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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.

The national debate about whether or not to teach critical race theory in schools has been in the news and has garnered attention and ire for quite some time. Critical race theory is rooted in academic theory that racism is ingrained in the history of the United States and still impacts laws in place today. Opponents of critical race theory argue that the teaching tells a story, which paints white males as inherently racist, sexist, or oppressive, whether consciously or unconsciously.

Recently, my current state of residence took center stage in the debate when Gov. Kevin Stitt signed a bill into law prohibiting critical race theory from being taught in our schools. “I firmly believe that not one cent of taxpayer money should be used to define and divide young Oklahomans about their race or sex,’ Stitt said when passing the law.

Oklahoma is far from alone in its position on critical race theory. In fact, South Dakota, Tennessee, Arizona, Utah, and Arkansas are among the states with a ban on critical race theory. While states like Texas continue to consider following suit.  Critical race theory has been described as a self-destructive, America hating, anti-reality idea. Those who wish to see it banned from teaching in schools argue that it questions the very foundations of the liberal order.

Many superintendents and district leaders argue quite the opposite. Here in Oklahoma, for example, a number of educators across the state denounced the governor’s action. After years of focusing on ways of ensuring equity and inclusion in our schools, education leaders point out that America has just barely begun cultivating a climate for honest, constructive dialogue about the ways in which race and racism influence American politics, culture, and the law. Proponents of its teaching argue that removing access points to these conversations in a safe environment facilitated by trained educators undercuts our work to eliminate racism before it can even begin.

While education leaders across the nation have stepped out to challenge prohibitions on critical race theory, the issue does not rest solely with educators. At odds with the governor here in Oklahoma, for example, is the leadership of the 1921 Tulsa Race Massacre Centennial Commission.

This debate is ugly and painful, not unlike the work we as educators have been immersed in for many years to ensure equity and inclusion in public education. But I submit that engaging in the difficult conversations is necessary if we are to move beyond the status quo and address the serious issues of race and racism in our society that for far too long have been ignored.

In a recent conversation with a professional acquaintance, I was asked about the difference between coaching and mentoring. At the time, my response was muddled by a flood of memories from my own experiences that has since given me pause to reflect on the vast number of coaches and mentors who have made a significant difference in my life (personally and professionally).

Coaching is a capacity development process and can be described as support given by an experienced person to an individual learner (or group) in achieving a specific personal or professional goal. Mentoring refers to a counseling endeavor where a person guides a less experienced individual to help maximize their potential. Coaching is task oriented, structured, time bound, and well planned, whereas mentoring is relationship driven, long-term and typically provided through an informal role.

Having access to a support system of trusted confidants, critical friends, and thought partners you can go to and lean on for help can be the difference in success or failure. My reflections centered on those individuals who entered my life at various stages of my journey and includes teachers, former supervisors, role models, executive coaches, men and women from various geographical locations, diverse backgrounds, and ethnicities.

These are not casual acquaintances. The common dominator is each individual cared enough about me to invest their time, effort, care, and concern. In some cases, it involved opening doors, a peek behind the veil involving their decisions, providing personal advice, or explicit and intuitive feedback to help navigate tough tasks, challenging assignments, or career decisions but nonetheless, all were rooted in a relationship. Many of which continue to this day.

The days of the rugged individual going it alone are long gone. Coaching and mentoring are both important roles in developing human capital of any organization. All of us need support at various stages in our life’s journey, whether it is about individual (or team) performance and efficiency or career progression and effectiveness. In the right situation (e.g., learning and development strategy), coaching and mentoring can be effective approaches to developing leaders at all levels.

“We are reminded that, in the fleeting time we have on this Earth, what matters is not wealth, or status, or power, or fame, but rather how well we have loved and what small part we have played in making the lives of other people better”—Barack Obama.

The Wallace Foundation has released its second of three influential principal pipeline research reports, The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership (April 2021). This report written by Vanderbilt University and Mathematica researchers, summarized that the number of assistant principals has grown substantially in recent years, and with reexamination, the role of assistant principals could do more to leverage support for educational equity, school improvement, and principal effectiveness. The overarching purpose of the study according to the researchers, was to “shine a spotlight and synthesize the evidence” about assistant principals over the last 20 years. Some of the key findings suggest that assistant principal growth has become more prevalent (83%), educators of color and women face institutional barriers to advancement, assistant principals could help promote improved school climate and student outcomes, and the relationship between assistant principals’ experience and future principal performance is mixed. However, specific roles of assistant principals can matter for school outcomes (e.g., coaching teachers, visibility in the classroom, and paying attention to cultural inclusivity). Far too often assistant principals get pigeonholed into roles that limit their pathway to a principalship which is further amplified by ambiguous performance expectations and inadequate systems of support. The researchers acknowledge that the evidence base is still nascent.  The next Wallace Foundation report will examine Principal Preparation and Professional Development due out later this year.  To access the full Role of the Assistant Principals research report, visit the Wallace Foundation Knowledge Center at: The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership (wallacefoundation.org)

As educators who are dedicated to laying foundations upon which systems of equity can build, we must look inward with honesty, compassion, and openness. The Leadership Academy recently rebranded a list of six research-based leadership dispositions that are crucial for leaders addressing issues of bias, inequity, and race. One of the dispositions asserts that as leaders, our education equity work must be predicated on our understanding of our own personal values, assumptions, beliefs, and even our own unconscious biases.

An education leader’s honest inward look is the starting point for the transformation of systematic and persistent racism in education.  But critical self-reflection is hard work, and it is not for the weak-hearted. It is difficult to look within for the purpose of honestly confronting our biases, challenging our beliefs, and evaluating our relationships. Thankfully, there are resources available to help us traverse this territory. Agencies, consultants, universities, and organizations have professionals who are trained to facilitate difficult conversations that enlighten without casting dispersions or heaping guilt upon us as we discover our biases or realize the privilege we may have been afforded throughout our lifetimes.

The key to unlocking these discoveries to advance equity in education in school districts is a consistent and deliberate delivery system steeped in a sense of urgency. School districts must embed this work in their strategic plans, mission statements, interactions, decision-making and practices. They must attest to this work in a way that holds them accountable, and they must include everyone in the district, from policy makers to educators and support staff. When district staff and stakeholders see that this work does not take a back seat to the budget season, the coronavirus pandemic, or high stakes testing, for example, its importance will register with them. When the evaluation of school leaders includes a measurement of their commitment to equitable outcomes, they will respond. As counter intuitive as it sounds, personal reflection should be mandated and appraised.

I highly recommend that every education leader read the six dispositions listed in The Leadership Academy’s rebranded publication. I point out the disposition of self-reflection in this article, but the others are equally important and worthy of commitment. They challenge us to model equity in our personal lives; strengthen our cultural competence; build up others to do this work; and actively and effectively confront the inequities we seek to change.

If public education is going to transform into a system that is truly equitable, it cannot be business as usual. Radical change is called for and, in this case, as educators, we must be the change we want to see.

The Leadership Academy’s publication on Equity Leadership Dispositions is available here: https://www.leadershipacademy.org/resources/equity-leadership-dispositions-2/  

This past weekend, I said farewell to a good friend (Mickey Alston) who passed away at age 81. Mickey was a retired New York City police detective (and an Air Force veteran) who I first met through his daughter (Jackie) while stationed at Tinker Air Force Base, OK. Jackie, her husband (JC) and their son, Justin were stationed at Tinker around the same time my wife and I were reassigned and arrived from Germany. Mickey (and his wife) would visit Oklahoma City from New York City periodically to spend time with Jackie and her family. We would sometimes get together for fellowship and outings at the homes of various friends to cook out, play cards (bid whist) and partake in adult beverages.

One of the most powerful examples of love I’ve ever witnessed, was when Jackie died unexpectedly in 2004 at age 41, Mickey promptly moved to Oklahoma City, bought a new home, and gladly stayed to help raise and support Justin. He was a devoted granddad.

My relationship with Mickey was largely social, but I knew him as a wonderful human being who loved his family dearly and once told me, “I’m very grateful that I have lived long enough to see my grandson become a young man.”  Justin went on to graduate from college at the University of Oklahoma and also obtained his master’s degree.

In light of all the lives lost to the COVID pandemic, where families were not able to pay their final respects, the funeral was a reminder of how important it is to say farewell to those we love and respect as an important part of the grieving process. Mickey’s graveside services were attended by his family, a few close friends, and representatives of the Air Force Honor Guard from Tinker Air Force Base. He was a good man and dear friend who I will always remember. May Mickey’s example live on in others whose lives he touched. Please keep the Alston family and friends in your prayers.

“The problem and inequities that have plagued our education system since long before COVID will still be with us even after the virus is gone. So, it is our responsibility, it our privilege, to take this moment and to do the most American thing imaginable: To forge opportunity out of crisis, to draw on our resolve, our ingenuity, and our tireless optimism, as a people, and build something better than we’ve ever had before.” – U.S. Education Secretary Miguel Cardona

This week, the Senate confirmed President Joe Biden’s nomination of Miguel Cardona as the nation’s education secretary. What a time this is in the history of the nation’s public education system. A former elementary school teacher, who ascended to principal; a former principal who ascended to assistant superintendent; a former assistant superintendent who ascended to the highest education position in Connecticut; a Connecticut native whose parents are from Puerto Rico; a former poverty-stricken school kid whose family lived in public housing now leads the nation’s public education system.

His administrative experience has prepared him to well understand the needs of teachers, the demands of unions, the concern of parents, the realities of finite resources, infinite challenges, and competing priorities.

His authentic experience as a Puerto Rican boy navigating the halls and classrooms of public schools and later college lends a deeply personal understanding of the “problems and inequities” that must be urgently addressed if we are to fix what plagues our education system and build something better than we’ve had before, as he so unapologetically asserts.

President Biden has promised that increasing school funding is a critical goal of his administration. He has proposed tripling the spending for Title I programming. He has even proposed forgiving student loan debt and making community colleges tuition-free. Those are welcoming conditions for Cardona as he takes office. Yet, Cardona inherits a litany of heated national debates all while standing in a position where past inequities and present crisis intersect.

In a recent Op Ed, National Urban League President Marc Morial said: “The Secretary of Education must … lead a nationwide conversation about education through a racial equity lens and that conversation must center on the needs of students from marginalized communities, clearly illuminate the impacts of the pandemic, and demonstrate how those impacts interact with and exacerbate hundreds of years of systemic racism.”

It is my belief that Cardona’s personal experience as an impoverished youth, teacher, administrator, husband, and father of two school-aged boys will imbue his platform priorities. During his confirmation hearing, Cardona said “if we don’t assess where our students are and their level of performance, it’s going to be difficult for us to provide targeted support and resource allocation in the manner that can best support the closing of the gaps that have been exacerbated due to this pandemic.”

But perhaps the most insightful proclamation of Cardona’s vision of public education was gleaned not from confirmation hearings or well-crafted quotes but rather from his twitter feed one day in February. It read simply: All means all. Wishing Secretary Cardona every success in his transition and beyond.