Across the country, school systems are working tirelessly to improve student outcomes, strengthen instructional practices, and ensure every learner has access to high-quality learning experiences. While districts often focus on curriculum, assessment, and professional learning, one powerful lever frequently determines whether these efforts succeed: learning clarity.

Learning clarity exists when students and educators have a shared understanding of what students are expected to learn, why that learning matters, and what success looks like. It transforms classrooms from places where students simply complete tasks into environments where they actively engage in meaningful learning.

Research consistently demonstrates that students achieve at higher levels when learning intentions and success criteria are clearly articulated. When learners understand the purpose of a lesson and can identify what proficiency looks like, they become more motivated, self-directed, and capable of monitoring their own progress. Learning shifts from something done to students to something students actively own.

For school system leaders, learning clarity should be viewed as a systemwide priority rather than an individual teacher’s practice. Creating clarity requires alignment across multiple levels of the organization. District leaders must ensure that curriculum standards, instructional resources, assessments, and professional learning all reinforce a common understanding of grade-level expectations. School leaders must support teachers in translating standards into clear learning goals and success criteria that are visible and understandable to students.

Learning clarity also strengthens equity. Too often, expectations remain implicit, leaving some students to decipher what success requires while others receive more direct guidance. Clear learning goals and transparent success criteria reduce ambiguity and provide all students with equitable access to rigorous learning. When expectations are visible and consistently communicated, every learner has a better opportunity to succeed.

One of the most effective ways leaders can assess learning clarity is by listening to students. During classroom visits, leaders might ask three simple questions: What are you learning? Why are you learning it? How will you know if you are successful? The quality and consistency of student responses often reveal whether learning goals are truly understood or merely posted on a wall.

As districts continue to navigate academic recovery, evolving standards, and increasing accountability demands, learning clarity offers a practical and high-impact strategy for improvement. It creates coherence across classrooms, empowers students as active learners, and provides educators with a common language for teaching and learning.

The most effective school systems are not simply focused on what teachers are teaching. They are relentlessly focused on what students are learning. Learning clarity bridges that gap. When everyone in the system understands the destination and the criteria for success, student achievement becomes not only more attainable, but more sustainable.

After 32 years of dedicated service as a National Board Certified Teacher in Oklahoma City Public Schools, Lisa Ummel-Ingram’s retirement represents far more than the conclusion of a career. It is the celebration of a life devoted to students, families, colleagues, and community. For more than three decades, Lisa has demonstrated the extraordinary impact a committed teacher can have on generations of young people and the culture of an entire school system.

Teaching is one of the few professions where success is measured not simply by outcomes, but by lives changed. Over the course of 32-years at Wheeler Middle School, Lisa undoubtedly influenced hundreds of students through her encouragement, patience, high expectations, and care. Great teachers leave lasting fingerprints on the hearts and minds of students long after they leave the classroom. They shape confidence, ignite curiosity, and create safe spaces where children believe in their own potential. Lisa’s legacy lives in every student she inspired and every colleague she supported along the way.

Retirement celebrations provide organizations with an important opportunity to recognize contributions that cannot fully be captured through resumes, evaluations, or awards. In education, much of the work happens quietly and consistently over time. Teachers arrive early, stay late, mentor students, support families, encourage coworkers, and often carry the emotional weight of the communities they serve. Recognition ceremonies pause the demands of daily work long enough to honor the humanity behind the profession.

These ceremonies matter because organizational culture is built through what leaders and institutions choose to celebrate. When school systems publicly recognize educators like Lisa, they communicate that service, commitment, and relationships matter. Recognition sends a powerful message to employees that their work is valued and appreciated. It reminds current staff that their contributions are seen, even during difficult seasons in public education.

Recognition ceremonies also preserve institutional memory. Veteran educators carry decades of wisdom, experience, and perspective that shape the identity of a school district. They remember the challenges overcome, the milestones achieved, and the countless stories that define an organization’s journey. Celebrating retirement allows organizations to honor those contributions while inspiring younger educators to continue the tradition of excellence and service.

Equally important, retirement celebrations strengthen community. They bring together colleagues, former students, friends, and family members in shared gratitude. These moments create connection, joy, and reflection in ways that strengthen morale and reinforce the relationships that sustain organizations over time.

As Lisa begins this new chapter, there is much to celebrate. Thirty-two years of service in public education represents extraordinary dedication, resilience, and heart. Her career stands as a reminder that educators are among the most important builders of communities and futures.

As my wife and life partner, I’m so proud of her. Lisa’s retirement celebration is not simply the closing of a professional chapter. It is the honoring of a legacy that will continue through the countless lives she touched throughout her remarkable career in Oklahoma City Public Schools.

Photo courtesy of the Columbus City School District, Columbus, OH.

Across public school districts, a “Portrait of a Learner” has emerged as a powerful way to articulate what we want students to know and be able to do beyond traditional academic metrics. At its best, a Portrait moves a system from compliance to coherence—aligning vision, instruction, and culture around a shared definition of student success. Yet too often, districts stop at the vision statement. The real work—and the real impact—comes when that vision is translated into daily practice across every classroom.

Education system leaders face the real challenge of operationalizing the Portrait, not creating it.

A strong Portrait of a Learner typically reflects durable competencies: critical thinking, collaboration, communication, agency, and adaptability. These competencies resonate with families, educators, and communities. But resonance alone does not drive change. Leaders must ask: What does this look like in a 3rd-grade classroom? In a high school science lab? In a principal’s feedback conversation with a teacher?
Moving from vision to practice requires three deliberate shifts.

First, anchor the Portrait in instructional clarity. Teachers need more than aspirational language; they need concrete examples. What does “student agency” look like during a lesson? How do we observe “collaboration” in a way that is measurable and actionable? High-performing systems translate Portrait competencies into look-fors, performance tasks, and aligned rubrics. This creates a shared instructional language that reduces variability across schools.

Second, align adult systems to the student vision. A Portrait of a Learner cannot live separately from a district’s professional learning, coaching, and evaluation systems. Leaders must ensure that principal walkthroughs, teacher feedback, and professional development all reinforce the same competencies outlined in the Portrait. When adult practices mirror student expectations, coherence accelerates. When they don’t, the Portrait becomes a poster on the wall rather than a driver of change.

Third, build capacity through cycles of practice and reflection. Implementation is not an event; it is a continuous improvement process. Districts should establish routines—such as learning walks, collaborative planning, and data discussions—that focus explicitly on Portrait competencies. Over time, these routines help educators internalize the vision and refine their practice. Importantly, leaders must model this learning stance themselves, using evidence to guide decisions and adjustments.

Equally critical is engaging students and families. A Portrait of a Learner should not be something done to students, but something developed with them. When students can articulate the competencies and see them reflected in their learning experiences, the Portrait becomes authentic and empowering.

Ultimately, a Portrait of a Learner is a promise. It is a commitment to preparing students not just for tests, but for life. For system leaders, the measure of success is not the elegance of the framework, but the consistency of its implementation. When every classroom reflects the vision—when students are thinking deeply, collaborating meaningfully, and owning their learning, the Portrait has moved from aspiration to reality.
That is the work of leadership: turning vision into practice, and practice into impact.

During Black History Month, we rightly celebrate national figures whose names fill our textbooks and timelines. Yet some of the most profound Black history lives in the quieter, everyday leaders who shape communities through presence, principle, and persistence. For me, Raymond A. Jordan (“the Barracuda”), a family man, former state legislator, and a lifelong resident of Springfield, Massachusetts, is one of those men—an extraordinary local leader whose impact on my life and leadership continues long after my time as Springfield’s superintendent (2008-2012).

Raymond Jordan was not a person of flash or fanfare. He was a man of substance. When I arrived in Springfield, new to the city and navigating the complexities of leading a diverse, historic, and often misunderstood district, Ray became more than an advisor; he became a friend, mentor, and confidant. Publicly, he spoke sparingly but powerfully. In private conversations, he listened deeply, asked incisive questions, and never allowed me to take the easy way out of difficult decisions.

What made Ray exceptional was his blend of moral clarity and compassionate pragmatism. He believed fiercely in Springfield’s Black community and all its children, but he also believed in systems that could work—if leaders were brave enough to confront inequities with honesty and humility. He pushed me to see beyond data and dashboards, reminding me that every policy decision carried real consequences for families who had long been marginalized. “Do right by the kids,” he would say, “and the rest will follow.”

Ray embodied a generation of Black leadership that built institutions when doors were closed, created opportunities when none existed, and mentored younger leaders without expectation of recognition. He understood history—not as a distant story, but as a lived reality that shaped Springfield’s present. Through his eyes, I better understood the city’s racial dynamics, its resilience, and its hope.

Perhaps most meaningful was his personal generosity. In moments of professional isolation, Ray was steady. When the pressures of the superintendency felt overwhelming, he offered perspective rather than criticism. He challenged me, yes—but always with care, always with the belief that I could do the hard work that needed to be done.

As we honor Black History Month, I think of leaders like Raymond A. Jordan—men whose contributions may not be widely documented but whose influence is immeasurable. His legacy lives on in the students and families he advocated for, the leaders he shaped, and the values he modeled: integrity, courage, and unwavering commitment to community.

I am grateful to have walked alongside him, even for a season. Springfield is better because of Raymond Jordan. I am better because of him. And his spirit of principled, compassionate leadership remains a guidepost for my work in public education today. May your soul rest in peace, my brother and thank you for the gift of your friendship, wisdom, and leadership example. “Choose your mentors carefully—they matter.”

This year’s Broad Forum 2026 in Los Angeles, CA convened a remarkable gathering of education leaders, alumni, and practitioners committed to advancing public education through courageous leadership, purposeful collaboration, and forward-leaning ideas. Hosted by The Broad Center at the Yale School of Management, the Forum once again stood as a centerpiece in the field’s calendar — a place to reconnect, reflect, and reignite a shared commitment to student-centered systems change.

For many attendees, the Forum has become more than an annual meeting; it’s a professional homecoming. Leaders from diverse roles — superintendents, cabinet officers, network executives, and practitioners across districts and states — came together to share insights, hard-won lessons, and ideas for a more equitable future for all students. Conversations spanned the urgent challenges facing K-12 school systems today — from strengthening teacher retention to scaling effective instructional leadership — and energized participants to translate network learning into action back home.

The Forum’s structure — a mix of plenaries, breakout workshops, facilitated reflections, and peer affinity sessions — created a space where both big-picture ideas and practical strategies could flourish. Attendees participated in sessions focused on teacher retention, leadership development, data-informed decision-making, and equity-centered systems design. This blend helped leaders see not only the complexity of the issues they face, but also the connective threads that tie strong leadership to improved student and school outcomes.

Equally powerful were the informal moments between sessions: the hallway conversations, shared meals, and leadership stories of personal growth and resilience. These interactions underscore a central truth of the Broad network — that leadership cannot be done in isolation. It is the sustained support of a community dedicated to excellence and equity that helps leaders persist when the work gets hard.

As participants left Los Angeles, there was palpable energy and clarity of purpose. Many reflected that the Forum was not just a professional checkpoint but a renewal of commitment — a reminder that while the path forward for public education is complex, leaders who engage deeply with peers and with evidence-based practice are better equipped to shape systems where every child can thrive.

In the months ahead, the impact of Broad Forum 2026 will be seen not just in the conversations it sparked, but in the leadership moves and system improvements that unfold in school systems across the country — a testament to the power of networked leadership grounded in courage, connection, and collective purpose.

As we close the chapter on 2025, we do so with deep gratitude and a renewed sense of purpose. This year reinforced why Ingram Consulting LLC exists: to support K–12 education leaders as they navigate complexity, lead with clarity, and build systems that better serve students, families, and communities.

Across the country, 2025 was a year defined by tension and possibility. District leaders balanced staffing shortages, shifting policy landscapes, and growing demands for equity and academic excellence—all while maintaining focus on teaching and learning. Our work stayed grounded in helping leaders move from compliance to coherence, from isolated initiatives to aligned systems, and from good intentions to measurable impact.

This year, we partnered with districts, states, and national organizations to strengthen leadership pipelines, advance equity-centered practices, and support implementation fidelity. Whether facilitating leadership institutes, coaching district teams, or supporting grant-funded initiatives, our focus remained consistent: build leadership capacity that endures beyond a single program or person. We leaned heavily into systemic coaching, helping leadership teams clarify their theory of action, reduce variability in practice, and strengthen trust as a core leadership lever.

Principal pipeline development also remained front and center in 2025. Conversations around evidence-based instructional leadership, professional learning, and systems of support continued to shape our engagements. We supported leaders in translating research into practice—bridging the gap between what we know works and what happens in classrooms. This work reminded us that sustainable improvement is less about adopting the next new strategy and more about disciplined implementation over time.

Equally important were the moments of reflection and community. Conferences, site visits, and leadership convenings provided opportunities to learn alongside practitioners who are doing courageous work every day. We were especially reminded that leadership is deeply human—rooted in relationships, mentorship, and the responsibility to pay forward what others have invested in us. Honoring mentors, celebrating educators, and lifting up promising leaders were not side notes this year; they were central to our mission.

As we look ahead to 2026, our commitment remains strong. We will continue to support education leaders who are willing to ask hard questions, center equity, and stay the course when improvement work gets difficult. The challenges facing public education are real—but so is the collective capacity of leaders who believe systems can be better than they are today.

Thank you to our partners, colleagues, and friends for trusting Ingram Consulting LLC with your work. We are honored to walk alongside you—and energized for what comes next.

Earlier this month I had an opportunity to visit the Fresno Unified School District and observe the leadership work on the equity front of Superintendent Mao Misty Her and the senior leadership team. Fresno Unified has long been recognized for its resilience, innovation, and deep belief in the potential of every student. Over the past several years, the district has made a bold and inspiring shift: placing equity-centered leadership at the forefront of its strategy for student success. This work is more than a set of initiatives, it is a systemwide commitment to transforming how leaders learn, collaborate, engage communities, and remove barriers so every child experiences a path to opportunity.

At the heart of Fresno Unified’s approach is a shared understanding: equity must be lived, not laminated. The district has embraced leadership practices that prioritize examining root causes, challenging assumptions, and designing supports that reflect the lived experiences of students and families. Building on a robust principal pipeline and leadership development infrastructure, Fresno has invested in coaching, reflective practice, and cross-department collaboration to ensure leaders can act with both courage and clarity.

One of the district’s most powerful strategies is its commitment to collective leadership, grounded in the idea that equity flourishes when teams—not just individuals—take responsibility for outcomes. School and district teams regularly engage in structured learning walks, equity audits, and deep data inquiry cycles that surface disparities and generate actionable solutions. These practices help leaders move from intuition to evidence-based action, focusing not only on “what is happening” but on “for whom and why.” By aligning adult behaviors with student-centered goals, Fresno Unified continues to narrow opportunity gaps and elevate instructional quality across all schools.

The district’s approach also reflects a deep respect for community voice. Equity-centered leadership in Fresno is intentionally responsive to the cultural, linguistic, and socioeconomic diversity of its families. Leaders work alongside parents, caregivers, and community partners to co-design support that honors student identity and removes barriers to engagement. Whether expanding early literacy initiatives, strengthening multilingual learner support, or broadening college and career pathways, community partnership has become a defining feature of Fresno’s equity journey.

Fresno Unified’s work demonstrates that equity is not an add-on to leadership; it is leadership. This vision has helped cultivate a culture where leaders are expected to reflect, learn, and act collaboratively on behalf of students who have historically been underserved. As the district continues refining its systems and deepening its leadership capacity, it stands as a powerful model for districts nationwide.

Ultimately, Fresno Unified’s equity-centered leadership is rooted in a simple but profound belief: when adults learn, students thrive. Through intentional design, courageous conversations, and relentless focus on belonging and opportunity, Fresno is building a future where every student not only succeeds, but feels seen, valued, and empowered to lead.

This past weekend, I had the opportunity to celebrate the 2025 United States Air Force in Europe (USAFE) Football Reunion with some of my teammates and competitors. Approximately 200 former officials, coaches, players and their families gathered in San Antonio, TX to celebrate the league’s history and legacy. In my view, football and military service are two sides of the same coin: discipline, sacrifice, preparation, teamwork, and execution.

USAFE football was a military league that existed from 1946 – 1993 and originated to provide entertainment for service members and their families stationed in Europe.  During the Cold War, American servicemen stationed across Europe played full-tackle football in a league that brought community, competition, and a slice of home that helped build morale and unity. The league is considered a precursor to modern professional European football leagues.

Teams were arranged into three geographic conferences, the: United Kingdom Sports Conference (bases in the United Kingdom), Continental Sports Conference (bases in Germany and France), and the Mediterranean Sports Conference (bases in Italy and Greece).

Playing football in Europe served more than just a recreational purpose. It was a form of camaraderie, morale building, and a cultural bridge to home. Many servicemembers, far from American soil, found in USAFE football a slice of familiarity and competition to connect around.
The games also drew families, dependents, and local host-nation audiences — sometimes becoming social events on base. Over time, rivalries fostered and traditions were built that survived even beyond the league’s active years.

As a former player and strong safety for the Wiesbaden Flyers from 1981-83, I have many takeaways from my playing days, to include the importance of hard work, discipline, teamwork, and perseverance through success and disappointment. As players, we didn’t care about color or race, political persuasion or religion, only if you could throw the ball, run, catch, hit and tackle.  Although USAFE football was a second job, admittedly, life is a whole lot bigger. Having played in Europe and served in the United States Air Force, I’m a better person for being a part of something greater than myself.

“Football is like life. It requires perseverance, self-denial, hard work, sacrifice, dedication, and respect for authority.”—Vince Lombardi

When Dr. Todd A. Walker stepped in as superintendent of Richland One on July 1, 2025, he didn’t waste time in laying the foundation for change. His early work has centered not on mandates or sweeping policy moves, but on a careful, participatory entry plan designed to engage stakeholders, diagnose strengths and weaknesses, and build a long-term vision. This “90-Day Strategic Entry Plan” sets the tone for what many hope will be a more transparent, accountable, and community-centered era in Richland One, Columbia, SC.

I had the opportunity to support Superintendent’s Walker intentional entry work earlier this month as a part of his Academic Performance and Leadership Transition Team and his invitation to include trusted advisors as a part of the process. The district is comprised of over 21,000 students, more than 4,000 employees, and a budget exceeding $500 million.

A key pillar of Walker’s approach has been hosting “Listening & Learning Sessions” across the district. Throughout September and October, he’s opened forums for students, parents, teachers, staff, and community members to weigh in on what matters most to them—and what they want Richland One to become. The sessions are informal and designed to elicit honest feedback, not just from leadership but from everyday people who live the realities of the district. Venues like community centers, schools, parks, markets, and churches have all been used, demonstrating an effort to meet people where they are.

Superintendent Walker outlined early goals that include strengthening academic outcomes, improving transparency in operations, and addressing financial concerns. These are not vague aspirations: his entry plan lays out that by the end of his first 90 days, he will deliver a written report of findings to the Board of School Commissioners. Then, at 120 days into his tenure, a draft of “Vision 2030” for the district will be presented to the public.

This structured timeline helps set clear expectations both for what the community can expect and when, and for how Dr. Walker will measure initial successes. It also opens pathways for accountability: the community and Board will have documented benchmarks to assess what has been heard, what has been acted upon, and what remains in progress.

While the Listening & Learning Sessions are wide in scope, the early focal areas are clear:

• Academic improvement: Walker is looking at what is—and isn’t—working for students’ learning and outcomes.
• Financial stewardship: He has made clear that stabilizing and clarifying the district’s finances will be a priority.
• Building trust through transparency: Whether it’s through broad community input, public reporting, or more open operations, Walker appears committed to restoring confidence in the district’s leadership.

Superintendent Walker’s entry plan is ambitious—but it’s also grounded in fundamentals: engagement, clarity, and follow-through. The listening-learning model gives space to people who are often overlooked, while the clearly timed deliverables offer accountability. As Richland One moves forward, the real test will be in translating what’s heard into what’s changed—and doing so in a way that’s visible to the community. If Walker’s early steps are any indication, he understands that trust is built not just by intention, but by consistent, tangible action. Wishing Superintendent Walker and the Richland One community every success in the work ahead.