Leaders Learning From Leaders

Leaders Learning From Leaders

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Leaders Learning From Leaders episodes

  • A Conversation with Aaron Bayer, Superintendent of the Oregon Trail School District

    Executive Summary

    In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Aaron Bayer, Superintendent of the Oregon Trail School District and current chair of the Clackamas ESD Chief Administrators’ Council.  Now in his sixteenth year, Superintendent Bayer reflects on the language a leader puts on the work and the harder discipline of standing on that language when conditions change.

    Oregon Trail spans roughly 424 square miles at the base of Mount Hood, reaching from Government Camp to Boring.  Superintendent Bayer describes a community reshaped by growth, where legacy families and newer residents bring differing perspectives to the same schools.  Within that change, the district agreed on one conviction: the single greatest advantage it can afford its children is a high quality public education.  When that work began, the graduation rate stood near 62 percent.  It is now 96.3 percent, an outcome he credits to the whole system rather than to himself.

    District planning rests on a small set of fundamental truths about children, held as immutable: every child learns to read by third grade, every child reads to learn by fifth grade, and every child is deserving of graduation.  The district chose a few truths rather than a long list, recognizing that a three to five year plan must survive board turnover, policy shifts, and changes in funding.  Superintendent Bayer describes the destination as fixed and the vehicle as replaceable.  When policy makes one approach untenable, the team builds another vehicle, with the truths serving as its axis.

    That conviction extends to how the district evaluates people.  Steve surfaces a quote from an earlier presentation, that we evaluate people on how they make decisions and not on the outcome of the decision, and Superintendent Bayer explains that outcomes carry too many uncontrollable variables to measure a person fairly.  He recounts a drone program launched on a compressed timeline, when his team proposed working backward from an existing product and a single question returned them to their own process.  The result was a partnership with a regional drone manufacturer and students who graduate with Part 107 licensure.

    The conversation closes on reflection.  Superintendent Bayer’s present curiosity is metacognition extended across a lifetime, and he cautions that certainty has no trajectory.  His counsel to superintendents is to reserve the hardest conversations for themselves, so that students, families, and staff see only the easiest parts of their leadership.

    Main Topics Covered

    1. A District at the Base of Mount Hood

    Oregon Trail School District spans roughly 424 square miles, reaching from Government Camp to the town of Boring and sitting about thirty minutes from Portland.  Its diversity is primarily socioeconomic, and rising housing density has brought legacy families, first-time homebuyers, and renters into one community holding differing perspectives on public education.
    2. Putting Language on Your Leadership
    Superintendent Bayer draws a clear line between naming what a district believes and living by it.  Putting the words into the world is one part of the work.  Standing on that language, despite the influences and variables a leader encounters, is the far harder part.
    3. The Single Greatest Advantage
    The district organizes its work around the conviction that the single greatest advantage it can afford its children is a high quality public education.  The statement serves as a description of the present and a claim about the future, holding one third to who the district is at its core and reaching with two thirds toward what it believes is most true for its children.
    4. A Graduation Rate Transformed
    When the district committed to that conviction, its graduation rate stood near 62 percent.  It now stands at 96.3 percent.  Superintendent Bayer credits the result to bus drivers, food service workers, custodians, teachers, administrators, district office staff, students, and community patrons, not to any single individual.
    5. Fundamental Truths as the Foundation of Planning
    Rather than a long list of priorities, the district holds a small set of immutable truths about children: that every child learns to read by third grade, that every child reads to learn by fifth grade, and that every child is deserving of graduation.  Team members are welcome to challenge a truth, provided the challenge arrives with a perspective and a proposed path that would carry children further.
    6. The Destination and the Vehicle
    Because board composition, state and federal policy, and funding all change faster than a three to five year plan can be implemented, Superintendent Bayer separates the destination from the vehicle.  When a vehicle is no longer available to the district, the team designs and builds another, with the fundamental truths serving as the axis on which it is built.
    7. Evaluating Decisions Rather Than Outcomes
    Superintendent Bayer holds that people should be evaluated on how they make decisions rather than on the outcomes those decisions produce, because outcomes carry too many variables outside a leader’s control.  He illustrates the principle with a drone program launched on a compressed timeline, when his team proposed working backward from an existing product and one question returned them to their own decision-making process.  The program that followed created a partnership with a regional drone manufacturer and students who graduate with Part 107 licensure.
    8. Autonomy, Competence, and the Cost of Outcome-Only Evaluation
    Referencing the work of Deci and Ryan on self-determination theory, Superintendent Bayer cautions that evaluating people solely on outcomes can compel them to act outside their character, undermine their sense of competence, and fracture the relationship between a leader and the team.  What follows, he observes, is reputation management rather than honest reflection.
    9. Certainty, Curiosity, and the Hardest Conversations
    Superintendent Bayer’s present curiosity is a reflective practice that extends metacognition across a lifetime, examining how experiences from childhood forward shape a leader’s thinking today.  He argues that certainty has no trajectory, and he closes with a charge to reserve the hardest conversations you will ever have for yourself, so that students, families, and staff see only the easiest parts of your leadership.

    Conclusion

    Superintendent Bayer’s account affirms that a district’s progress rests less on the plans it adopts than on the truths it refuses to abandon and the discipline of its leaders to stand on the language they have given their work.

    About Aaron Bayer

    Aaron Bayer serves as Superintendent of the Oregon Trail School District in Oregon, a position he has held since 2011, and he is the current chair of the Clackamas ESD Chief Administrators’ Council.  He brings more than three decades of experience elevating people and organizations through strategic collaboration and relational care, and he is widely recognized for driving outcomes while building deep trust across diverse stakeholder groups.

    Fueled by an uncommon passion for purposeful leadership, Superintendent Bayer champions continuous improvement and helps leaders reflect, refine, and renew their missions.  His approach empowers organizations to evolve with integrity and to lead with clarity, transforming vision into action and values into results.  Under his leadership, the Oregon Trail School District has organized its work around the belief that children thrive here, and the district’s graduation rate has risen to 96.3 percent.

    41 min
  • A Conversation with Dr. Randy Poe, Executive Director of the Northern Kentucky Education Council

    Executive Summary

    In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Randy Poe, Executive Director of the Northern Kentucky Education Council, former superintendent of Boone County Schools in Kentucky, and an at-large member of the Kentucky Board of Education.  Drawing on nearly four decades in Boone County, Dr. Poe reflects on the strategic alignment, community trust, and continuous learning that carried one of Kentucky's most recognized school districts through extraordinary growth.

    Dr. Poe describes Boone County's transformation from a small rural district of roughly 3,000 students into a diverse system of 21,000, once among the fastest growing districts in the nation.  That growth demanded a united strategic direction.  Adopting the Public Education Leadership Project (PELP) framework from Harvard, the district aligned vision, resources, and daily practices around the instructional core: the student, the teacher, and the curriculum, animated by rigor, relevance, and relationships.  Rather than chasing test scores, the district measured student hope, well-being, and grit and found that growth there corresponded directly with academic gains.

    Working with Ken Kay of the 21st Century Skills movement, Boone County became one of the first districts in the nation to develop a portrait of a graduate, expanding the four C's into a broader set of essential skills.  More than 2,000 teachers were trained in project-based learning, with students defining their own projects.  Dual credit partnerships allowed students to accelerate based on academic performance rather than chronological age, and a student board member, elected by students across the district, brought student voice to every board decision.

    Steve and Dr. Poe explore how leaders innovate without creating initiative fatigue.  Dr. Poe's answer is alignment: the core does not change, the work changes.  He recalls coach Bobby Knight's counsel that hard work without results is just hard work, and describes an evaluation system in which listening flows upward, from students to teachers to principals to a superintendent who listens.  He also recounts how trust built in calm waters, through open book studies with the board and genuine community engagement, carried the district through its most difficult storms.

    The conversation closes with Dr. Poe's current work leading the Northern Kentucky Education Council, aligning eighteen school districts with postsecondary and business partners around dual credit, career pathways, and student well-being, and his charge to aspiring leaders: if adults are not learning in the building, children are not learning either, so be the lead learner.

    Main Topics Covered

    1. The Transformation of Boone County Schools

    Over Dr. Poe's 39 years of service, Boone County grew from a small rural district of roughly 3,000 students into a suburban, rural, and urban system of 21,000, at one point among the fastest growing districts in the nation.  That growth brought increasing diversity and a shift in expectations toward college, career, and life readiness for every student.
    2. A United Strategic Direction and the Instructional Core
    Boone County adopted the Public Education Leadership Project (PELP) framework from Harvard and aligned its vision, resources, and daily practices around the instructional core: the student, the teacher, and the curriculum.  The district held to a small number of strategic goals, keeping the focus on rigor, relevance, and relationships.
    3. Measuring Hope, Well-Being, and Grit
    Rather than focusing on test scores, the district set student well-being goals at the district, school, classroom, and individual level.  Work conducted with the University of Cincinnati showed that growth in hope, well-being, and grit corresponded directly with gains in academic performance.
    4. A Portrait of a Graduate and Accelerated Pathways
    Working with Ken Kay of the 21st Century Skills movement, Boone County was among the first districts in the nation to define a portrait of a graduate, expanding the four C's into its own broader set of essential skills.  More than 2,000 teachers were trained in project-based learning with the Buck Institute, and students defined their own projects.  Asking why chronological age should hold students back, Dr. Poe also built dual credit partnerships that became the largest in northern Kentucky.
    5. Student Voice in District Governance
    Boone County seated the first student board of education member in Kentucky, elected by students across the district, receiving the full board agenda, meeting with the superintendent, and casting a symbolic vote on every issue.  Student voice also informed teacher practice, with students invited to help teachers make units more relevant to their learning.
    6. Innovating Without Initiative Fatigue
    Using a memorable pancake metaphor he learned from Joel Murphy of Vanderbilt University, Dr. Poe explains that initiatives must build upon a core that never changes.  The core stays constant while the work changes, and evaluations aligned from the board to the classroom keep professional development driven by what students and staff actually need.
    7. Building Trust Before the Storm
    Through monthly book studies with the board, open community forums, and a dedicated process improvement function, Boone County built trust and communication in calm waters.  When a heated community debate over arming teachers arrived, the district's process held, and leaders instead partnered with the county sheriff to place a school resource officer in every building.
    8. The Northern Kentucky Education Council
    As executive director, Dr. Poe aligns eighteen school districts across five counties with postsecondary institutions and the business community.  The council's work includes the Ignite Institute workforce development school, volunteer reading mentors for early literacy, expanding dual credit pathways, aptitude-informed career coaching shaped by visits to Georgia State University and Finland, and the region's 60 by 2030 attainment goal.
    9. Advice for Aspiring Leaders: Be the Lead Learner
    Dr. Poe counsels new administrators that if adults are not learning in the building, then children are not learning either.  Leaders must demonstrate their commitment to learning visibly, leading book studies and staying present for professional development, because you cannot fake it, you have to live it.

    Conclusion

    Dr. Poe's story affirms that when a district holds fast to its instructional core, listens at every level, and commits to continuous learning, innovation becomes an extension of the work rather than a burden upon it.

    About Dr. Randy Poe

    Dr. Randolph J. “Randy” Poe dedicated nearly 40 years of service to Boone County Schools, beginning his tenure as a school bus driver and serving as a teacher, coach, assistant principal, principal, executive director, assistant superintendent, and deputy superintendent before leading the district as superintendent from 2008 until his retirement in June 2020.  Under his leadership, Boone County Schools became one of Kentucky's most recognized school districts, with recognition spanning innovation, governance, career readiness, and continuous improvement.  Dr. Poe was named the 2013 Kentucky Superintendent of the Year by the Kentucky Association of School Administrators and received the 2015 F.L. Dupree Outstanding Superintendent Award, the 2015 Lifetime Achievement Award from the Northern Kentucky Education Council, and numerous additional honors recognizing his advocacy for public education.

    Dr. Poe currently serves as Executive Director of the Northern Kentucky Education Council and as an at-large member of the Kentucky Board of Education.  He also serves as an Executive Consultant of Innovation for the National Center for Education Research and Technology (NCERT) and as a Senior Fellow of the Schlechty Center.  He earned his bachelor's degree in marketing and education, his master's degree in secondary education, and his Rank I certification in administration from Northern Kentucky University.  He earned his superintendent certification from Xavier University and a school financial management certificate from the University of Kentucky, and he completed the Executive Leadership Program for Educators at Harvard University.

    45 min
  • A Conversation with Dr. Elida MacArthur, Superintendent of the Mount Pleasant Elementary School District

    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

    1. Mount Pleasant Elementary School District
      2. A small K-8 district of approximately 1,500 students in East San Jose, Mount Pleasant serves a primarily Latino community and sees itself as a beacon and anchor for its families. MacArthur describes a learning community centered on belonging and recognized at the state and local levels.
    2. A Personal Journey into Bilingual Education
      3. MacArthur traces her commitment to dual language learning to her own experience immigrating from Mexico, when her academic strengths went unrecognized because she did not yet speak English. A summer program that treated students as capable and held them to high expectations confirmed her belief in what education should be.
    3. Student Voice and Self-Efficacy
      4. A central commitment is creating learning experiences where student voice is heard and where students develop the confidence to advocate for themselves. MacArthur connects this to her own path as the first in her family to attend college.
    4. Community-Centered Leadership
      5. MacArthur describes leadership that invites stakeholders to be active participants in the schools, from budget focus groups to a teacher workforce housing initiative designed with parents, staff, and community members.
    5. Civic Learning in Practice
      6. In a district recognized with the California Civic Learning Award of Distinction at two schools, students see themselves as contributors to their community through cross-age reading, monthly food distribution, mock trials, and speaking before local and state leaders.
    6. Sustaining District-Wide Commitment
      7. MacArthur reflects on the importance of a school board aligned around shared core values and a steady focus, using the image of a crew roaring in the same direction toward a common destination.
    7. A Focus on Early Literacy
      8. She shares the district's goal that current kindergarten students read at grade level by third grade and the shift from reading intervention teachers to literacy coaches who strengthen instruction in every classroom.
    8. Equity in Every Classroom
      9. MacArthur emphasizes that quality instruction must be consistent across all schools and that districts should assess their implementation, not only their plans, supporting both students and teachers through productive struggle.
    9. Advice for New Superintendents
      10. She counsels patient listening, humility, openness to difficult news, and the value of learning from leaders who have navigated similar challenges.

      Conclusion

      Dr. MacArthur's leadership demonstrates that lasting district impact grows from listening deeply, empowering every learner, and keeping an entire community aligned around a shared vision of belonging, equity, and success.

      About Dr. Elida MacArthur

      Dr. Elida MacArthur has served as Superintendent of the Mount Pleasant Elementary School District in East San Jose, California, since August 2020, following more than two decades of service in the same district.  She began her career as a kindergarten dual language immersion teacher and advanced through multiple instructional and administrative roles, giving her a rare understanding of district leadership from both the classroom and the central office.

      Her academic background is rooted in the community she serves.  Dr. MacArthur holds a Bachelor of Arts and a Master of Arts in Education from the University of California, Santa Cruz, and a second Master's degree and a Doctorate in Educational Leadership from San Jose State University.  Her doctoral dissertation, The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners, reflects a career-long commitment to equity-centered, evidence-based practice.  She is widely recognized for advancing bilingual and dual language education and for a model of community-centered leadership that positions the school as an anchor for the families it serves.

      29 min
    10. A Conversation with Dr. Samuel Lee, Superintendent of Bensalem Township School District

      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

      1. Bensalem Township School District Overview
        2. Lee describes Bensalem as an eclectic, diverse community of approximately 6,500 students in southeastern Pennsylvania, with a history spanning more than 100 years and a strong commitment to evolving with the needs of its students and families.
      2. A Decade of District Transformation
        3. He reflects on major accomplishments over his tenure, including a comprehensive high school renovation, the creation of career and academy pathways for all 2,200 high school students, and ongoing curriculum and program alignment.
      3. Pressures of the Superintendency
        4. Lee discusses the persistent challenges of resource allocation, state funding, meeting evolving mandates, and preparing students for a future that remains uncertain, including thinking about the graduating class of 2044.
      4. Relationships as the Foundation of Leadership Longevity
        5. He attributes his sustained success to authentic relationships with the board, staff, families, and community. He frames trust, visibility, and genuine care as the essential elements that allow a superintendent to lead effectively over time.
      5. Supporting and Honoring Educators
        6. Lee emphasizes that his primary responsibility is to provide the optimum environment for teachers to apply their craft. He notes the long tenure of Bensalem staff members, his personal involvement in hiring, and his deep respect for the work of classroom educators.
      6. Common Challenges Facing Superintendents
        7. The conversation explores resource limitations, the declining teacher pipeline, the influence of social media and technology on student well-being, and the challenge of delivering comprehensive education within limited instructional time.
      7. Artificial Intelligence in Schools
        8. Lee shares that Bensalem uses AI for legitimate academic purposes, encourages students to use it responsibly, and has published guidelines. He acknowledges both its potential as a learning tool and the risks that require thoughtful management.
      8. Coaching as a Leadership Philosophy
        9. Drawing on his background in soccer coaching, Dr. Lee describes how preparation, honest feedback, resilience, and incremental daily progress inform his approach to leading a school district.
      9. Advice for Aspiring Superintendents
        10. He encourages those entering the superintendency to embrace the role, seek mentorship, invest in continuous learning, and recognize the remarkable opportunity to shape the future of students and communities.

        Dr. Lee's insights underscore that enduring and effective district leadership is built on authentic relationships, a commitment to supporting educators, and the resilience to navigate an ever-changing educational landscape with purpose and care.

        About Dr. Samuel Lee

        Dr. Samuel Lee is a distinguished educational leader who has served as superintendent of the Bensalem Township School District since July 2015. He previously served as superintendent of the Bristol Township School District for five years. His career in education spans a wide range of administrative roles, including principal, director of curriculum and instruction, director of special services, and director of business/special projects in the Gloucester County Special Services School District and Gloucester County Vocational Technical District. Before moving into educational leadership, he taught secondary-level social studies and special education.

        Dr. Lee holds an Interdisciplinary Doctor of Education for Educational Leaders, a Master of Educational Administration, and a Bachelor of Arts in History, all from Saint Joseph's University.  Under his leadership, the Bensalem Township School District has been recognized as an American Association of School Administrators Demonstration District, a Best Communities for Music Education district, an Outstanding Visual Arts Community, a District of Distinction by District Administration Magazine, and has received PA Department of Education recognition for Multi-Tiered System of Student Supports, among other honors. He holds numerous professional affiliations, including membership on the PA Association of School Administrators Board of Governors and the Pennsylvania Superintendent's Study Council. He is also an Adjunct Professor at Gwynedd Mercy University and a mentor and advisor for graduate school programs at multiple universities. Beyond education, Dr. Lee serves as president and coach of the Lighthouse Soccer Club and has been inducted into the Southeastern PA Soccer Hall of Fame and the Saint Joseph's University Soccer Hall of Fame.

        30 min
      10. A Conversation with Dr. Nneka J. McGee, Researcher and Innovative Educator

        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

        1. McGee’s Background and Entry into AI
          2. A lifelong interest in computers led to academic research on AI in education.
        2. The Current State of AI in K–12 Education
          3. An overview of school responses to AI and the need to understand both historical and modern applications.
        3. The CLIP Framework
          4. A strategic model for AI adoption grounded in Community, Literacy, Implementation, and Policy.
        4. Asking the Right Questions
          5. Leaders should evaluate necessity, community alignment, funding, and policy support before implementation.
        5. Access and Cultural Responsiveness
          6. True access includes inclusive outputs, representative design, and strong data practices.
        6. The Role of Human Connection
          7. Leadership requires authentic relationships and emotional intelligence that AI cannot replicate.
        7. AI and Critical Thinking
          8. Tools should be used to strengthen student thinking through conversation and inquiry.
        8. AI for Young Learners
          9. Advocates for age-appropriate introduction to AI concepts, beginning with off-screen activities.
        9. Mindset for Educational Leaders
          10. Encourages caution paired with proactive adaptation to emerging technology.

          This episode offers a future-focused and grounded perspective on artificial intelligence in education, reminding leaders that responsible innovation begins with reflection and remains rooted in human connection.

          About Dr. Nneka J. McGee

          Dr. Nneka J. McGee is an innovative educator, researcher, and national thought leader focused on preparing students and school systems for a future shaped by automation and artificial intelligence. Her work promotes access, opportunity, and informed leadership in K–12 education through responsible use of emerging technologies.

          She holds a bachelor’s degree in English with honors, a master’s degree in Curriculum and Instruction, a juris doctor, and a doctorate in Education. Her doctoral research focused on educators' experiences integrating AI into classroom environments. Dr. McGee's work bridges instructional design, policy, and leadership development.

          She is a frequent conference speaker across the country and serves on the board of directors of HAKing Innovation, a nonprofit that expands students' access to STEM. She is also an advisory board member for the EngageAI Institute, and an EdSAFE AI Alliance Fellow recognized for her leadership in the ethical and effective use of AI in education.

           

          39 min
        10. A Conversation with Dr. Khalid N. Mumin, Superintendent of Reading School District & former Pennsylvania Secretary of Education
          Podcast Summary

          In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Khalid N. Mumin, superintendent of the Reading School District and former Pennsylvania Secretary of Education. Dr. Mumin reflects on his leadership journey, the challenges of leading an urban district, and his philosophy of empowering educators to believe in their influence on student success.

          Dr. Mumin begins by describing the Reading School District, the fourth largest in Pennsylvania, serving nearly 18,000 students, with 88 percent Latino enrollment and 100 percent of students qualifying for free or reduced meals. Despite limited resources, the district demonstrates strong community pride and a deep commitment to providing opportunity and equity.

          He recalls his first tenure as superintendent from 2014 to 2021, when he focused on understanding changing demographics, shifting from test-driven instruction to more authentic learning, improving communication and engagement, ensuring financial effectiveness, and strengthening partnerships. He stresses that meaningful community visibility and accessibility were essential to rebuilding trust and advancing the system.

          Drawing on his experience as the Secretary of Education, Dr. Mumin highlights the importance of advocacy for fair funding, equitable resources, and efficient leadership. Using the metaphor of “stop pump faking and shoot the ball,” he encourages leaders to act decisively when initiatives benefit students and communities, rather than hesitating amid bureaucratic delays.

          He describes his leadership style as highly collaborative. He believes successful leadership requires hiring capable, diverse thinkers, empowering them to lead, and maintaining a clear, visionary focus. He also explores the idea that leadership and teaching are forms of artistry. Education requires adaptability, creativity, and a willingness to guide schools through challenge and change.

          Dr. Mumin concludes with a message about belief and purpose. He reminds educators to recognize the value of their role and their power to shape the future. He encourages leaders to understand that resilience is built through adversity, and that every educator has the capacity to influence student lives and community outcomes.

          Main Topics Covered

          1. Reading School District Overview: Mumin outlines the district’s demographics, socioeconomic context, and strong community pride, which drive its mission to expand opportunity despite limited resources.
          2. Leadership Challenges and Priorities from 2014 to 2021: He describes five significant areas of focus, including student safety, academic achievement, communication, financial effectiveness, and partnerships, all supported by authentic community engagement.
          3. Advocacy and Fair Funding: He discusses efforts to promote equitable school funding at the state level and the importance of resource allocation that reflects student needs in both urban and rural districts.
          4. Collaborative Leadership and Empowerment: Mumin explains the value of shared leadership and the importance of empowering staff, encouraging feedback, and fostering collective responsibility.
          5. Navigating Challenges and Leading Through Change: He reflects on how challenges create opportunities for growth and describes leadership as requiring agility, decisiveness, and the ability to move forward despite adversity.
          6. The Art of Leadership and Teaching: He views education as an art that requires creativity and adaptive thinking, emphasizing that effective educators and leaders remain flexible and innovative.
          7. Belief and Purpose in Education: Mumin emphasizes the need for educators to believe in their significance and their ability to influence student success and future opportunities.

            8. 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.

             

            33 min
          8. A Conversation with Dr. Cory Strasser, Assistant Superintendent of Educational Services for Rapid City Area Schools, SD

            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.

            23 min
          9. A Conversation with Dr. Patrick Keeley, Superintendent, Mountain Empire Unified School District, CA
            About Dr. Patrick Keeley

            Dr. Patrick Keeley is a purpose-driven educational leader with over 20 years of experience focused on school culture, student voice, and whole-child support. He currently serves as superintendent of Mountain Empire Unified School District, following his tenure as principal of Mountain Empire High School—his alma mater—where he led major improvements in climate, culture, and student leadership. His past roles include high school principal, alternative education administrator, assistant principal, dean, ASB advisor, and department chair.

            Named the 2025 State Superintendent of the Year by the California Small School Districts’ Association, Dr. Keeley has presented at events hosted by CSBA, CASC, SSDA, and was keynote speaker for the San Mateo County Office of Education’s “Respect 24/7” initiative. He serves on WASC accreditation teams, supervises future school leaders at SDSU, and participates on multiple community boards.

            Dr. Keeley is president of the East County Leadership Charter for ACSA Region 18 and serves on its Legislative Policy Committee, advocating for San Diego and Imperial counties. He brings vision, authenticity, and a relentless commitment to student success.

            He holds a B.A. in Social Studies from CSU San Marcos and both an M.A. and Ed.D. in Educational Leadership from San Diego State University.

            Podcast Summary

            In this episode of the Leaders Learning from Leaders podcast, host Steve Barkley speaks with Dr. Patrick Keeley, superintendent of Mountain Empire Unified School District (MEUSD) in rural San Diego County and the 2025 California Small School Districts’ Association Superintendent of the Year. Dr. Keeley reflects on his unique experience of leading the very district from which he graduated, emphasizing how his past as a student, educator, and administrator shaped his deep understanding of the community’s strengths and struggles.

            Dr. Keeley discusses the powerful influence of educators, citing how one teacher’s belief in him shaped his trajectory. This theme of transformational relationships and resilience threads through the conversation, especially in the context of working in a vast, underserved rural district. MEUSD spans 660 square miles, with long transportation routes, weather disruptions, and limited local services, all of which present operational and equity challenges. Yet Keeley describes the natural resilience of his staff and community, especially during crises such as wildfires and evacuations, where classified staff and educators go beyond their roles to serve families.

            A key leadership priority for Dr. Keeley has been developing a long-term, future-focused vision through the district’s “Portrait of a Graduate,” informed by over 76,000 data points from community input. This vision is supported by a five-year strategic plan centered on creating self-directed, future-ready learners. Keeley implemented structural changes like a required senior project, where students explore real-world passions through self-guided experiences, emphasizing creativity, initiative, and community engagement.

            Dr. Keeley also highlights challenges facing small rural districts, including inequitable funding, staffing difficulties due to geographic isolation, and the pressure of societal expectations in a fast-paced, digital world. He advocates for investing in local talent and underscores the importance of supporting staff wellbeing, emphasizing that school leaders must model the same care for their educators as they expect educators to show their students.

            Main Topics Covered

            1. Returning to Lead a Hometown District
              2. Keeley shares the emotional and reflective journey of returning to lead the district where he was once a student, providing a personal lens on leadership and growth.
            2. Educator Impact and Transformational Relationships
              3. He discusses how a single teacher’s support changed his life, underscoring the lasting power educators have on students.
            3. Challenges of Rural Leadership
              4. The logistical and equity hurdles of leading a district across 660 square miles, including transportation costs, wildfire threats, and digital divides, are explored.
            4. Community Resilience and Crisis Response
              5. Keeley illustrates the district’s community-centered ethos through stories of staff mobilizing during natural disasters to support displaced residents.
            5. Portrait of a Graduate and Strategic Vision
              6. MEUSD’s future-focused graduate profile and strategic plan, rooted in massive community input, aim to develop adaptable, self-directed students.
            6. Senior Project Requirement
              7. A new graduation requirement empowers students to pursue passion projects, fostering autonomy, real-world engagement, and creativity.
            7. Advocacy for Small Districts and Rural Equity
              8. Keeley voices the need for more nuanced state policy and funding models that recognize the operational differences of small, rural districts.
            8. Leadership Philosophy: People First
              9. Emphasizing humanity in leadership, Keeley encourages staff to prioritize personal wellbeing and self-care in a profession known for overextension.

              Conclusion:

              Dr. Keeley’s leadership embodies a deep-rooted commitment to community, resilience, and preparing students for an unpredictable future—reminding us that visionary education starts with relationships and ends with empowerment.

              35 min
            9. A Conversation with Dr. Brian Graham Superintendent, Grand Island Central School District, NY
              About Dr. Brian Graham

              Dr. Brian Graham is in his ninth year as superintendent of the Grand Island Central School District, leading efforts to integrate emerging technologies and foster innovation in education. Prior to this role, he served as assistant superintendent of Pupil Personnel Services in the West Seneca Central School District. His career in educational leadership spans more than a decade, including seven years as a middle school principal and three years as an elementary principal in West Seneca.

              With a deep passion for instructional technology and its role in differentiating instruction, Dr. Graham has worked extensively in professional development for teachers and administrators. He has also helped shape the next generation of educators as an adjunct professor in the Daemen University graduate program for teacher certification.

               

              Before moving into administration, Dr. Graham dedicated 16 years to the classroom as a special education teacher, where he championed inclusive and student-centered learning environments. His commitment to innovation extends beyond his district; he currently serves on the External Advisory Board for the Artificial Intelligence Institute for Exceptional Education at the University at Buffalo, helping to shape the future of AI in education, and he is the president of the Erie-Niagara School Superintendents Association.

              Podcast Summary
              In this Leaders Learning from Leaders episode, host Steve Barkley interviews Dr. Brian Graham, Superintendent of Grand Island Central School District and President of the Erie-Niagara School Superintendents Association. Dr. Graham shares insights from his extensive educational leadership journey, emphasizing the lasting impact of his early experiences as a special education teacher. He underscores how this foundation shaped his leadership philosophy, rooted in the belief that all students, regardless of background or ability, are capable of growth with personalized support.

              Dr. Graham highlights the importance of applying a growth mindset and individualized learning strategies across the educational spectrum—not just for students but also for staff and leadership. He stresses the critical need for educators to possess strong emotional intelligence, particularly in an era where content knowledge is readily accessible through technology and AI tools. In the post-COVID landscape, he sees technology—especially AI—not as a threat but as a powerful ally in reducing inequities, enhancing student engagement, and improving professional quality of life for educators.

              Grand Island is among the first districts in New York to offer AI tutors to students in grades 6–12 through Khan Academy's Khanmigo, showcasing the district's forward-thinking approach to student support. Dr. Graham describes how AI tools like Claude, ChatGPT, Perplexity, and NotebookLM can revolutionize curriculum development, student support, and leadership efficiency by quickly processing complex documents and generating curriculum-aligned materials with embedded academic vocabulary.

              Dr. Graham encourages current and aspiring superintendents to embrace innovation while balancing their work-life demands. He emphasizes the value of mentorship, superintendent academies, and collaboration, stressing that aspiring leaders should reflect on their personal stories and pursue leadership with authenticity and continuous growth in mind.

              He also discusses his two podcasts—Achieving Joy and Mastery in Public Schools and Inspiring Viking Values—as platforms for highlighting education's positive and human side, countering negative public narratives, and celebrating the joy of learning. These initiatives aim to deepen community connection and elevate the voices of educators and students.

              Main Topics Covered

              1. Leadership Through the Lens of Special Education

                2. Dr. Graham explains how his background in special education fuels a belief in universal student growth through personalized learning, applicable across all educational levels.

                1. Emotional Intelligence and Educator Development

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

                  1. Technology and AI Integration Post-COVID

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

                    1. AI for Leadership Efficiency and Curriculum Innovation

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

                      1. Encouraging the Next Generation of Leaders

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

                        1. Public Education Storytelling Through Podcasts

                          2. 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.

                           

                          33 min
                        2. A Conversation with Dr. Deborah Wortham, Education Leader and Author
                          About Dr. Deborah Wortham

                          Dr. Deborah L. Wortham is a nationally recognized educator, author, and speaker with a distinguished career in educational leadership. A Chicago native, she has served as superintendent in multiple school districts, including Roosevelt Union Free School District, where she led the transition from state takeover to good standing. She was also the first African American female superintendent of East Ramapo Central School District, where all K-8 schools achieved good standing.

                          Dr. Wortham holds a Doctorate in Educational Leadership from Nova Southeastern University, a Master’s in Reading from Morgan State University, and a Bachelor’s in Elementary Education from the University of Wisconsin. She is a best-selling co-author of STEM Century: It Takes a Village to Raise a 21st-Century Graduate and the author of Setting the Atmosphere: Beliefs, Practices, and Protocols for Faith-Filled Leaders, which provides guidance for educators on fostering success-driven school cultures.

                          Her leadership has earned her numerous accolades, including the AASA Women in Leadership Award (2024) and recognition as one of New York State's Top 100 Most Influential Educators. Dr. Wortham remains active in national organizations, including Alpha Kappa Alpha Sorority and Rotary International, continuing her mission to inspire and empower educational leaders.

                          Podcast Summary

                          In this episode of Leaders Learning from Leaders, Dr. Deborah Wortham, a distinguished educator and author, shares insights from her extensive career in transforming educational institutions. Having served as superintendent in multiple districts, including leading Roosevelt Union Free School District from state takeover to good standing, Dr. Wortham discusses the power of collaboration, leadership, and faith-filled education.

                          Dr. Wortham emphasizes how early experiences as a teacher shaped her approach to leadership, moving from isolation to embracing teamwork. She discusses her belief in John Maxwell’s Law of Significance—that one is too small a number to achieve greatness—highlighting how collaboration among educators, parents, and administrators fosters educational success.

                          A key focus of the conversation is her transformative work at Roosevelt Union Free School District, where she reversed a culture of low expectations and instilled a belief in excellence. By implementing systems rooted in growth mindset and efficacy, she shifted attitudes and improved student performance, ultimately raising the graduation rate from 68% to 86%. She describes the impact of a shared belief in success, using the mantra “Roosevelt Rising” as a rallying call for change.

                          Dr. Wortham also elaborates on her book, Setting the Atmosphere: Beliefs, Practices, and Protocols for Faith-Filled Leaders. She explains how educational leadership is not just about implementing strategies but about building confidence and fostering an environment where teachers and students believe in their potential.

                          She concludes with advice for new superintendents: understanding one’s purpose, or “knowing your why,” is crucial for making a meaningful impact. Dr. Wortham shares a personal story about her sister’s influence, illustrating how a deep sense of purpose drives her commitment to education.

                          Main Topics Covered

                          1. The Importance of Collaboration
                            2. Wortham discusses moving from isolation as a teacher to embracing collaboration as a superintendent. She highlights how teamwork among educators, parents, and students leads to greater success in schools.
                          2. Transforming Roosevelt Union Free School District
                            3. She shares her experience leading Roosevelt from state takeover to good standing by reversing a culture of low expectations, implementing belief systems, and instilling confidence through mantras like “Roosevelt Rising.”
                          3. Growth Mindset and Efficacy in Leadership
                            4. Wortham emphasizes the power of growth mindset and self-efficacy, advocating for belief systems that help students and educators see their potential and commit to continuous improvement.
                          4. Faith-Filled Leadership
                            5. In her book, Setting the Atmosphere, she explores the role of faith and confidence in leadership. She describes how fostering belief in educators and students transforms school culture and leads to achievement.
                          5. Advice for New Superintendents
                            6. Wortham advises education leaders to “know their why,” sharing a personal story of how her sister’s passing gave her a lifelong commitment to excellence in education.
                          6. Parental and Community Engagement
                            7. She highlights the importance of engaging parents as partners in education, ensuring they feel part of a winning team through communication strategies and community involvement.

                            Cultural belief is the catalyst for educational transformation—when those responsible for educating believe in a vision, and those being educated contribute to achieving that vision, success is no longer just a possibility, but a certainty.

                            42 min

                          About Leaders Learning From Leaders

                          From the publisher's feed

                          Leaders Learning from Leaders is an engaging and insightful educational leadership podcast designed exclusively for leaders in the field of education. This dynamic podcast is created by seasoned leaders for leaders, providing a valuable platform to exchange ideas, share effective strategies, and explore the stories of education leadership challenges and success.