As Black History Month ends this year, I am drawn to a quote by James Baldwin: “It is certain, in any case, that ignorance, allied with power, is the most ferocious enemy justice can have.”

When we examine this quote through the lens of education, we can’t help but be confronted by the movement in many states throughout the country to favor patriotic education over one that is racially conscious. The movement that is afoot to oppose diverse education curriculums such as the New York Times The 1619 Project and ban books such as Maus, a graphic novel about the Holocaust, deeply aligns with the sentiment of Baldwin’s quote.

On its face, patriotic education seems innocuous and there’s certainly nothing wrong with patriotism, in and of itself. But some historians suggest it has become code for teachings that omit or minimize important parts of history, so as to not make others in our midst uncomfortable with the unpleasant parts of the nation’s history. It is said, schools are a microcosm of what we see in the world and the past lives in the present.

Education supporters have always borne the responsibility of speaking truth to power when that power is used as a tool that threatens truth and justice. Brown vs. the Board of Education; Ruby Bridges, Leona Tate, Gail Etienne, and Tessie Prevost and their courageous acts to desegregate a New Orleans school; Jane Elliot and her blue eyed/brown eyed experiment, exemplify the various forms conscientious objection has taken over the years.

Our work continues today through the efforts of educators, parents, youth, and stakeholders at all levels working to develop and sustain culturally responsive educational frameworks. Culturally responsive leaders know and trust that embracing our history means understanding all of our history, the good, the bad, and the ugly; not to find fault or assign blame, but to truly learn from our mistakes and teach them so we don’t repeat them, to help make the world a better place for all of us.

The role of public education is essential to moving our nation forward with the development of systems and institutions that are just and equitable for all. Denying students, the full history of our nation’s past only fosters ignorance, which is “the most ferocious enemy justice can have.”

Being intentional in my reflections of the past year has been a healthy way to help me grow and prepare for the new year and beyond. My mantra is that everyday I want to be a better version of myself than I was the day before, in all things, personal and professional. Below are some of the reflection questions I’ve been pondering with answers. They are not intended to be all inclusive but an opportunity to share a snippet of my reflections as I think about the new year and plan ahead.

What is the most important lesson you learned this year?  Living the convictions of my faith and core values while striving to empower and inspire others, instead of telling them what to do, through leadership development (individuals and teams), mentoring, and coaching in the public education space.

What challenges did you overcome? Like many of you, I’ve been fighting the mental fatigue of COVID-19 and all its variants in the global pandemic while trying to stay safe. It’s natural to feel mentally weary or stressed at a time like this but also important to take the necessary precautions by prioritizing our physical health and safety along with our mental wellbeing.

What did you do for your career growth?  As a leader, I’ve continued to spend considerable time reading, networking, and virtually attending industry events to learn as much as possible about public-school education as a profession. However, my biggest growth accomplishment was achieving certification on the use of the Emotional Quotient Inventory (EQ-i 2.0) and EQ 360 assessments.

What are you most proud of this year?  Successfully managing an independent consulting practice as a nationally sought after thought leader that has sustained lasting client relationships by meeting the varied needs of school, district, and state education agency leaders, and national non-profit and philanthropic organizations. A key ingredient to our success has been through knowing our value, delivering on expectations, taking care of existing client relationships, and new network connections.

How did you live your core values? It starts with differentiating purpose from passion while making sure my core values like faith and family; teamwork, trust, and mutual respect; servant leadership and paying it forward; and excellence (not perfection) guide my decisions and actions and are a natural part of my authentic self.

How did you fail? Everyone fails. It’s a natural part of life. I once read (Dare to Succeed) that the goal is to “learn the lesson and forget the details.” In other words, don’t dwell on it and hopefully you won’t make the same mistakes twice. One area I’d like to improve upon is in certain aspects of interpersonal relationships (e.g., understanding what causes the struggle, extending grace, and not giving up on others prematurely in today’s divisive climate). It’s a work in progress and I’m committed to being better.

Who or what had the biggest impact on your life this year?  A professional colleague, protégé, and one of my best friends, Dr. John Barker, from Memphis, TN.  We share an affinity for improving public school systems, particularly in urban districts.  Our families are close, we embrace a growth mindset, and we share our faith. We’ve pushed each other’s thinking and learned from one another on the regular — “Iron sharpens Iron.”

What are you thankful for this year? Family, friendships, health, opportunities to make a difference in the lives of others and living my dream.

Here’s wishing all of you a happy and safe holiday season and a healthy and prosperous New Year!

“I can be changed by what happens to me. But I refuse to be reduced by it.” — Maya Angelou

Everyone knows that leadership requires vision, strong communication skills, acumen, and strategic thinking, but separating a good leader from an extraordinary one is a trait that is far less cerebral in nature. The adage “when life hands you lemons, make lemonade” has been tossed around so often, it’s almost cliché. But the allegory is reflective of an important personality trait shared by leaders who have reached and sustained some of the greatest levels of success.

I recently reread a leadership article published in the Harvard Business Review: Crucibles of Leadership (Bennis and Thomas, 2002), describing the lemonade out of lemons analogy as “crucibles.” Or rather, the trials and tests that cause a leader to “examine their values, question their most basic assumptions, and hone their judgment.” When viewed through a lens such as this, adversity can be transformational, triggering some leaders to emerge from their trials stronger with a more definitive purpose than ever before.

As public-school leaders committed to equity in education, we must expand our adaptive capacity. Certainly, we have no shortage of opportunities to practice the skills required to look at our adversities and challenges head-on and view them as catalysts for positive change. The article recognizes that these “crucibles” can take many forms including the severity of violence, illness, other traumatic circumstances, and even including moments of self-doubt, although not all crucible experiences are traumatic.

During the hardest of trials, as leaders, we must have the discipline and mindset to look inward and do more than cope with our circumstances. As we grow in our leadership roles, we must stay ready to learn from our difficult experiences without losing hope. We must set our minds on creative ways to make lemonade out of lemons.

One lasting takeaway for me from the article was a clear and compelling acknowledgement: “Everyone is tested by life, but only a few extract strength from their most trying circumstances. They’re the ones we call leaders.”

The first time I saw General Colin Powell standing at the side of President Ronald Reagan in his role as National Security Advisor at the White House, I felt as tall and proud as the four-star General looked.  I saw myself reflected in his example. It was profound to see that hard work and perseverance had paid off so remarkably for someone who looked like me, and it helped fuel my fire.

I became inspired by General Powell’s story as a soldier, diplomat, and statesman. I was inspired also by his ascent from humble beginnings as the son of immigrant Jamaican parents with a public education and degree from New York City College. Intuitively, I knew there was a lot I could learn from Colin Powell, if even from afar. Over the years, I would follow his career closely, remaining inspired by his leadership, which culminated with his trailblazing role as the first black Secretary of State.

As an Air Force veteran, I was impressed, of course, by General Powell’s military ascensions and as I studied him more, I learned his servant approach to leadership appeared foundational to his success.  It was a formula I wanted to model, and I was gripped when Colin Powell plainly laid out his leadership story in his 1995 memoir entitled My American Journey.

There is much we all can learn from General Powell’s leadership principles as we embark upon our work in the fight for educational equity and improved outcomes for all students. I attempt to embody Colin Powell’s 13 Rules for Success and Leadership daily.  Some days I do well and other days I fall short. I know, however, that as long as I keep reaching for those heights, my trajectory and my work is rooted in excellence.

As I read the words General Powell’s family has shared with the world since his death, I am reminded of Colin Powell the man. He was of strong character, integrity, and loyalty – if even to his detriment. When the Secretary of State found himself misled by bureaucratic rivals to the point where he would unknowingly falsely declare that weapons of mass destruction were held by Iraq and Saddam Hussein, for example, he continued to “go high” never uttering a disparaging word against his colleagues in government.

It takes a giant of a man to stand tall and proud under such circumstances and General Powell was that man. The character he displayed served up another lesson for me along my leadership journey. One of the greatest honors of my life was to meet him personally as we exchanged words in the Green Room of a Boston-based event. I shook his hand and stood next to him, as he did next to Reagan. In that moment, I felt as tall and proud as he looked on that day in 1987. My pride was rooted in all that he achieved and in my recognition of his standard of excellence so many years ago.

His death at the hands of COVID-19 is tragic. But I will remember Colin Powell for the unforgettable life he lived and the blueprint for excellence he leaves behind. Rest in Peace, Mr. Secretary. You blazed a trail, and your legacy will live forever as an inspiration to me and to those who come after us both.

The Wallace Foundation is a national foundation dedicated to supporting and sharing best practices to expand learning and enrichment opportunities for children. As further evidence of their continued commitment, they are doubling down with an estimated $102 million investment in a new initiative to develop principal pipelines for equity-centered leaders that supports eight large, high-needs districts. See ECPI launch announcement at: Equity Centered Principal Pipeline – Wallace Foundation.

Each district’s partnership team will receive grants totaling $8.24 million over a five-year period, (assuming they are successfully renewed each year) to advance its own vision of equity. The driving aim of the grant awards is to further the districts efforts to develop and support highly effective school leaders while addressing equity-centered practices that directly impacts student achievement. Through a series of independent research studies, the work of the eight districts is expected to generate useful insights for benefit to the field.

The eight district grantees were selected through a rigorous and competitive process and demonstrated evidence of strong support for the initiative from local stakeholders, university partners, and the relevant state education agency. The participating District Partnership Teams include:

• Baltimore City Public Schools, Maryland
  • With local partners, Morgan State University, Towson University, and the Maryland State Department of Education
• Columbus City, Ohio
  • With local partners, Ashland University, Ohio State University, and the Ohio Department of Education
• District of Columbia Public Schools, District of Columbia
  • With local partners, Howard University, George Washington University
• Fresno Unified School District, California
  • With local partners, San Diego State University, National University, and the California Department of Education
• Jefferson County School District, Kentucky
  • With local partners, Spalding University, University of Louisville, and the Kentucky Department of Education
• Portland Public Schools, Oregon
  • With local partners, Portland State University, Lewis and Clark College, and the Oregon Teacher Standards and Practices Commission
• San Antonio Independent School District, Texas
  • With local partners, University of Texas, Austin, University of Texas, San Antonio, and the Texas Education Agency
• Winston-Salem/Forsyth County Schools, North Carolina
  • With local partners, University of North Carolina at Greensboro, Appalachian State University, and the North Carolina Department of Public Instruction

As part of my independent consulting work over the past six years I’ve had the privilege to support the Wallace principal pipeline initiative working with various districts, state education agencies, and other partners to grow school leaders as agents of change in their respective communities. In this next phase of the Wallace work, I’m excited to be working with Columbus City Schools (the largest and most diverse district in Ohio) as we begin this exciting ECPI work.

“One of the joys of reading is the ability to plug into the shared wisdom of mankind.” — Ishmael Reed.

Learning opportunities come in many forms. One way in which I have always found to be important to supporting my growth and development is through independent reading. A good book I would highly recommend for aspiring superintendents and superintendents alike, or others interested in a realistic view of school leaders is “Tales from the Top: Stories Only School Superintendents Could Tell.”

Public school superintendents have one of the toughest jobs and yet experience some of the richest stories to come out of the more than 16,000 school systems in the nation. Being a good storyteller is a natural part of their demeanor.  This book is filled with a rich collection of interesting stories and an excellent learning experience. The authors suggest, “current superintendents may take solace in knowing that others have gone through similar experiences. Prospective school superintendents may get a realistic “taste” of the types of issues they may encounter that are not covered in traditional graduate school programs.”

About the authors: Tim Quinn and Shelley Keith, have been my mentors and wonderful friends for almost 15-years. Tim is a former superintendent, college president and has been recognized nationally as a pioneer in superintendent preparation, coaching and support; Shelley is a prolific writer, confidant, and advocate for education leaders with over 20-years experience in higher education in the areas of human resources, planning and governance.  The biggest lessons learned from my relationship with Tim and Shelley were affirmations around mental toughness, being politically astute, and morally fit to serve in the superintendency (which by the way also have profound life applications).

Although they are now retired, their goal was to reach out to their network to gather at least 100 great stories for the book from various districts and superintendencies across the nation (e.g., large, small, urban, suburban, rural, rich, and poor). Profits from the book sales will go to scholarship funds for high needs children.

Enjoy the read and wishing all of our current superintendents, their staff, and students every success—keep the faith and keep making a difference in the lives of children and families, placing the greatest priority on the health and safety of all.

When written in Chinese, the word ‘crisis’ is composed of two characters. One represents danger and the other represents opportunity.   – John F. Kennedy

When school districts open this fall for the 2021-22 school year, the challenges faced in the previous 18 months will likely have reshaped everything from the delivery of education and immediate operational functions to longer-term strategic goals for many communities.

It is a reassuring and positive outgrowth from one of public education’s most upending experiences. And though the uncertainty of COVID-19 continues to shroud the expectations of administrators, it is important to acknowledge the ways in which it forced administrators to re-imagine education. Dan Domenech, executive director of AASA, the school superintendent’s association, told the Washington Post in a March 15, 2021, article, “There are a lot of positives that will happen because we’ve been forced into this uncomfortable situation. The reality is that this is going to change education forever.”

That is both a cause for hope and a call for action. The coronavirus pandemic highlighted truths for the nation, which education equity seekers have been declaring for years. It compelled educators who may have resisted technology as a teaching tool to embrace it. Concepts such as the “accelerated learning, personalized learning and individualized pathways for students” were thrust from the shadows into mainstream solution-oriented conversations. Never before has the potential to re-imagine public schools been engaged upon on this scope and at this level.

For some districts, the change is immediate and has taken the form of new virtual schools opening for students whose unique needs were proven best met by remote education models. Others are working feverishly to implement new strategies grounded in student learning acceleration. Some districts have strengthened parent engagement opportunities having developed stronger relationships with parents and guardians during the pandemic. Still yet, district leaders are going to have to be intentional in their efforts to bring students and families back into the fold.

These re-imaginations foster feelings of encouragement for the future of public education. My wish for educators as the new school year gets underway is that this sense of hope is harnessed, celebrated, and made actionable even under the uncertainties caused by COVID-19 and now the Delta variant.

I remind everyone to be kind to yourself and protective of your health—whether that means masking, taking the vaccine, social distancing and/or any and all other health and safety measures that may best serve you and your community. As educators, you are often the leaders who families, students and your peers look to for guidance and as exemplars. I am confident your passion and dedication will continue to drive you and inspire others as we embark on the 2021-22 school year.

“Over the years I have become convinced that we learn best—and change—from hearing stories that strike a chord within us… Those in leadership positions who fail to grasp or use the power of stories risk failure for their companies and for themselves.” – John Kotter, Harvard Business School Professor, and author of Leading Change

Sharing your leadership story publicly is not about blowing your own horn or being boastful, nor is it about fantasizing or spreading untruths.  Good leaders understand and embrace the opportunities to leverage their stories to create a clear and compelling message that energizes, inspires, and offers hope.

Jeff Gothelf, noted author, coach, consultant, and keynote speaker, in his Harvard Business Review article “Storytelling Can Make or Break Your Leadership” (Oct 2020), offers five characteristics of effective storying telling in the following link: Storytelling Can Make or Break Your Leadership (hbr.org) and a summary of which are: be audience specific; contextualize your story; humanize your story; make it action oriented; and keep it humble to show capacity for growth and development, and to build trust. I have had the opportunity to work with a number of aspiring leaders to develop and share their leadership stories, e.g., challenges in life that led to learning, individual and team achievements, a higher calling, etc.

As I reflect on my own journey and a snippet of what I’ve shared with various audiences on occasion, I hope it provides a glimpse of what motivates me, an invite to know me and how I think, and a bit of hope to others. I think about my childhood and growing up in Detroit, MI, the oldest of three siblings with a single parent mom and the first person in our family to graduate from high school. I think about surrogate parents and the challenges of attending nine schools in my K-12 experience and changing schools every year in high school (two states, MI and SC). And not to be overlooked, I think about the life lessons learned from little league and varsity sports, dreaming of playing football in college and beyond. Those dreams never materialized, but they developed a healthy competitive spirit along with purpose, something to strive for that was constructive, and built grit.

Although I did not get to play football on a college team as I dreamed of as a child, I served on one of the most prominent teams in the world as a proud member of the United States Air Force before retiring after 22-years of active-duty service and going on to become an urban public school district superintendent. I never saw a down as a player in a college stadium, however, thanks to some great coaches, mentors, and supportive role models in my journey, I did make it into the south end zone in Memorial Stadium at the University of Oklahoma to receive my doctorate in education.

Your leadership stories and life lessons can provide powerful sharing opportunities to connect with staff, members of your leadership team, aspiring leaders, and mentees. Understanding and sharing your story not only gives insights into who you are, how you think, what motivates you, and/or the hurdles you’ve overcome in life, it can also serve as an inspiration to many, including young people who need an example to lean into.

The American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund under the American Rescue Plan (ARP) Act of 2021, enacted March 11, 2021, provides $122 billion to states and school districts to support the safe reopening of schools and meet the needs of all students. Forty states have submitted their ARP ESSER state plans to the U.S. Department of Education, Office of Elementary and Secondary Education, in early June for approval. Thus far, approximately 12 states have had their ARP ESSER Plans approved while others are under review. States must allocate 90% ($109 billion) to school districts.

The Council of the Great City Schools (CGCS) and the Wallace Foundation have joined forces in leveraging resources to assist districts with spending and implementation planning for using ARP ESSER investments strategically in addressing the unfinished learning needs for all students, particularly those for low income, English Language Learners, and rural students who were disproportionately affected by remote learning. The CGCS has developed a new toolkit of resources and recommendations (guidance document) to help plan and support district ARP ESSER investments cross-functionally, systemically, and deliberately: CGCS_Funds Resource Guide_v10.pdf

Similarly, the Wallace Foundation (Education Leadership Division) has created an American Recovery Planning Professional Learning Community (ARP PLC) and 78 districts have opted to join the network and will receive consultancy services from now through December 2021 for strategic planning in the use of ARP ESSER Funds, critical friend feedback on plans and/or further support to strengthen their principal pipeline work locally. The ARP PLC also includes a series of network convenings where district leaders can learn from one another with similar issues to gain actionable insights; and principals from participating districts will also have an opportunity to participate in a separate network forum where they too can learn together in facilitated discussion groups.

The COVID-19 pandemic created unique needs for educators and students alike, while exacerbating existing inequalities. As part of the Wallace consultancy outreach, I will have the opportunity to work with leaders in 5 of the 78 districts from Cincinnati Public Schools, Cincinnati, OH; Clark County School District, Las Vegas, NV; Hillsborough County Public Schools, Tampa, FL; Miami-Dade County Public Schools, Miami, FL; and Shelby County Schools, Memphis, TN. I am honored to help support the efforts of district leaders from the above communities as they all work to think deeply in using this unprecedented infusion of federal funds into their local public educations systems to improve outcomes for students.

“I have always believed that the single most important task we have as a nation is to make sure our young people can go as far as their dreams and hard work will take them. It is the single most important thing we can do for our country’s future. And we’ve got to do it together.” President Barack Obama

Great men are not born. They are made. And a man’s greatness can be made in a myriad of different ways. The experiences a boy has at the hands of his father are perhaps the greatest influence of all, as parents are their child’s first teachers. But for some young men, a father’s influence may be minimal or entirely absent. That is why organizations such as My Brother’s Keeper (MBK) and Becoming a Man (BAM) play a critical role in communities of color.

Circumstances interrupt lives in families of all races and colors. But statistics indicate that there are more single-parent households in communities of color than in white communities. The Annie E. Casey Foundation, in their latest report, cite the numbers as high as 64 and 42 percent in Black and Latino households, respectively, compared to 24 percent in White households. Furthermore, 80 percent of Black and Latino boys are not reading at grade level by third grade (National Center for Educational Statistics).

Boys and young men of color need the influence of caring adults who look like them to help them become men. Schools can help make that happen. In 2001, for example, the BAM program was launched in Chicago to help young men navigate difficult circumstances that threaten their futures. According to the program’s website, founder Anthony Ramirez-Di Vittorio created a safe space for young men at Clemente High School to openly express themselves, receive support and develop the social and emotional skills necessary to succeed. Now in its 19th year, the BAM program serves more than 8,000 youth in 140 schools.

In February 2014, President Barak Obama launched MBK, a program designed to address persistent opportunity gaps facing boys and young men of color. MBK leads a cross-sector national call-to-action focused on building safe and supportive communities for boys and young men of color where they feel valued and have clear pathways to opportunity. In communities throughout the nation, that cross section is comprised of local leaders, nonprofits, corporations, philanthropists, and local residents who bring resources to support an empowering agenda for young boys that is rooted in education and a belief in second chances.

I often reflect on my own journey. I am always so incredibly grateful for the mentor and surrogate father who played such an integral role in shaping me into the man I am today. So, as we approach Father’s Day 2021, I’d like to recognize the many outstanding fathers raising their sons and the remarkable men helping to raise boys who may not be of their loins, but are certainly of their hearts, their families or even their communities.

I also encourage all school districts largely serving students of color to consider more evidenced-based programs that can provide hands-on mentoring for boys and young men so that they become great men in the myriad of ways they are meant to become.