Alumni Impact

We partner with leaders to disrupt racism, inspire staff, and champion rigorous learning. Check out some of our incredible leaders and the reflections they have on their cohort experience.

Jon Rolle

School Leader Lab: Of SLL's three pillars (antiracism, instruction, and people leadership), which do you feel has been most essential to staying at your school?

Jon: There are many learnings from School Leader Lab that have been essential to staying in my leadership role and at my school, but the antiracism pillar was critical. In cohort, we did a lot of self-examination on who we were as leaders, our leadership style, and our vision for our communities. We reflected on how as leaders, we must ensure we make decisions firmly rooted in equity. These important thought processes, self-reflection tools, and operating principles are used each day as I lead. 

School Leader Lab: What did you learn in School Leader Cohort that has been essential to staying in education?

Jon: One practice that I have developed since my time in the cohort that keeps me fortified is the strategic development and coaching of my leaders to multiply the impact of our work. SLL helped me make the shift from thinking about how my impact was felt on teachers and scholars as a leader to how I can motivate and inspire other leaders to carry out our community's vision in a meaningful way. My leadership team is truly amazing. Having their support, vulnerability, and work ethic has been integral in maintaining fortitude. Focusing on their wellness, development, and growth has been critical to my success as a principal.

School Leader Lab: A core part of the cohort experience is being clear on values. How does that show up for you today?

Jon: The program really had us go deep into considering the adaptive work of what it means to be a school leader. As a leader, you have to be firmly rooted in clear expectations and a well-developed mission, vision, and values. Thinking about these things that may not always be concrete is a constant reminder of the importance of considering all stakeholders, seeking diverse perspectives, and leading with a generosity of spirit. The work we do is deeply personal, and an effective, equitable community means leading with love, heart, and an understanding of the things all members of our community bring to the table. 

Jeanice Stewart

School Leader Lab: Of SLL's three pillars (antiracism, instruction, and people leadership), which do you feel has been most essential to staying at your school?

Jeanice: What I value the most is the people leadership work. As a first-year principal, I learned so much about myself through School Leader Lab. I would experience something at work, then come to a Learning Lab, and learn how to tackle that experience head-on. I’d even carry articles from our sessions around with me in my Flexi. The program helped me be hyper-aware of how I am 'absorbed' by people. How do I come off to others and use people leadership work to help me work more efficiently, effectively, and intentionally with staff and families? My mantra is, “Move with intention and execute with a purpose.” 

School Leader Lab: What did you learn in School Leader Cohort that has been essential to staying in education?

Jeanice: One of the reasons I value people leadership so much is that it is the hardest part of management. I work to provide the people I work with the tools they need to be successful. I ask myself, “What is it this staff member needs? How can I contribute to them getting what they need? Is it fair? Is it equitable?” I want people to feel comfortable but also know that they are capable of solving their own problems. I say it to myself, and I say it to my staff: “Some things are harder. I am capable of solving this, and I will learn from this experience.”

School Leader Lab: A core part of the cohort experience is being clear on values. How does that show up for you today?

Jeanice: I value people coming to work and being able to be their authentic selves, which is something I grew into in my leadership. When I first became a principal, I wasn't being my authentic self. I was showing up as who I thought I needed to be to be successful. I wanted people to be authentic, but I was not doing that myself. Now that I am proud of who I am, I value being able to provide that space for others. Being in this position [the principalship] is not something I take lightly. I am here looking to see what legacy I want to provide. That legacy is getting our students in public education what they need to be successful; not just academics but conflict management, habits of discussion, and being proud of the skin they’re in. 

Jonathan Caldera

School Leader Lab: Of SLL's 3 pillars (antiracism, instruction, and people leadership) and your time in cohort, what did you learn that has been essential to staying in education?

Jonathan: One of the main aspects of people leadership that I learned in SLL that has been essential to my work has been slowing down to make time to think through the adaptive components at play in a situation. Whether in School Leader Lab’s sessions or working through dilemmas with other school leaders, I often use adaptive leadership techniques. There is often so much below the surface. To this day, I still use many of the skills and mindsets that I learned in SLL around unearthing these dilemmas.

School Leader Lab: A core part of the cohort experience is being clear on values. How does that show up for you today?

Jonathan: My core values of love, loyalty, self-responsibility, growth, and equity drive my work each and every day. I often take time to reflect on how my core values show up in my work and ask myself questions like, “How have I been living out my core values at my best? How did I lean into my core values? When was a time when it was hard to live out my core values?” I’ve taken time to reflect on these questions at various moments, whether through my daily meeting with myself when closing out each day, analyzing data during key progress monitoring cycles, or making tough decisions that don’t have a straightforward answer. I feel fortunate that I can state my core values so clearly and think through examples of how I’ve lived them out when I haven’t done such a great job of following through. I know I have the space to continue to come back to reflect on how I can do better at this each day in service of our students.

Kate O’Connor

“The job of school leadership is bigger than it’s ever been,” states Kate O’Connor, Principal at Ingenuity Prep and SLC 2020 alumna. “We need school leaders to support our kids academically and make them successful in life. The foundation of a great school is a great leader.”

After the pandemic, Kate knew that instruction needed to shift. “The biggest roadblock was figuring out how to fill gaps without going back.”

“I spent a lot of my time thinking about what my teachers needed to know and how our professional development matched that. We would always start with the standard, then look at the data, and think about where students are and how will we best support them?” As a result, Ingenuity Prep established an intellectual prep protocol. This was an opportunity for teachers to critically consume and internalize the curriculum. Kate remarks, “the protocol has given greater clarity to teachers about what’s most essential. It also ensures leaders understand how much prep and support their teachers need.”

“We’ve sent many of our leaders through School Leader Cohort,” Kate says. “School Leader Lab keeps evolving to address school needs. They get what it takes to drive instruction.” 

Call to Action: Check out our website for our 2024-25 offerings. Think about the leaders you count on in your building and how School Leader Lab can help them be their best. 

Barry Brinkley

Barry Brinkley, now the Executive Director of Reading Partners, was a part of School Leader Lab’s 2021 Executive Leader (EdEx) pilot while he was the Chief of Staff at DC Prep. His aspirations to become an executive director made joining an easy decision.  

Prior to joining, he shares, “I was lost. I didn't know what I wanted to be when I was growing up, and I was still trying to figure that out.” For Barry, the vision-building work “helped me get clear on what I did want to do. I was pushed to think about what Barry wants.” Barry used the time and space to put his vision into words, “I am a champion for young people, a warrior for black men and boys. Faith, love, and progress are central to that vision.” 

His vision goes on, “I’m clear on my negotiables and non-negotiables. In the past, I’ve allowed myself to get distracted by the shiny thing. Now, I’m grounded and live this vision every day. I inspire and lead other adults every day. Warrior is the word I use with them. The people in my tribe see me as someone who is fighting for them in every room.

Call to Action: Use your vision to clarify your negotiables and non-negotiables. Make a list. Keep it somewhere prominent, and use it when you face a tough decision.

Elizabeth Alexander

Elizabeth Alexander, now in the role of Special Education Coordinator and Instructional Specialist at Center City Public Charter Schools, started her journey with School Leader Lab in the 2020 Teacher Leader Cohort and continued to develop herself as a member of School Leader Cohort 2021 as her role expanded.

Both programs “start with you as an individual,” she says. “It was about creating our own mission. Where do we see ourselves at the end of the program and the future? Are we conveying that mission to ourselves, our colleagues, and our school? If you’re not set on the impact you want, you can’t coach other people to be where they want to be or where the school wants to be.”

She continues, “As a leader, you must have a firm understanding of your own values and mission. These values impact how you communicate and interact with people in your role.” Being firm in her own mission and values, Elizabeth tells us, helped her build and maintain the relationships she has with both students and colleagues at Center City PCS. 

Call to Action: What is your own personal mission statement and set of values? Need some inspiration? Check out this article from Forbes.

Jessica Law

Every new school year brings its challenges. Jessica Law (SLC 2021), Elementary School Vice Principal at Ingenuity Prep, experienced that three-fold when she stepped into a new role, a new school, and in-person learning for the first time post-COVID. “It was navigating the complex emotions as a new member of a community; a community that hadn’t been in person in a long time.” 

To navigate these challenges, Jessica focused on “the person and the human. We’re not robots. We don’t produce objects or widgets. We’re examples to students. School leaders are the thermostat, not the thermometer.” 

In her work as a member of School Leader Cohort, Jessica used her learning from Keith Brooks and Noble Story group to self-manage and be the thermostat sharing hard truths and keeping teachers inspired during her first evaluation cycle. She shares, “I used the framework to look at the full teacher so I could have a more honest conversation and keep the relationship intact. It was a moment to lean in, even if it was uncomfortable.” 

School Leader Lab “provides the space and tools to get comfortable with discomfort. You have to own your stuff and find the path forward.”

Matt Kerrigan

“The 2020 Teacher Leader Cohort helped me clarify my own why, lead with my values, understand that leadership is about being authentic, and move courageously,” shares fifth grade math teacher and member of the Teacher Equity team at Mastery Charter Schools, Matt Kerrigan (TLC 2020). 

As a member of the Teacher Equity Team, Matt used what he learned in Teacher Leader Cohort about the difference between technical and adaptive challenges. “It’s not implementing a procedure. It’s a whole different challenge. How can we change staff mindsets on racial identity for ourselves, students, and families? That means being authentic and sharing what’s on our hearts. We now have the tools to stay present and not shut down or back away from those challenging moments.”

Matt grew as a leader of his classroom as well. “As a teacher, School Leader Lab really solidified a sense of how to lead students in a more authentic and fuller way. There were a lot of times when I would have only prioritized academics. If you had a math question, I had time for that. I realized that leadership includes what’s going on in the world and making time to talk about it.” 

“You cannot just close your classroom door and teach. There is a whole world that you and your students live in. I have to reach out and share more about myself and open up the space for my 4th and 5th graders to know about the world too.”

Cortnie Burriss

Cortnie Burriss, SLC 2021, is the Director of School Culture and Climate at Washington Leadership Academy PCS. “The instructional work that I do is in SEL [social-emotional learning]. We’re developing standards and teaching about mindsets and emotions. We’re teaching them in tandem with science, math, and English.” Cortnie defines this dual teaching method as “successful intelligence.” 

And Cortnie knows she cannot do it alone. “Leaders are the steering wheel of a school. A car can have all the moving parts, but if there’s no steering wheel, the car will crash. Without a vision, it fails.” 

How did School Leader Lab help Cortnie succeed at creating this vision? “SLL gave me the time, the resources to support my vision, and an understanding of managing inevitable distractions. It’s not a series of PDs; it’s a community.” 

Frankie Carter

Frankie Carter, the Director of Operations at Children’s Guild, thought joining School Leader Cohort would mean “learning SPED law and data management...crossing T’s and dotting I’s” Instead, it was so much more than that. As part of our 2021 DC School Leader Cohort, Frankie Carter learned that leadership is about “treating the whole person, treating the whole community.” 

Frankie tells us: “You [learn to] establish a better culture and community for the school. This is not just about the progression of your kid academically, but the progression of your kid as a human being. The ability to advocate, express themselves. We’re raising our students, too.”

School Leader Lab’s coaching sessions also boosted Frankie’s confidence in her leadership skills: “I always walked away with the ‘aha’ moment. It boosted my self-esteem. It let me know I can be in the room, I can complete any task. It doesn’t matter what I look like on paper.”

“If a staff member comes and shares a personal or professional struggle and feels like that’s a safe space, we’re in the trenches together. They will know, ‘this leader has my back.’”

“School Leader Lab has made a major impact on me and we’re not done. This cohort will be family for the rest of my life. Has and will always be an important chapter in my life.”

Rossana Mahvi

“Leaders set the narrative by what they choose to prioritize. Leadership sets the tone for everything that happens in the building,” says Rossana Mahvi, who previously worked as the Director of Special Education at Two Rivers Public Charter School in DC.

When championing new academic programs and initiatives, school leaders must not only have a firm understanding of the technical components of implementation but also the skills to address the adaptive, emotional components relating to the staff and students. 

Rossana says that’s what is so special about the School Leader Cohort program: “It’s not just technical training. It teaches the social emotional side of it as well… As a leader, you need to know how to navigate the emotions to make the change.”

On the technical side, Rossana says the program also taught her valuable skills and “sharpened my ability to use data and use that in coaching and instructional purposes.” 

Beyond academics, Rossana says that School Leader Lab showed her how to build a strong culture and school community founded on relationship-building and trust. She says this foundation is crucial for staff to be able to do the work even during the hard times. “We know the importance of having teachers build relationships with children to support learning… When school leaders prioritize that for the adults in their buildings, that trickles down to what teachers are doing for students too.”

Rossana says the School Leader Cohort program helped her realize she needed to get more comfortable “talking about issues related to race and equity.” Now, she says, “I’m more comfortable putting that priority in the heart of the work that I do.” 

Raymond Weeden

When you are a school leader, “everything is important,” says Raymond Weeden, Executive Director of Thurgood Marshall Academy in Washington DC. “But the people in front of me are the most important thing so that the kids in front of them are the most important thing.”

“I don’t need to go into a classroom and teach. I need to spend my time making sure that my [staff] are OK… so they can be their best for our young people.

Before joining the 2021 Principal Manager Cohort, Raymond says he hadn’t received professional coaching that wasn’t directly affiliated with evaluation in more than a decade.

“I don’t think I’ve been through professional development that is centered around me. It’s a balance of exploring self, focusing on self, taking actions to improve self, under the umbrella that this will have a direct impact on your community.”

“What SLL is really trying to do is get leaders to recenter themselves,” observes Raymond. Their programs focus on “investment in the person and in their own well-being and development.”

Too often, he observes, “we get into this cycle of tackling the checklist and not taking the extra pause on asking if this is what we what in our vision.”

SLL helped Raymond discover that he is good at having people believe in his vision, “but no one knew my values outside of work. I realized I have to share things about myself so they can have a fuller picture.” He says that this newfound vulnerability has not only been valuable for when he’s having tough conversations, but has also been integral to executing his vision at Thurgood Marshall Academy.

Alex Baron

Alex Baron, a member of the 2020 School Leader Cohort, serves as The Director of Academic Strategy across all three E.L. Haynes Public Charter School campuses in D.C.

As a white man working in D.C. schools, Alex was grateful for School Leader Lab’s emphasis on teaching leaders to be anti-racist throughout all facets of the program.

“I’m a white man and I’m coming into the work with blindspots that can be dangerous to colleagues. I found the community to be supportive and challenging as I navigated what it means to be an anti-racist leader, to learn and see where I fall short, and where I am more successful. That community and support made me a more conscious leader who could promote racial justice.”

Alex has participated in other national leadership programs that provided support on instruction, budget, facilities, and other technical components, but he says the big difference is that School Leader Lab offered enduring professional development and the ability to support and coach him through actual leadership challenges in real time.

“I had a disagreement with a fellow school leader that was impeding my ability to accomplish an objective that would have served students. I was blocked from doing what I knew was best because of a personal difficulty with this staff member, which really was a difficulty I had with myself.”

Alex was able to use the 5 Square, a technique the SLC cohort learns and practices brought to us by our friends at the Noble Story Group, to overcome challenges with teammates. This model helps leaders look through a new lens to understand and engage with others, while addressing personal barriers blocking their path to success.

“I unpacked what I was struggling with and where my colleague was struggling, and we came up with an action plan. We resolved the issue, and I was able to reflect on it with my SLL coach. It was an emotional journey, and had a meaningful outcome for kids. That colleague and I are really close now. It was a turning point and I was grateful for the challenge and the resolution.”

“There are so many programs out there that purport to build competencies, and they do on some narrow definition,” says Alex. “But SLL is the driver of ALL of the competencies required to be a school leader.”

“Participating in SLL made me feel confident stepping into any type of leadership role. SLL prepares leaders across the board.”

Amy Brock

Before she became a school leader, Amy Brock was a 6th grade teacher under the leadership of colleagues who had gone through SLL’s School Leader Cohort (SLC). What stood out to her was the level of vulnerability and authenticity those leaders brought to their work. While some leaders would tell her, “You need to do this by this date,” with SLL alumni, it was a “collaborative” experience. “We sat down and made plans together.”

Then it was her turn. “I always knew I wanted to be in leadership, but I never thought it would be so fast. I wasn’t ready to say yes. I was terrified.”

Amy became an Assistant Principal and realized immediately that “the tools I had as a teacher” were not going to be enough. She joined the 2021 School Leader Cohort.

“School Leader Lab embraced who I am and allowed me to do what I’ve been called to do… it’s a hidden gem. I just don’t know if there are enough people who truly understand how different it is from a university.” Even as someone with two masters degrees, Amy says participating in School Leader Lab’s program was essential for her. “The program is adaptive, flexible, and designed for me. The work is always relevant.”

One of the most valuable skills she learned was intentionality: “I schedule my days and am purposeful with my time, which has allowed me to set my teachers up for success.”

Beyond the day to day challenges of entering a leadership role, Amy was nervous about not having a peer group to tap into for support. But participating in SLC gave her the opportunity to meet other DC school leaders and build lasting relationships. “Although my cohort ‘ended,’ I have a lifetime of skills and relationships that will go beyond this cohort. You are not just paying into a temporary program, you are developing people that will use these skills.”

Angel McNeil

Angel McNeil had her work cut out for her as a founding principal at the beginning of a pandemic. Despite the stress and long hours involved in launching her school, the third Rocketship school in DC, Angel made the decision to set aside time to invest in herself. She joined School Leader Lab’s 2020 DC School Leader Cohort.

“I wouldn’t have made it through without my coach and the program. I got clarity on what I wanted my leadership and my life in education to be.”

“Leadership is lonely,” she observes. “And it was lonelier during the pandemic.” One of the biggest things Angel got out of being a part of the DC School Leader Cohort was additional support and a sense of community. “I looked forward to our sessions, even though they were virtual because of the pandemic. We built a community.”

Beyond the support and camaraderie she gained from her cohort members and coaches, the program taught her what kind of leader she wanted to be, and how to lead effectively.

“There are a million programs on how to do instruction well. There are not that many that focus on leaders as leaders. Leadership is about knowing how to lead people and School Leader Lab prepares you to actually do the job at hand and be able to do the work.”

“I’m a good-hearted school leader. I’m good with people. But I learned how to go deeper and how to show how you are a person is not a weakness. It’s allowed me to be honest as a leader.”

At the end of the program, she says, “[School Leader Lab] helped me to humanize myself as a leader. It helped me to show up as all of me. As leaders, we are people too.”

Tara O’Flaherty

“Being a principal is one of the hardest roles,” explains Tara O’Flaherty, Senior Director of Schools at DC Prep. Tara has supervised several principals through their DC School Leader Cohort experience and was a participant in our Principal Manager Cohort.

Tara is devoted to making principals lives “a little easier.” An experienced coach who has been at DC Prep since 2012, Tara knows the importance of pouring into her leaders. Says Tara, “when principals thrive, schools thrive, and children thrive.”

Tara says that one of of the biggest mistakes school leaders make “is just trying to survive. You have to slow down and make the space. That’s where School Leader Lab is helpful: To have the space and to build the awareness.”

Says Tara, “Participating in the DC Principal Manager Cohort gave me the opportunity to sit with other educators that are in similar positions. We were all tackling similar issues in education, and having the space to reflect, get pushed, be challenged, and brainstorm was essential.” Being part of a cohort like this, Tara explains, allows leaders to step back “because when you don’t take time to breathe and reflect, you can lose sight of how impactful you can be.”

Save the Date: DC School Leader Cohort 2023 applications open on February 13th. Check out the info sheet here.

Cyrkle Lomax

When Cyrkle Lomax, Principal of DC Prep Benning Elementary, joined our DC School Leader Cohort in 2018, she didn’t think it was possible to be her authentic self and a school leader at the same time.

“I thought I had to follow other people’s examples of leadership. So I didn’t think that I, being a black woman with a black experience, could exist out loud. What the cohort taught me was that all of my experience was valuable, what I brought to the table made sense and mattered. The cohort taught me that who I am and how I show up is enough.”

Beyond embracing her true self in her role as Principal, Crykle says she is grateful to School Leader Lab for teaching her to lead, not just how to manage. “Schools across this nation are filled with people who are managing, not leading. Everyone wants to be a leader for the check and the title, but leadership is what happens in the quiet moments.“

Cyrkle’s school, DC Prep Benning Elementary, was recently named a Blue Ribbon school for their impressive gains in student achievement.

“I’m eternally grateful for the experience. I did not expect that school leadership would be this hard. I thought I would read some books on how to be a good school leader. School Leader Lab really is the secret sauce to becoming an exceptional leader in schools.”

Christian Yarberry

Christian was a member of our pilot DC Executive Leader Cohort (EdEx), a cross-school program developing current and future network level leaders in DC. Reflecting on his participation, Christian offers, “School Leader Lab helped me put words around what it means to be a Black man in 2022. I used my time to think about how I can communicate with and lead my team, especially those who are not Black men. We need leaders, including operational leaders, who are empathetic, antiracist, passionate, and committed.”

Christian cites his participation in the cohort as an essential part of his ability to create lasting change at work. He continued, saying, “It was awesome to work together with folks who look like me, sound like me, and have the same challenges. We were able to define the changes we want. My foundation is stronger so my team’s foundation can be stronger and my school can be stronger.”

Christian’s ability to execute on his vision for operational leadership that he crafted during his time in EdEx is making a difference for others. On the pivotal role he played in DCB’s building and expansion efforts, Executive Director Daniela Anello shares, “Christian clears the path with so much finesse and excellence. He thinks through everything so proactively and intentionally. I couldn’t do it without him.”

More stories coming soon…