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

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.

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

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.

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

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.

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

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.

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.

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

Conclusion:

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.

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

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, relationship-building, and adaptive instruction are essential for modern educators to remain relevant in an AI-driven content landscape.

The pandemic accelerated tech adoption; AI tools like Khanmigo, Claude, and NotebookLM now enhance student learning and professional workflows.

Dr. Graham demonstrates how AI tools help superintendents manage information overload, create curriculum maps, analyze state assessments, and improve overall job efficiency.

He offers guidance for aspiring superintendents, including mentorship, leadership academies, and personal reflection as steps toward successful career progression.

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.

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.

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

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.

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.

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

Conclusion:

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

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.