dr. Fiore discusses the importance of superintendents as lead learners and mentors in developing future leaders and addressing emerging challenges in education.  Leveraging AI in Education: Dr. Fiore explores the potential of AI to enhance teaching and learning experiences, improve efficiency, and address complex educational issues.  Developing Future Leaders: Dr. Fiore emphasizes the responsibility of current school leaders to mentor and develop future leaders to ensure the sustainability of the education profession.  Overall, the episode provides valuable insights into the evolving landscape of education leadership and the strategies needed to navigate challenges and embrace opportunities for innovation and improvement.  Dr. Fiore welcomes education leaders to reach him directly via email at [email protected].

About Dr. Sherri Smith Dr. Sherri Smith is the Executive Director of the Pennsylvania Association of School Administrators (PASA). Before her time at PASA, she served as Deputy Secretary of Elementary and Secondary Education for the Pennsylvania Department of Education (PDE). Prior to providing leadership at the state level, Dr. Smith led the Lower Dauphin School District for 14 years as superintendent. In addition, Dr. Smith served as PASA President in 2014-15 and as a member of the Board of Governors. Dr. Smith received the Leadership in Public Education Award in 2017, one of the PASA Awards of Achievement. Overview: In this Leaders Learning from Leaders episode, host Steve Barkley interviews Dr. Sherri Smith, the Executive Director of the Pennsylvania Association of School Administrators (PASA). Dr. Sherri Smith discusses the organization's mission, goals, and the challenges and opportunities facing school leaders in Pennsylvania. PASA, a nonprofit organization, supports and cultivates school leaders across the Commonwealth, focusing on superintendents, assistant superintendents, central office administrators, and aspiring leaders. The organization advocates for quality education with legislators, provides professional development through webinars, conferences, and workshops, communicates statewide and federal education updates, and fosters networking among school leaders. Podcast Summary: Dr. Smith emphasizes the challenges facing superintendents, including building effective leadership teams, navigating increased politicization at the local school board level, addressing mental health and aggression among students, and managing teacher workforce shortages and burnout. Despite these challenges, she sees opportunities for innovation and creativity in education, advocating for outcome-focused policies over procedures and promoting collaboration among educators to meet the evolving needs of students. Reflecting on her experience as a former superintendent and deputy secretary of elementary and secondary education, Dr. Smith underscores the importance of advocacy, collaboration, and community engagement in education leadership. She encourages aspiring leaders to lean on support networks, seek mentorship, and embrace the opportunity to make a positive impact on students and society. Topics Included in the Episode: Mission and Goals of PASA: Dr. Smith explains PASA's mission to support and cultivate school leaders in Pennsylvania through advocacy, professional development, communication, and networking. Challenges Facing Superintendents: The discussion highlights challenges such as building effective leadership teams, navigating politicization at the local level, addressing student mental health and aggression, and managing teacher workforce shortages and burnout. Opportunities for Innovation: Dr. Smith identifies opportunities for innovation and creativity in education, emphasizing the importance of outcome-focused policies, collaboration, and community engagement. Insights from State-Level Experience: Drawing from her experience at the Pennsylvania Department of Education, Dr. Smith shares insights on advocacy, collaboration, and the importance of networking in education leadership. Encouragement for Aspiring Leaders: Dr. Smith encourages aspiring leaders to seek support, embrace challenges, and make a positive impact on students and society. You can reach Dr. Smith directly via email [email protected].

About Dr. Gladys Cruz Dr. Gladys I. Cruz is the 2023 President of The School Superintendents Association (AASA) while maintaining a dual leadership role as the District Superintendent (DS) and Chief Executive Officer (CEO) of the Questar III Board of Cooperative Educational Services (BOCES).  As the District Superintendent, Dr. Cruz represents the NYS Commissioner of Education and is responsible for providing strong leadership within the supervisory district and bringing local school district concerns to the attention of state leaders. As the CEO, Dr. Cruz leads the organization in developing, implementing, and providing programs and services at the request of the component districts and serving districts across New York State. Questar III BOCES is located about eight miles outside of Albany, NY. Overview: In this episode of Leaders Learning from Leaders, host Steve Barkley interviews Dr. Gladys Cruz, the District Superintendent and CEO of Questar III BOCES in New York State and the current president of AASA (The School Superintendents Association). Dr. Cruz discusses her dual role as the district superintendent of BOCES and the commissioner's representative in the field, highlighting superintendents' collaborative efforts to address education challenges. She emphasizes the importance of collective wisdom and collaboration in finding solutions. Podcast Summary: Dr. Cruz identifies key challenges facing school leaders, including funding issues post-pandemic, the transition to electric buses, and a shortage of educators. She stresses the need for a comprehensive redesign and rethinking of educational systems to meet the evolving needs of students and the world. The discussion touches on Dr. Cruz's interest in technology and education, encouraging leaders to embrace AI and incorporate it into educational systems. She emphasizes the role of educators in teaching students to discern reliable sources and become critical thinkers. Addressing the shortage of superintendents, Dr. Cruz calls for current leaders to mentor and support the next generation, particularly encouraging diversity in leadership roles. In closing, she expresses gratitude to those in superintendent roles, acknowledging the challenges they face and encouraging them to connect with others in the field. Key Themes: Collaboration and Collective Wisdom: Dr. Cruz highlights the importance of leaders coming together to address challenges while emphasizing the power of collective wisdom collaboratively. Challenges in Education: Funding issues, the transition to electric buses, educator shortages, and the need for system redesign are key challenges facing school leaders. Embracing Technology: Dr. Cruz advocates for integrating AI in education, urging leaders to embrace technology and teach students to use it effectively and ethically. Mentorship and Diversity: The importance of mentorship in leadership roles and the need to encourage diversity, particularly in superintendent positions, are emphasized. Appreciation for Superintendents: Dr. Cruz expresses gratitude to those in superintendent roles, acknowledging the significance of their contributions and encouraging continued collaboration. Dr. Cruz's passion for collaboration, transformative thinking, and technology integration in education shines through in the podcast. Her emphasis on mentorship and building a diverse leadership pipeline reflects a commitment to the future of education. You can follow Dr. Cruz on X @GladysICruz or contact her directly via email [email protected]

About Dr. Charles Dedrick Dr. Charles Dedrick, currently serving as the Executive Director at the New York State Council of School Superintendents (NYSCOSS), possesses a wealth of experience in education leadership. With over seven years in his current role, Chuck oversees the NYSCOSS’ operations, governance, and policy matters. He offers professional guidance, regional presentations, and fosters engagement with NYSCOSS. His career spans leadership roles as District Superintendent at Capital Region BOCES, Superintendent of Schools in Cohoes City School District, and Green Island School District. Chuck holds a Doctorate in Educational Leadership from The Sage Colleges-Sage Graduate School, along with several master's degrees and a bachelor's in Political Science from Excelsior University. About Jacinda Hall Conboy, Esq.  Jacinda Hall Conboy, Esq., known as "Jazz," is the dedicated General Counsel at the New York State Council of School Superintendents (NYSCOSS), serving in this role for over a decade. A proud graduate of Albany Law School of Union University, she expertly handles negotiations of superintendents' contracts and provides invaluable legal counsel. Jazz's commitment to education law extends to educating NYSCOSS members through her engaging legal seminars. She is the driving force behind the Council's Women's Initiative in New York, empowering women in leadership roles. Jazz's influence transcends borders as she leads workshops and discussions both statewide and nationally. Her outstanding contributions earned her the prestigious 2020 "Friend of AASA" award from the national superintendent's association, AASA, recognizing her exceptional dedication to advancing public education. Jazz remains an unwavering advocate for superintendents and a fervent champion for women in leadership. Overview: In this episode of Leaders Learning from Leaders, host Steve Barkley welcomes Dr. Charles Dedrick and Jacinda Conboy, Esq. from the New York State Council of School Superintendents (NYSCOSS). Chuck Dedrick serves as the Executive Director and Jazz Conboy is the General Counsel of NYSCOSS. The episode delves into their roles at the Council and their dedication to advocating for the success of children and communities served by their members. Key Topics Discussed in the Episode: Advocacy for Children: Chuck Dedrick emphasizes the Council's primary mission to support its members in their service to children and communities through advocacy. NYSCOSS is recognized as a respected advocate for education in New York State, known for its unwavering commitment to children's success. Supporting Superintendents: Chuck and Jazz discuss their roles in supporting superintendents by providing professional development, mentorship, and guidance on leadership issues, including gender equity and women in leadership. Educating the Public: The discussion touches on the importance of superintendents' role in educating their local communities and NYSCOSS’ focus on helping superintendents become effective communicators to address diverse needs across the state. Recruitment Challenges: Chuck and Jazz highlight the recruitment challenges facing the superintendency positions, including the lack of candidates, especially in roles like school psychologists and mental health professionals, which is exacerbated by the post-COVID mental health crisis. Succession Planning: The podcast explores how current superintendents can play a crucial role in mentoring and identifying the next generation of leaders, emphasizing the importance of diversity and opening doors for underrepresented groups. Changing Leadership Perspectives: Chuck and Jazz discuss the need to broaden leadership perspectives and encourage leaders to see potential in people who may differ from them in various ways. Diversity and Team Performance: The podcast concludes with a focus on the benefits of diversity in leadership teams and the importance of collaboration among superintendents to address challenges collectively. The episode concludes with Chuck and Jazz sharing the website for NYSCOSS (nyscoss.org) for further information and resources. They expressed their gratitude for the opportunity to discuss their work and emphasized the significance of supporting superintendents in their mission to provide the best education for children.

About Dr. Luvelle Brown Dr. Luvelle Brown is a highly accomplished educator with a diverse background in various educational roles. He currently serves as the Superintendent of the Ithaca City School District (ICSD) in Ithaca, New York, where he has overseen remarkable achievements during his tenure. Recognized as the 2017 New York State Superintendent of the Year, Luvelle Brown has received numerous accolades for his contributions to education. Among his many honors, Dr. Brown was acknowledged by TrustED as one of the nation's foremost educators and thought leaders. In 2022, he was honored with the prestigious Dr. Effie H. Jones Humanitarian Award. His recognition extends to the National School Boards Association, which named him a "20-to-Watch" and a "Difference Maker." Dr. Brown has also been honored with awards such as the Center for Digital Education Top 30 Award and the eSchool News Tech-Savvy Superintendent Award in 2014. His innovative leadership earned him a place among the nation's top 100 Innovative Superintendents, and he was invited to speak at President Barack Obama's 1st National Superintendent Summit at the White House. Apart from his educational roles, Luvelle Brown serves as an adjunct faculty member at SUNY Cortland and St. John Fisher College in New York. He is actively engaged in his community, having been recognized as the Tompkins County Distinguished Citizen in spring 2019. His community involvement includes serving as a term trustee at Ithaca College, a member of the Tompkins County Area Development Board, and a proud member of Kappa Alpha Psi Fraternity, Inc. He also co-founded the nationally acclaimed 100 Black Men of Central Virginia. Overview: In this episode of Leaders Learning from Leaders, host Steve Barkley interviews Dr. Luvelle Brown, the superintendent of Ithaca School District in New York State and author of "Culture of Love: Cultivating a Positive and Transformational Organizational Culture." Dr. Brown is a nationally recognized speaker and consultant with a deep commitment to diversity, equity, and inclusion in education. The episode begins with an introduction of the guest, Dr. Luvelle Brown, who shares his background and passion for creating a more inclusive and loving educational environment. He highlights the unique characteristics of Ithaca, New York, a diverse and vibrant town known for its educational institutions. Key Topics Discussed in the Episode: Ithaca School District's Success: Dr. Brown discusses the significant improvements and successes achieved during his tenure as the superintendent of Ithaca School District. These include a rise in the graduation rate, elimination of achievement gaps, increased participation in extracurricular activities, and recognition for diverse enrollment in high-level academic courses. Sense of Urgency: Dr. Brown emphasizes the importance of leaders feeling a sense of urgency when it comes to meeting the needs of young people. He describes how this sense of urgency has driven positive change in Ithaca. Student-Centered and Equity-Focused Education: Dr. Brown discusses his involvement in the Learning 2025 National Commission on Student-Centered Equity-Focused Education, highlighting the importance of including students in decision-making and curriculum development. He emphasizes that such initiatives benefit all students. Diversity Symposium of Thought Leaders: Dr. Brown talks about his role in organizing the Diversity Symposium of Thought Leaders, an event focused on diversity, equity, and inclusion in education. He underscores the need to create access and opportunities for everyone, regardless of their identities. Culture of Love in Education: Dr. Brown delves into the concept of a "culture of love" in education, emphasizing that it goes beyond emotional connections and includes principles like patience, trust, caring, forgiveness, and commitment. He discusses the importance of incorporating these principles into school practices and policies. Leadership as a Way of Being: Dr. Brown challenges the notion that leadership is solely defined by titles. He believes that leadership is a way of thinking, working, and living that involves facilitating change and inclusivity. He encourages educators to embrace an authentic journey toward creating positive change in education. Inspiration for the Future: Dr. Brown draws inspiration from his ancestors and their fight for a better future. He hopes to inspire others to continue the work of creating an inclusive and equitable educational system. Listeners are encouraged to reach out to Dr. Luvelle Brown via email at [email protected] to connect. Listeners can also learn more about Dr. Brown and his work by visiting his website: https://luvellebrown.com/ This episode offers valuable insights into the importance of fostering a culture of love, equity, and inclusion in education and highlights Dr. Brown's commitment to creating a better educational future for all students.

In this podcast episode, Steve Barkley interviews Dr. Jason Andrews, the superintendent of Windsor Central School District in New York State. He shares the importance of collaboration, high expectations, and support within the district. The conversation covers several key topics: Andrews describes the transformation of Windsor Central School District, including improvements in graduation rates, performance on state assessments, and a focus on providing diverse opportunities for students. They emphasize the importance of creating a "future-ready" environment that empowers students to explore various pathways. Professional Learning Communities (PLCs) significantly affect the district's success. Dr. Andrews emphasizes the importance of collaboration, focusing on student learning outcomes, and providing high levels of support to teachers and students. The district's commitment to the PLC process has led to positive results. The role of school boards and community relationships is highlighted. Dr. Andrews discusses the critical role of the school board in setting the tone and culture of the district. He shares insights on guiding board conversations, providing governance-level information, and working collaboratively with the board to drive positive outcomes for students. Andrews addresses challenges facing schools, such as societal polarization and misinformation, and the need for schools to address these issues. Additionally, he discusses the importance of clarity in measuring student learning and the need to define what success means for students in the education system. The podcast concludes with Dr. Andrews sharing his perspective on school leadership. He encourages new leaders to persevere, emphasizing that while leadership can be challenging, the impact on students and the community is incredibly rewarding. This interview reveals Dr. Andrews' dedication to creating a supportive, forward-thinking educational environment that empowers students, teachers, and the community. Watch the video version of this episode here.  Visit the SuperEval website.

Kevin McGowan, Ed.D., is the Superintendent of the Brighton Central School District, a suburban district in Monroe County, New York. In addition to being highly ranked in New York State (NYS) and nationally, Brighton schools have been recognized as "Schools to Watch," Blue Ribbon award winners, and as a 2018 US News and World Report Gold Medal school. Throughout his work in each position, Dr. McGowan has focused on high-quality systems that provide consistency, accountability, and a focus on meeting the needs of all learners. Dr. McGowan established the commitment to "every student, every day, in every way" in leading the Brighton education community. Beyond his district leadership, Dr. McGowan has previously served on many boards, including as the President of the Monroe County Council of School Superintendents, the NYS Council of School Superintendents, and the Leadership for Educational Achievement Foundation. In 2023, Dr. McGowan was named NYS Superintendent of the Year and AASA National Superintendent of the Year. Watch the video version of this episode here.  Learn more about Dr. McGowan. Visit the SuperEval website.