Sep 23

We Need More Voices

A friend called me this morning. She’s an urban educator, and she wanted to know if I wanted to be a part of a group of urban educators who could make a statement about the most recent police shootings. And, I have to admit, while I am always willing to add my name, I also voiced the thought of “Another statement?” It didn’t feel like enough.

Except maybe this —

One of the reasons that I think it’s so important that I speak out on issues of racial injustice isn’t just because I teach students of color, it’s also because I teach white students. It is important that African-American students see me speak up on issues of racial injustice because I want them to know that I stand with them and care deeply for them and love them, especially now in this time of great pain. But it’s also important that white students see me speak out so that they can see that this issue is of critical importance to me as a white Jewish educator. It’s my hope that if I speak up, so can they. If white students can, in part because a diverse coalition of educators who care for them speak up, see that the issue of racial injustice in all its forms is not only a black issue, but is, instead, a powerfully human issue, then we can make progress.

So yes, absolutely count me in on statements by urban educators decrying the racial injustice and police brutality we are living through, but we need more.

It is my hope that, as urban educators speak out, we see more and more educators in predominantly white schools signing on and speaking out.

We need you.

We need you to teach students in the communities that are overwhelmingly white about Ta-Nehisi Coates’ Atlantic article about economic injustice and racism, “The Case for Reparations.” We need you to show them the Guardian website, The Counted, so they can see that this year police have killed African-Americans at 2.5 times the rate of white Americans. We need you to show them the Harvard Implicit Bias test so that your students can confront their own implicit biases because one of the best ways to build a better world is to start with working to be the best version of ourselves and building out from there.

Educators in predominantly white schools – it’s not enough to leave the teaching of racial injustice to those who are teaching in schools that serve a majority of students of color. If we are to achieve the dream of America as a more perfect union, we need to help all our students understand that we all have a role to play in creating that.

And to do that, we need your voices too.


Aug 22

They Don’t Have to Learn It From Us

There’s a new post making the rounds on Facebook. It’s about a sign that the Catholic High School for Boys has posted on their front door for this school year. It says:

If you are dropping off your son’s forgotten lunch, books, homework, equipment, etc, TURN AROUND and exit the building. Your son will learn to problem-solve in your absence.

Many teachers I know are sharing it gleefully. And that worries me for a bunch of reasons. First, it shows a lack of empathy on our part – as if “tough love” would override helping a student who has forgotten homework or lunch or their cleats. Wouldn’t we want the kids to have what they need for school? And if that means that, from time to time, they need someone to bail them out when they forget something, so be it. And yes, I recognize that many students don’t have the ability to have parents drop something off at school, and so we shouldn’t only have that as a student’s solution, but nor should we turn parents away at the door when they are coming to school to help their child.

Second, I wonder if teachers would subject themselves to this same policy. I’d be in trouble. SLA Ultimate practices at 6:30 am every morning, and I dress in practice gear and change into my work clothes after practice. I’ve forgotten my wallet, socks, a belt, dress shoes, you name it. I’m lucky – my wife goes by SLA on her way to work, and if I realize it in time, I’m able to call her and beg her to drop off what I’ve forgotten. Does that make me a less responsible and effective educator that I occasionally forget stuff when I leave at 6:15 am? I hope not. Nor would I want a teacher not to have someone offer them the same help if they forgot a folder of work to hand back on the kitchen table. And I’m curious how some of the teachers who have been sharing this post on Facebook would react if their principal told their roommate or spouse to turn around if they forgot something, encouraging again, problem-solving.

And finally, it just seems mean to me. We all screw up. We all need to be bailed out. And there are plenty of times in life when we can’t. But I question why a school would send the message to a student that, when the solution to their problem is — quite literally — at the schoolhouse door, that it doesn’t help them. “This is for your own good” often isn’t, and I wonder what the lesson the students will really learn from that sign will be.

As educators, when we have the chance to show kindness, we should. As educators, when we have the chance to make sure kids see that home and school can work together in a child’s best interest, we should. And as educators, when we have the chance to remind kids that it’s ok not to be perfect and that we all need help from time to time, we should.

The world can be a cruel place where people treat one another poorly. Our students have the rest of their lives to learn that particular lesson.

They don’t need to learn it from us.

Jul 07

For White Teachers in the Time of #BlackLivesMatter

This is a post for white teachers – it doesn’t matter if you teach at predominantly white schools or schools with a majority of students of color. I don’t pretend to have big “A” Answers, but what I hope this post does is help you make sense of the role you play as our nation grapples with one of the most challenging issues of our time – police violence and how that is magnified against African-Americans.

In the past two days, we’ve seen two videos of Black men dying after having been shot by police officers. The videos are almost impossibly hard to watch. We’ve seen the partners and children of these men react to their death – and those videos are nearly as hard to watch as the deaths themselves. These killings are the most recent example of how many people die at the hands of police officers in America — and importantly — how there is deep racial inequity about who dies at the hands of the police. In 2015, 7.27 African-Americans per million were killed by police while 2.93 white Americans per million were killed by police. ( American police officers kill more people per capita than most other places in the world. And American police kill African-Americans more than they kill anyone else.

And while this racial inequity in US policing is not new at all, the probability that our students have experienced watching the video of seeing people die — possibly not by choice if they have auto-play turned on on Facebook — is a modern phenomenon.

These issues come into our classrooms, whether we acknowledge them or not. And as Pia Martin (among others) reminds us, there is no such thing as passive anti-racism. We, as white teachers, do not have the luxury of pretending the world doesn’t impact our classroom and our students. Whether we choose to directly deal with the issue in our classrooms or not, we have a moral obligation to be caring and thoughtful in our classrooms – especially to those who may be experiencing trauma due to these events. With that, some thoughts on how to be a caring white teacher in these times:

  • I was lucky enough to be a part of a group of amazing educators who came together to write about teaching about issues of state-sanctioned violence after the trial for Jordan Davis’ murder. While some of what we wrote was specific to that case, there is still a great deal there that would be applicable now.
  • Educate yourself. You can look at the hard data — and the stories behind the data — at The Counted – where the Guardian is cataloguing all of the people killed by US police. You can look at a comprehensive proposal for police reform at Campaign Zero. Those are but two of the many sites out there.
  • This is a moment where remembering that we teach students before we teach subjects is incredibly important. If we had school today, you might have students in your class who watched two people die yesterday, who had to have another version of “The Talk” or who had to be reminded of their own experiences with racial profiling and racial violence by police. Be aware of this and be understanding that your lesson on Hamlet, the quadratic equation, Ancient Rome or the past perfect tense of -ar verbs may not be where students are focusing.
  • We don’t have to “be the expert.” In fact, we can’t be. If there was ever a moment to not to be didactic, it’s now. This is a time to listen far more than lecture.
  • Let students know you care about this issue — and that you care about them. Silence really does imply consent in moments like this. You may be at a loss at what to say – many of us are – but saying nothing can be even more chilling.
  • Don’t put the burden of dealing with this on the African-American teachers in your school. All over America today, African-Americans are struggling with these two killings. Asking Black teachers to then also carry this burden in our schools is not only unreasonable, but it’s cruel.
  • Don’t make this only about Black students. This is an American problem that affects all of us. The onus is on all of us to make a better world. In the same way that we should not put the burden on Black teachers, be very aware of any burden we might inadvertently place on Black students.
  • Do not make this about us. It’s not about us. Do not center this issue on how you feel. Use empathy. Share thoughts. Make common cause, but listen deeply and be thoughtful in your responses. There is deep pain here. We must honor that first and foremost.
  • And to that end — Respect boundaries. No one has to talk about these issues. No one has to mine their pain as a classroom experience. If someone trusts us enough to talk about these issues, we must respect that trust, and realize that for many of our students, this is not a dispassionate academic issue. This is something that cuts far too close to home for many students, and we have to respect that and understand how painful this issue can be.
  • And finally, do not say “All Lives Matter” or “Black on Black Crime.” I’ve linked articles explaining why  those words are toxic to this conversation. Please, if this doesn’t automatically ring true, take time to read both.

This isn’t a comprehensive list. This can’t be a step-by-step guide. There is no way to just lesson plan our way through this. But we have to be part of the solution. We cannot assume that others will deal with this, or think that this isn’t an issue that affects our schools. And we cannot leave this issue for African-Americans to try to survive their way through. White teachers, it is time for us to carry our weight and do our part to make sure that all our students understand how important this issue is — and that our Black students feel from us that one societal institution – our schools – are for them, even as the images they’ve seen in these past few days have made many feel that another societal institution – the police – is not.

Jun 30

Council of Elders

I’m on the plane back from ISTE 2016, after four days of more powerful conversations that I had a right to expect.

This was my tenth ISTE. There is something incredible about going back, year after year, to a community that has watched me grow up professionally and has watched SLA go from a scrappy little start-up to now three schools and a non-profit working to spread inquiry-based education to a wider array of schools. And this year, what struck me is how many people in this world have become a big part my council of elders over time.

And that’s the idea I want to play with tonight.

A council of elders isn’t necessary the folks who are older than you, but they are the folks whose perspective and wisdom can push your thinking in important ways. They are also the folks who you trust enough not to tell you what you want to hear or allow their words to be colored by their own interests in what you are doing. They are the folks whose lived experiences have given them a window into your life and your challenges that allow you to see yourself through a different lens.  And often, I think, some of the folks on your list have to be the people who aren’t there every day, so they can give you that “step back” perspective that might not be as easy to see to the folks who are in your life day-to-day.

And, most of all, they are the folks who listen well – and know you well.

I think every leader needs her council of elders. They are the folks who keep you honest. They are the folks who can show you a roadmap when you can’t see one. And they are the folks who can get you out of your head long enough to see solutions other than whatever solution you are currently grinding your gears over.

The trick is knowing you have them – and knowing you need them. In the end, having your council of elders is nothing more or less than the collaborative part of reflection. It’s about carving the time to reflect and remembering to have the humility to know that sometimes, we need others to hold the mirrors up to ourselves for us.

It’s too easy to get caught up in the day-to-day to forget all of that. It’s too easy to think that our challenges are so uniquely ours as to not ask for other perspectives. It’s too easy to think that people don’t really mean it when they say, “Call me if you need me.” But none of that is true.

I was reminded this week of how powerful my council of elders is, and how important they are to me. Thanks ISTE for bringing together so many amazing folks. And I’ve got new marching orders for this coming year to remember to check in more often with so many folks.

And, of course, I’ve got to remember to pay it forward, and remind the folks to whom I’ve said, “Call me if you need me,” that I meant it too.

May 15

School Design and Civil Rights

The Obama administration took a huge step forward in the fight for the rights of transgender students when they published their guidelines for restroom usage in schools this week. It is an important step that has generated all the controversy one would expect, given the history of the fight for civil rights in America.

And perhaps this is a chance to use school design to rethink how school structures one of the basic structures of school – the restroom.

To wit – what if all restrooms were unisex?

I was in a great Philadelphia restaurant recently that had unisex restrooms. There was no door from the main restaurant into bathroom. The sinks were around the corner as you walked in, and the sinks were open to all. The stalls were in the back half of the space and had floor-to-ceiling doors – creating a private experience for the person actually, you know, going to the bathroom. I admit, it was a little strange for a second to come out of my stall at the same time as a woman two stalls down, but only for a second. And I think that would be the experience for most kids in school as well.

Any school with this design could completely short-circuit the issue of “which bathroom.” It would ensure that no transgender student ever had to face harassment or bigotry based on which bathroom they chose to use. It wouldn’t mean that the issues transgender student face would end – far from it – but it could make life a little easier for students as schools and society continue to evolve. And it would give schools one more entry point to the necessary conversation about civil rights for transgender students.

And the thing is – this might allow us to get bathrooms right for all kids, too. Bathrooms are – in many schools – places that often end up as less than awesome. Most recently, a young woman lost her life in a bathroom fight in Delaware. But school bathrooms have been terrifying places in too many places for a long, long time. Maybe, with new designs that made less of the space walled off, we could create safer spaces for all our students.

We need to do the work of creating more safe, more inclusive, more accepting and more understanding schools. Much of that work has to be done through the words and deeds with which we live our lives. But as we seek to make schools — and society — more equitable, let’s remember that there are ways to improve the design of the very spaces we inhabit that could have profoundly positive impact as we work to achieve those goals.

Apr 12

Join the SLA Team!

It’s hiring season in Philadelphia, and the Science Leadership Academy schools have openings at all three (three!) campuses!

Science Leadership Academy @ Beeber is hiring for it’s final founding cohort, as next year will “fill” the school. They are looking for the following positions:

  • English
  • History
  • Biology
  • Math
  • Physical Education
  • Counseling
  • Special Education

Science Leadership Academy – Center City

  • History
  • Math

Science Leadership Academy Middle School – Be part of SLA-MS founding faculty!

  • Elementary Education
  • Special Education
  • Art
  • Counseling

Call for Teachers:

  • “How do we learn?”
  • “What can we create?”
  • “What does it mean to lead?”

These three essential questions form the basis of instruction at the Science Leadership Academy (SLA) a Philadelphia high school opened in September 2006. SLA is built on the notion that inquiry is the very first step in the process of learning. Developed in partnership with The Franklin Institute – a nationally recognized science and technology museum – and its commitment to inquiry-based science, SLA provides a rigorous, college-preparatory curriculum with a focus on science, technology, mathematics and entrepreneurship. Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.

The Science Leadership Academy is looking for faculty to continue to develop and implement a rigorous, inquiry-driven, project-based curriculum. In addition, all teachers at SLA have an advisory class where they work with the same students for four years. SLA is a national model for “School 2.0,” a reform movement that seeks to harness the tools of technology, tied to a progressive pedagogy, to re-imagine what high schools can be. As such, SLA is a 1:1 laptop school that uses multiple resources – web-based and traditional – to create meaning and understanding.


  • Applicants must be PA State Certified or eligible for PA State Certification in their subject area.
  • Applicants must be committed to the idea that we teach students first and our subjects second.
  • Applicants must be willing to challenge students to work in an inquiry-driven, project based environment.
  • Applicants must be willing to work collaboratively.
  • Applicants must be willing to work in a diverse environment with students who reflect the rich heritage of Philadelphia.
  • Applicants should have a strong background in technology infusion into the classroom and be willing to see their classroom as happening both on and offline.
  • Applicants should have an interest in developing extra-curricular activities.
  • Applicants should be energetic, flexible, and have a strong desire to work with administrators, fellow teachers, parents, and students to create a school that reflects SLA’s core values.

How to Apply:
For more information, please visit,, or contact SLA at Resumes and cover letters can be sent to but all applicants must apply through the School District of Philadelphia Site Selection Process as well.

Contact Info:

SLA @ Beeber: Principal – Chris Johnson

SLA – Center City: Co-Principals – Chris Lehmann / Aaron Gerwer

SLA Middle School: Principal – Tim Boyle


Mar 27

Design for the Best Outcome

Years ago, when I was a teacher in New York City, there was a memo that came from Central Office that stated a new policy that made it against policy for teachers and administrators to hug students. I remember my boss’ reaction to it – no one was going to stop her from hugging her students. But you can imagine what happened to create that memo. There was probably a spate of incidents involving teachers being grossly inappropriate with students, and as such, the Central Office sought to solve that problem with a policy that drew a harsh, bright line. The problem is that the policy also outlawed a behavior that thousands of caring educators engaged in every day that made the work of schools a more human and humane and caring endeavor.


This kind of policy move is hardly unique to New York City. It exists in schools and districts all over the country. It is at the root of textbook companies who market products to schools that require almost no imagination or thought on the part of teachers. It is at the root of the filtering software and technology policies in many districts that ensure that the internet that kids experience in school has little to no relevance to the way people interact with technology out of school. And it is generally responsible for restrictive cultures in schools where a bland and uncaring education rules the day over any notion of innovative or passionate learning might take place.

And as an administrator, I can speak to the seductiveness of such thinking. It’s easy to think that with the right policy… the right rule… we can keep our schools safe and productive and neat. But that’s not what learning needs to be. When I was in graduate school, studying for my principal certification, I was lucky enough to study under Tom Sobol who – more succinctly than I am doing now – explained the problem with this line of thinking perfectly:

You can regulate the worst abuses out of a system, but you can never regulate goodness or excellence, because goodness and excellence lie within the hearts and minds of the people within the system.

And that’s it. That idea should be at the heart of our design principles when we think about schools and their systems.

This is at the heart of the idea of designing human systems. There’s no question that we need systems and structures in schools, but we need systems and structures that are aspirational, dynamic and deeply, deeply human. A well-structured human system is one that enables good people of honest intent to learn how to do great work with students more quickly, more powerfully than if the system did not exist.

This doesn’t negate that there are regulations that govern our behavior in schools. Those do exist for a reason – to, as Prof. Sobol said – to prevent the worst abuses. That is why union contracts mandate how many minutes teachers can teach in a row, and that’s why the procurement manuals of most districts are thicker than many textbooks. We have to keep people -kids and adults – safe, and we have to make sure that schools do not have financial abuse. Those are real and serious things.

But we need the other kinds of systems as well – the ones that help us be better together. And it’s something school administrators should think about every time they sit down with leadership teams to create policy:

“Am I doing this because I’m afraid of the worst thing, or am I doing this because I want to make it more possible to create amazing things?”

And we should look to be aspirational in our policies, procedures and systems as often as we can — after all, when the systems and structures that we create are aspirational, then our classrooms and the messages we send to the children inside of them will be aspirational as well.

Mar 24

Join Philadelphia’s Innovation Network!

This is an exciting time in the School District of Philadelphia as we seek to hire 800 new teachers to join us this fall to teach the children of this city, and the Innovation Network is part of that effort!

On Wednesday, March 30th from 2pm – 6pm in the School District of Philadelphia Auditorium at 440 N. Broad St., we will host the Innovation Network Recruitment Fair! All of the schools of our network will be there to meet prospective teachers. All of our schools are hiring for next year, and we are looking for teachers who want to be part of a network of schools dedicated to the idea that schools can be authentic, empowering, caring and modern for all its members – students and teachers alike. Our schools are:

You can also download our Innovation Network Recruitment Flyer.

In addition to our teacher hiring, we are looking for a Professional Learning Specialist to join our network! This person will work with our principals, our network team, the University of Pennsylvania and Drexel and other partners to re-think what pre- and in-service teacher development can mean in an innovative school culture. It’s an exciting opportunity for someone to really help us re-think what adult learning can look like in innovative school models.

Come join us in the Innovative Network of the School District of Philadelphia and help us to build some of the most exciting schools in the nation!

Mar 22

Schools Are Fragile

There are no shortage of ideas about how to improve schools. Zac and I wrote a book filled with them. And every year, principals and teachers come together to try to figure out how to make their schools better places – writing school improvement plans, creating sub-committees, spending time trying to make things better. It is the language of our national discussion around education – how do we fix our schools?

But there’s another thing we need to look at – throughout the last twenty or thirty years, whether it is the Gates small schools initiative, the charter movement, or any number of initiatives like the Boston Pilot schools or the New York City iZone – we’ve started thousands of schools in this country… and most of them started with incredible promise and idealism and energy, and not enough of them stayed that way.

There are many reasons for that – budget cuts, superintendency changes, leadership change, mission drift and more – and what that shows is how real regression to the mean is in education. It is the thing that we have to think about as we look to make schools better places — how will we sustain the changes we make? How will we sustain innovative ideas — or even just the best old-fashioned ideas.

A long time ago, when I was starting SLA, someone told me that leaders either had start-up energy or sustaining energy, but most people didn’t have both. I didn’t want to be a short-time founder. I wanted to be at SLA for a long, long time – and I still do. But to do that, we had to think about fragility. How were we going to nurture SLA after we’d built it? How would we keep working to make it the best version of itself while also being careful not to work people too hard, take on ideas and concepts that would pull us away from our core mission, and of course, navigate the changing winds around us. I didn’t realize that we were also going to have to get through one of the worst crises in educational history, too, but there we were.

And SLA is celebrating its ten year anniversary this year. If the ten years of our little school has taught me anything is that we have to think as deeply about sustainability as we do about start-up. We have to recognize that doing something different, something that pushes against the dominant narrative, requires eternal vigilance. There’s never the moment you can relax and think, “Whew… we’ve arrived.” Every year brings a new 9th grade class. Every year brings new challenges. And every year, you have to work to maintain what you’ve built – while always trying to figure out how to make it better too.

Because schools are fragile – no matter how strong we build them, we have to always remember that they will take just as much energy to keep them strong.

Feb 19

Building a Learning Network

I’m writing this post at the end of first ever day and a half long retreat of the Innovation Network. We had the opportunity to come down to North Bay Adventure Camp and use their guest house for our retreat.

There’s something incredible about getting away into a new environment to give everyone freedom to fully immerse in ideas. Yes, when you have eight principals all away from their schools, the reality of the cell phone is always there, but overall, everyone felt “away” and able to focus on the work at hand.

I had two goals for the retreat – One, I was hopeful that we could create the conditions by which every school would have the chance to dig deep into a challenge they were facing. And two, in leveraging the wisdom of the room, we would get the chance to really deepen our commitment to being a learning network together.

We used the National School Reform Faculty protocol Consultancy for the bulk of the day’s work. Consultancy is a really powerful protocol that creates the space for a deep dive into a challenge or dilemma that someone is facing. It really requires folks coming together in a safe way, because you are asking people to ask probing questions of each other and asking people to listen without defensiveness to critique and ideas. There has to be some real trust in both process and people for it to work well. We used some nice ice breakers to get into the work, and the fact that this group has been working together with a common mission of creating schools that are authentic, empowering, caring and modern really created the space for us to enter into the work.

Each iteration of the consultancy takes about 45-50 minutes to go through, and as the facilitator, I can say that there really has to be a premium on following the process so that the consultancy stays focused. It can end with the presenter walking away with a fresh lens on the problem and a lot of ideas to try to solve it. For us, it also meant a day that started at 8:30am and ended at 8:30pm with working lunch and dinner (and a two-hour break in the middle of the day to learn more about North Bay and to go on a truly insane ropes course that was every bit the bonding experience you’d think it was. (6th graders do that? Dang.)

Neil Guyette of @USchoolPhilly makes the big leap. #phled

A video posted by Chris Lehmann (@chrislehmann) on


The day was exhausting and awesome. And everyone agreed that we accomplished both goals. And it’s energized me to figure out how to better use our monthly network meetings when we come together once a month back in Philly.

And importantly – we did it ourselves. We used smart resources from other places. We shared some readings, we used ice breakers that we learned from other folks, and we agreed to use a protocol that can feel a little forced the first time you use it. But we didn’t assume that someone was going to come in and solve our problems for us. We agreed to be our own best resources for each other, and that made all of us better, not just because of the trust we gained, and not just because we all were able to see how the problems everyone was struggling with had application in our own schools, but because there’s something amazing about learning together, solving problems together, and gaining belief and trust in the idea that if we just keep asking hard questions together, we can come up with the answers we need together.

And when adults can do that for one another, doesn’t that reinforce how important it is that we do that with our students as well?