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by SuperEval
In the Spring of 2015, PLS 3rd Learning, a longtime signature partner of the New York State Council of School Superintendents (NYSCOSS), otherwise known as THE COUNCIL, developed SuperEval: an online platform for supporting THE COUNCIL’s Superintendent Model Evaluation Instrument.Since then, SuperEval has evolved to include other evaluations for district leaders including school boards, principals and assistant principals, central office administrators, building level administrators and support staff. SuperEval is a web-based approach to evaluations that saves valuable time for school district leaders.
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- 4 days ago40 min
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
- Aug 12, 202644 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 e
- Jun 24, 202628 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 Mount Pleasant Elementary School District 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. A Personal Journey into Bilingual Education 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. Student Voice and Self-Efficacy 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. Community-Centered Leadership 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. Civic Learning in Practice 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. Sustaining District-Wide Commitment 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. A Focus on Early Literacy 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. Equity in Every Classroom 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. Advice for New Superintendents She counsels patient l
- Apr 8, 202629 min
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 Bensalem Township School District Overview 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. A Decade of District Transformation 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. Pressures of the Superintendency 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. Relationships as the Foundation of Leadership Longevity 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. Supporting and Honoring Educators 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. Common Challenges Facing Superintendents 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. Artificial Intelligence in Schools 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. Coaching as a Leadership Philosophy 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. Advice for Aspiring Superintendents 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
- Feb 2, 202638 min
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 McGee’s Background and Entry into AI A lifelong interest in computers led to academic research on AI in education. The Current State of AI in K–12 Education An overview of school responses to AI and the need to understand both historical and modern applications. The CLIP Framework A strategic model for AI adoption grounded in Community, Literacy, Implementation, and Policy. Asking the Right Questions Leaders should evaluate necessity, community alignment, funding, and policy support before implementation. Access and Cultural Responsiveness True access includes inclusive outputs, representative design, and strong data practices. The Role of Human Connection Leadership requires authentic relationships and emotional intelligence that AI cannot replicate. AI and Critical Thinking Tools should be used to strengthen student thinking through conversation and inquiry. AI for Young Learners Advocates for age-appropriate introduction to AI concepts, beginning with off-screen activities. Mindset for Educational Leaders 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.
- Dec 11, 202532 min
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 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. 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. 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. Collaborative Leadership and Empowerment: Mumin explains the value of shared leadership and the importance of empowering staff, encouraging feedback, and fostering collective responsibility. 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. 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. 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. 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
- Sep 22, 202522 min
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
- Jun 11, 202534 min
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 Returning to Lead a Hometown District 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. Educator Impact and Transformational Relationships He discusses how a single teacher’s support changed his life, underscoring the lasting power educators have on students. Challenges of Rural Leadership The logistical and equity hurdles of leading a district across 660 square miles, including transportation costs, wildfire threats, and digital divides, are explored. Community Resilience and Crisis Response Keeley illustrates the district’s community-centered ethos through stories of staff mobilizing during natural disasters to support displaced residents. Portrait of a Graduate and Strategic Vision MEUSD’s future-focused graduate profile and strategic plan, rooted in massive community input, aim to develop adaptable, self-directed students. Senior Project Requirement A new graduation requirement empowers students to pursue passion projects, fostering autonomy, real-world engagement, and creativity. Advocacy for Small Districts and Rural Equity Keeley voices the need for more nuanced state policy and funding models that recognize the operational differences of small, rural district
About Leaders Learning From Leaders
In the Spring of 2015, PLS 3rd Learning, a longtime signature partner of the New York State Council of School Superintendents (NYSCOSS), otherwise known as THE COUNCIL, developed SuperEval: an online platform for supporting THE COUNCIL’s Superintendent Model Evaluation Instrument.Since then, SuperEval has evolved to include other evaluations for district leaders including school boards, principals and assistant principals, central office administrators, building level administrators and support staff. SuperEval is a web-based approach to evaluations that saves valuable time for school district leaders.
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