Dr. Jill Gildea is the Superintendent of Park City School District, Park City, Utah. Having been a classroom teacher, department leader, building principal, curriculum leader, assistant superintendent and now superintendent for the past 16 years across 3 states and 4 school districts, she continues to have a future focused and student centered approach.
Dr. Michael Conner
Good morning, good afternoon and good evening and welcome to another episode of Voices for Excellence. I am your host, Dr. Michael Conner. I am also the CEO and Founder of the Agile Evolutionary Group. And today’s episode features, I believe, one of the smartest superintendents in the country. Now, I remember when I was chief academic officer, even assistant superintendent. I have followed her work nationally, specifically around building personalized models in the B.C. state of education. And we’re talking about high level connectivity, a high level of innovative design within this personalized learning model. And I followed her work ever since then up until now, where she is the proud superintendent of Park City schools in Park City, Utah. All right. Yes, Utah. We are every– VFE is everywhere. So without further ado, I want to introduce, she is an HSA mentor, she has done numerous national and international activities as focused on building personalized learning models. And she is one of the most effective superintendents in the country. So without further ado, Dr. Jill Gildea, welcome to Voices for Excellence. How are you today?
Dr. Jill Gildea
Wonderful. Thank you so much for having me. This is so fun.
Dr. Michael Conner
I’m glad to have you back. And I’ll tell you right now, I’m a big fan of yours and I can’t wait to get into some of these questions because as we start thinking about what are some of these radical designs in the AC stage of education, I think you are already… you were the catalyst to start this in the B.C. stage of education, which I think it is. And, I’m saying this as a hypothesis, your transition to COVID, because you had those underpinnings that were already in Park City. But before we even get in-depth right with those questions and how you put that together, this is a fine song, and I can’t wait to hear this right, because now I get to know the type of music that Dr. Gildea loves, how she would come out, what her equity song is, how it defines her. But what is that equity song that defines you? And when you walk into a room, which stakeholders or even your mentees, as I say, what song comes to mind if I am going to participate in something regarding leadership with you as my facilitator or what equity song represents Dr. Jill Gildea?
Dr. Jill Gildea
You know, I love that question. This is this is probably the hardest question. Because you… just your person, your personality, what inspires you. All that kind of thing. So I could not limit myself to just one because it would depend on the mood. It would depend of the day. So there are so many different up there. There were so many songs that came to mind, like when I was a little kid, the Disney song, “When You Wish Upon a Star, makes no difference who you are.” It kind of inspired me from a young age, but when I was a teacher, Rod Stewart’s Forever Young. You always picture the kids kind of in the age group where you meet them to, today I think about Elton John’s I’m still standing. Here we are, you know, in this busy time thinking and navigating such interesting times to inspirational populations. We are the world or even five for fighting song world. Let’s start at the start and build a masterpiece. What kind of world do we want? Then I think about fun songs. American Authors Best Day of my Life. My possibilities are… Walk the Moon, Shut up and Dance with Me because we are all going to work together. And of course, what about fun? My other fun favorite is supposed to be a love song. The whole Bruno Mars Grenade. I’ll catch a grenade for you. Jump in front of a train for you. But I always think about that in leadership. But probably the one that I would ask to be played is from the Greatest Showman. And it’s key. Keala Settle. And she’s singing This Is Me. And the the phrase that I would definitely want to have people hear is when the sharpest words might cut me down. I’m going to send a flood, going to drown him out. I am brave, I am bruised. I am who I meant to be. This is me. Look out. cause here I come. And I’m marching on to the beat I drum. I’m not scared to be seen, I make no apologies, this is me.
Dr. Michael Conner
Unbelievable. Now, Dr. Gildea, that was a first on VFe where we had roughly about, and I counted with this, so many, I counted eight and I lost count. But the one, the one resonating song that represents you, This is Me. And when I think about that from a leadership signature context, right who you are as you are adopting, implementing policies, who you are in the context of your equity and an innovation stance as it pertains to reach and all and have in that song. This is me. Yes. When you step up and when you talk about excellence, equity and innovation in this triangulation around redesign or transformation in the AC stage of education, this is who I am and I come unapologetically. I heard not apologizing. So but yeah, I want to start getting down to this level of not apologizing. And this is you because you are the superintendent of Park City Schools in Park City, Utah. Only district I know. And please correct me if I’m wrong, that actually has a ski break in April. I want to listen. I want to do that in my life. Okay. So mark me down next year for April Ski break. Yes, VFE, I will send pictures of me skiing next April in Utah. But considering Dr. Gildea that you’re a recognized strategic leader, who roots excellence and innovation within any teaching learning organization that you lead. I mean from… where previously, in previous roles to now as Park City superintendent. But what has been your grounded approach as a leader in the ecosystem with regards to strategy and innovation? Because obviously you have to part and parcel them to define it. But also there’s this interface of driving innovation for strategy, strategy for innovation, reciprocity between the two, but implementing a strategy where it must be cross siloed, where there’s innovative experimentation. That’s difficult for a lot of systems leaders. Now with some of the or the multiple variables that we’re facing. But when we talk about that from a collective mindset, how did you personally achieve success with this intentional cross-sector of strategy and innovation?
Dr. Jill Gildea
Oh, that’s a great question. You know, there was a book way back called From Fragmentation to Coherence. Mhm, it’s a great book. Now you just kind of describe that book, but I do want to thank you for your really thoughtful and kind introduction, and I have appreciated your collegiality as well and enjoy watching your career trajectory. And the thing is the difference you’re making now is really going to be incredible. So I’m pretty excited for you and watching this next phase of what you’ll be doing. You know influencing on an even broader scale. So I’m really excited about that.
Dr. Michael Conner
You’re about to make me cry on VFE, stop. That’s going to be a first. There’s a lot of firsts on VFE now. But Jill, coming from you, that means so, so, so, so, so much. Thank you for that. And look, a lot of the stuff with regards to organizational redesign when it comes to level personalization, you set that benchmark across the country. But moreover, you made my intellectual curiosity expand specifically in the BC Stage of Education. So thank you for your contributions to my development.
Dr. Jill Gildea
Thanks so, you know, you asked kind of what’s grounded, what’s grounded effective strategic leadership. And I think it’s a combination of a lot of factors, including vision that inspires and motivates people to work towards that common goal. I think that’s really the first part. You have to have that target that you’re aiming towards. You have to have that. You have to be able to kind of visualize what it is that’s going to be different for the kids, for the staff, for the system if this is realized. So I think that’s a big piece is being able to capture their appreciative inquiry and what’s happened that’s gone really well. What can we build on and then putting that vision in front of people that’s going to inspire them, motivate them, communicating and articulating high expectations, providing the supports that are needed and the accountability framework. You’ve spoken about that, I think, several times as well. I think that’s just the pattern, that we have to have to make change actionable. You have to have the high expectation to provide all those supports and then what is the internal as well as the external accountability. So I really count on that, creating the conditions for staff and students success. That’s really why we have a district office. That’s what we’re intending to do. Building trust, respect, ownership, collective ownership throughout the organization and a commitment to making a difference in children’s lives. I think all of that speaks to strategy. Having a continuous improvement mindset, understanding feeling. Yeah. But you know holding that first attempt and learning right, that fail forward mindset but I think as it… when you are thinking, strategic thinking and the I’ve seen this throughout your leadership as well. You’re always… I’m watching this always in you, Dr. Conner. You are anticipating, you’re analyzing, you’re responding to the changes in the environment. You’re aligning resources and efforts toward achieving those goals. You’re looking short, intermediate, long term. You have empathy, genuine concern for the well-being of the staff and students. All of that, I think, is what comes through in these leadership roles. They are so… they’re so hard. I think having the ability to create a supportive and inclusive learning environment, well, what does that mean? I think…
Dr. Michael Conner
Dr. Gildea, you, and I apologize for interjecting, but you know you have contextualize I like to say the whole systems approach that is undergird. As you said, we’re this continuous improvement mindset that is analyzing data, looking at data experimentation, iteration with divergent ideation. Those are all major critical elements around this continuous improvement mindset. If you can, because a lot of my audience, they use this as an asynchronous mechanism, a professional learning tool, and your answer was just, it was it was filled with a lot of rich, multi-adaptive elements that need to work together around this system change. Can you provide just one, and I just want to just get down, one isolated example of how you implement this, because you provided a great contextualization of it. I know my audience are saying, How do I do this? What does this look like? What is one system element you redesign to this?
Dr. Jill Gildea
That’s a great question. And obviously the most fun one is really the learning environment. It’s really the classroom. When you can make a classroom design, when you can have teachers kind of be inspired by what to learn and what a learning environment can be. When you have the students inspired by a learning environment, when they feel ownership of it, I will tell you there’s nothing more exciting than seeing kindergartners demonstrate agency in what and how to learn. Sitting and doing partner readings, identifying when they need to maybe go try something on their own. And you know, when you’re seeing that in a true personalized learning environment, that is amazing. But I have found that one element of trying to find a place that is doing what you’re hoping for and being able to actually show people, do an actual inquiry, go walk, do an actual visit. I have found that to be really helpful. So you have to always be looking for other innovative programs, taking a look at those and then trying to make it possible for your people to see it. Because once they can see it, then they can come put it into their local context and keep improving, keep iterating. So I think seeing the vision and really that physical learning environment does make a difference. It doesn’t have to be all fancy stuff. You know, some of the places we visited had things out of garage sales, but yes, it doesn’t have to be so offensive. That’s not what it’s about, but it’s about how you’re using the space differently. The space and peace and timing.
Dr. Michael Conner
I think you clarified a misnomer about innovation is that innovation doesn’t have to be the next shiny resource or education tool, but it’s looking at your system structures elements differently, really just like what you said with people placed in resources. And how you frame that, it’s just absolutely perfectly aligned. And here’s the thing. And I want to underscore this into the next question, because what you’re saying is absolutely correct. But what we need to identify is courageous leadership, because a lot of people would just operationalize and optimize the status quo so that they can be able to be in that position for a long time. But in past academic years, in calendar years. Dr. Gildea, you’ve co-chaired a variety of ASC leadership initiatives, the Collaborative or Transformative in Innovative Education Digital Learning Consortium or Size Learning Consortium and the National Superintendent Certification. Everywhere, Jill, everywhere. You served as an inspiring superintendent mentor. I want to highlight the work that you’ve done right. All of the work you’ve done, the work you have, the work outcomes are just extraordinary. But I remember in March to participate in a District Administration Superintendents Institute, and I heard actually, Dr. Joel, he’s the retired Superintendent of Lincoln Public Schools in Lincoln, Nebraska, but also served as my mentor in AASA Urban Supes Academy. And the needle of education with regards to superintendents of change dropped dramatically. And it’s going to continue to change. But Dr. Joel made a specific statement that day when he stated that he doesn’t see it changing for superintendents for the next four or five years. Now, in your objective and subjective opinion, where are we in the context of the state of education, the role of superintendent and will it change in the near future? Or how long do you think is going to change where superintendents are finally valued in their communities across the country?
Dr. Jill Gildea
Yeah, well, you know, we are navigating really turbulent times that I’ve certainly… Superintendent roles have always been challenging. But boy, it’s really different now, definitely. So in that same academy you were in, Dave Schuler was actually my mentor, which cracked me up because he’s actually younger than I am. How are you, Dave? Congratulations, Dave. I mean, he is currently the AASA new Executive Director of that organization. And while, of course, Dan did an amazing job, I’m really looking forward to Dave’s leadership in that organization because he does have a keen eye for equity, equitable outcomes and really a passion for it. So I’m pretty excited to see what it is we’ll be working on. So I have truly been privileged to have the opportunity to be in these groups, though the many that you mentioned, you know, to participate, servant facilitation to lead some of the groups that collaborative for transfer Transformative Education was amazing. And Dave actually took that one over, though, and renamed it into our readiness so that life, career readiness, that was one of his initiatives when he was the NASA president that year. But they did relaunch. So that’s kind of exciting. And now they’re also looking at future learning E-learning 2025. So always fun to see what that large national organizations doing at rigorous system system leaders, you know, learning. So I think that’s what it’s really modeled. FROST Right. Through all those cohort studies we network, we work across the country. We build capacity together across any number of things. Yeah, I think that’s really helpful. But yeah, I think what we’re learning now that is different than when I initially went into the role 16 years ago. So I’ve been a superintendent. This is my 16th year graduations. All right, Thank you. Like I said, I’m still standing right there. Come on. Jan comes in. But I do think that now boards of education are recognizing that political savvy is a really desirable trait in superintendent. I don’t think, you know, before it was really proving that you had some financial acumen, that you understood the business and you understood curriculum and instruction. But now there’s this whole additional layer, and I think superintendent of schools in the US are going to continue to play an increasingly critical role in navigating the complexities and the polarized political landscape that characterizes the country today. I wish it so, but I think it is. I think issues of school funding, curriculum standards, student safety, you know, even the even the most innocuous things are becoming politicized and superintendents are going to need to be skilled at managing competing interests, communicating effectively with a wide range of stakeholders. You know, the people that believe like you do and people that don’t. We have to be leveraging technology and data. We have to use that data to inform the decision making, because I would tell sometimes the data in bring us back to our why now we have data trends, measure outcomes, but I’m excited about a growing emphasis on personalized learning where the policy is that allows some of the first lines, competency based learning to happen and how the use of technology is changing outcomes for many kids. Yeah, when they do have the chance to move at their own pace and that can be motivating for kids. I do think superintendents are going to have to keep up with that right among this political. We also have to know what things are coming out and what are the impacts on student learning and engagement.
Dr. Michael Conner
That and you highlight it will for one first you know congratulations to David right and become an ACA executive director and you mentioned learning 2025. I was just I was a part of that developing that report, designing that report with 32 other educators from just across world, which was such a great experience. So developing. That is great to see a ESSA put in that report, the from the National Commission in Action. But I want to highlight on a word right. And I think that this is the theme across education specifically if you’re in any type of leadership role. Right. Polarization. Right. The polarization of education. And Dr. Gildea you’re one of the and I can say this bold and unapologetic way, one of the only white women that will stand on the mount and let your black and brown brothers and sisters, it doesn’t matter who it is, if it’s about equity, is about equity. You and Dr. Susan Enfield, right. I love you, too, for what you’ve done with equity. But, you know, when we look at this, right, this whole aspect of restructuring in record requiring. Right. Teaching and learning to be in alignment with excellence and equity, I know you’ve generated some difficult discussions and raised data questions pertaining to excellence, equity gaps and access and opportunity gaps. And you’re still around, Jill. And now, as a white woman who is leveraging the hard work of excellence and equity that is needed, you know, what advice would you give the leaders to move beyond this polarization? What advice would you provide to other white leaders who want to navigate these pearls of the politics that we’re facing but need framing or additional support to move this work forward? What what are some of your suggestions?
Dr. Jill Gildea
All right. That’s a lot. That’s it. That’s a lot. Right. And at Yale, likewise. I mean, when I look at your framework, right. So when I look at that, when I see access gaps, preparation gaps and performance gaps. Right. I had not worded it that same way necessarily in my work. But I think when I look at that, right, that visual of what you’re trying to do, I think that’s part of the redesign, right. Part of the redesign that looking at those things. And I also so admire Dr. Enfield because she’s done amazing work also multiple states, right? Kind of no matter where she lives, she does great things. But in redesigning. Right. Cultivating the ownership of the learning organization, I mean, that’s huge, right? It’s a big concept, but it’s making sure that everybody in the organization has some ownership for this. It cannot be one person, Right? I think we’re all kind of learning that. Yeah, that has to keep building capacity. But I’ve got five takeaways. You ready? And I…
Dr. Michael Conner
Listen. Any nuggets from Dr. Gildea? Give it to us. It’s free.
Dr. Jill Gildea
There you go. There you go. Okay. All right. So I am all right. I used to always picture this was younger in my career, right? Even like bachelors degree level kind of work. But I always envisioned an organizational chart with students being at the center. Then they asked the educators and staff surrounding them, then the building leaders and then district teams, which I didn’t even really know what that was right back then. But district teams, I ended up loving curriculum, right? All of that and planning and then bolstered by the board and the community. Right. But I always kind of pictured it, you know, this way. So I didn’t really always understand, you know, our Google nature right, of schools. I always follow enteric circles. So I know that that’s kind of hopeful and optimistic. But that’s one of the the redesigns that I think when you look at some of the modern or the agile design, it’s always with the student at the center right. And I think that’s a piece that I recognized pretty early in my career. But anyway, the five things I think books around this or that would help are, you know, as a leader, you have to focus on building relationships, right? Vertical and navigating the complex and politicized landscape. Right? You have to develop strong relationships with all of your stakeholders, so helps you build trust and credibility. It helps you navigate challenges. It gives you a phone, a friend opportunity, right? So you have to focus on that. But I, I really always want to be a system leader in the system, but I have found that you have to also be a community leader keeping equity forefront. Right. You kind of hit on that in the question even. But you know that equity has to be the guiding principle in all decisions, right? It has to be the ultimate goal. And as a female white educational system leader, you know, I recognize the importance in working to ensure that all students, regardless of their background or circumstance, have access to quality education and the resources they need to exceed, you know, so that can be, you know, implementing strategies. You know, I would do I felt kind of not seen necessarily by my my teachers. I lived on the wrong side of the tracks, single parent household, you know, just go to work, honey. You know, that’s what you need to do. Help your family sort of thinking you aren’t in the top 100. You don’t belong in this class. You know? So when I was an educator, I knew I wanted no child, you know, to ever have that kind of experience. Absolutely. Yeah. Oh, I think, you know. Yeah, we just. We can’t miss opportunities, right? We can’t miss opportunities when the kids are in front of us. And that’s where I think the urgency comes from, right? Because they’re only that age and in that grade once. So we have to keep removing obstacles, highlight, highlight aspirations and build ourselves capacity, you know, making make sure that we’re keeping our eye, you know, on on every student. And then as a curriculum leader, you know, going back to that part of my background, really using data to decision making, I think that’s huge. It’s data can be really powerful in navigating political challenges because when you bring things down to a student, you know, the fourth you missed that could have done okay in this class, right? That can be powerful leverage and it can show you’re making decisions that are informed or grounded in evidence. I do think more now than ever before, we have to engage in advocacy. Right? For years we have this unique platform, right, to be able to advocate for policies and practices that are going to make a difference, you know, in equity, in excellence, in education, that they’re going to look at equitable outcomes. And so and then finally, well, I want to…
Dr. Michael Conner
Oh, yeah, yeah, no. And I just want to interject at one point, right? Because just right now, I know you got one more, but I think that this is important for the audience. As I’m taking notes down, you talk about capacity and you talk about data, right? And I think that now when you have to when you’re starting this huge shift, whether it be culture, whether it be at the school, and I’m going to take this right for mega science where I’m creating these Microsystems micro cultures. Right. That are divergent capacity in data. Right. How do you how do you interject that in to your standard practice where you have to build capacity, but you also simultaneously have to look at data to be able to drive the capacity exercises, to reach the four pillars or principles that you already listed. Know that there’s one more. But again, building all of that urgency, equity at the forefront again, the community behind behind you establishing authentic relationships. That’s, you know, capacity and data work impacting culture. So just elaborate on that before you get to the fifth one. I think that was so critical that the audience be able to hear this.
Dr. Jill Gildea
Sure, I want it. One of the ways that we’ve done that here in Park City is we really do work with coalitions of a variety of sizes and types. So where we bring in stakeholders from any of the 160 nonprofits that are in our area, we’re rich in nonprofits, people who want to give back and who want to do good work. But bringing in our educators as you know, educators going into the field to change the world, right? So when you have people who are there who want to do that and you partner them with other people, that can help champion and support that, yeah, I think that that is amazing. And I’ve been really fortunate in Illinois, Connecticut and here in Utah. The others see people stepping up, right, see people stepping up to help that effort. So I think that’s been fortunate. Maybe that’s lucky. Maybe. But I think it’s you know, I all you know, you always are going to have your detractors or your people who don’t feel like they’ve been heard. In the end, you have to kind of step back always and think, you know, what have I missed? But I do think the more you can build the recognition across the community that this is all these efforts are ultimately going to help the vibrancy of your community. It’s going to help. I mean, we have students now who are coming back and we’re able to hire them into not only, you know, educational roles, but leadership roles. We’re able to build a pipeline, you know, for success. I was just done before I fell ill with my little strep throat here. I was able to be at a celebration for students who finished their first year of college. You know, first our fourth year, their final year of college first, and kids that have been supported through programing all the way through. Right. So we don’t just give up on our child. Right? We we keep finding ways to make sure we’re supporting them in their post high school life, whether that’s career track to your college military mission for your college. Yeah, we find ways to help and support and to provide those resources that are needed. So yeah, it’s interesting. We’ll talk, I’m sure about that a little bit more because I think the last thing leaders have to do is we do have to stay informed, right? We’ve got to stay up on what’s happening. We can’t just stay in our silo or our own community. We’ve got to look beyond it. Yeah. What’s happening with local politics, national politics, state politics, education policy, emerging trends, you know, those that can help us anticipate challenges. It can open some opportunities for grants that we might not have heard about, but it can help us make informed decisions, I think so that as well.
Dr. Michael Conner
Absolutely. And I love, you know, what you stated to compliment or to couple your five principles set, you present it students at the core. Right. And I want to elaborate on students at the core because and I want you to integrate your definition of equity innovation with this as well. But you’re considered as czar around the country in designing and developing personalized learning models. I would I’m saying this, you know, objectively, subjectively, as I tell you, your work in Illinois, Connecticut, and now currently there, Utah is something that people should visit, especially you in Park City. Now, what you’ve implemented, but underscoring I and technology right. And having this work in this interface where you touch your pedagogy and the basis of education is considered a disruption. However, you were leveraging personalized learning in the B.C stage of education. So I don’t know if you ever knew at this time, but like I said, your work around the core four in Connecticut really, really leverages my own independent research. IEEE Heterodoxy around this. And I just want you just now, just right now for the stage of education and think about it from this exploitation exploration lens specifically of what does the advancements of technology, machine learning and new discoveries of innovation and what what can be applied strategically into this personalized learning models or the personalized learning model that you designed in the B.C State of Education?
Dr. Jill Gildea
Thanks. Yeah. You know, this is one area where I feel like an education. We know what we need, but it doesn’t necessarily all exist yet, right? So I always think this is kind of a fascinating question and a fascinating thing to, you know, have to keep updated on. But yeah, I’ve loved that each district I’ve had a chance to work with, we’ve been able to do things like learner learner insights or profiles. We called them still a dashboard of student learning and learner pathways where it’s going to explore interests, demonstrate their proficiencies, and then, of course, bringing in the partners for career paths, sorts of activities that are based in real world programs. But yeah, in the post-COVID stage of education, personalized learning is going to be even more important, I think. And it is going to it is going to take some integrating these new models to be able to really accelerate the experience of learning platforms. Yeah, that’s certainly one where you have a computer based system that can adjust and you we’ve seen some beginner, you know, efforts in this arena. I don’t think any of them are well-loved quite yet. Right, right, right, right. So I don’t think we’re quite there. But I think that’s, you know, that kind of platform idea I think is going to have a piece of pathway is I think intelligent tutoring systems is something kind of emerging now where again, you get some personalized feedback. Yeah, just like an individual, just like you get it at Topgolf. Right. If you go into and you go into that room right near, it kind of measures your your swing and your reason, right? You mean Right. And I think a system like that I think might come into play. Identify where kids struggling provide the targeted intervention right in that moment you need it. I think that real time feedback could be a big help. Virtual and augmented reality technologies, you know, can make experiences come to life for kids, things that they may not see, you know, on the bubble of the small town they live in or a big city that they live in. You know, they don’t know what else is out there in the world. I think that can simulate real world experiences. You look at medical schools now, you know, they’re using a lot of this type of technology. When I think of, again, kind of beginner stage companies, I think about paper and pivot interactives which just learning this bot, right? So if you think of that kind of tool and then analytics, yeah, I think the D you talk about this a lot and to you know, identifying patterns and trends in student performance, trying to help teachers see where the kids are struggling so that they can personalize that intervention. Yeah, I you know, getting some earlier intervention. I think all of those pieces of technology are going to have a part in them in the future for sure.
Dr. Michael Conner
And I tell you, Dr. Gildea, one, you were probably scaring a lot of people with in school, which is great, right? Because I always use the phrase we have to be able to mind the gap between human humans and machines, right? And B, each of those technological solutions that she identified just fascinates me from the context of the advanced machine learning of the data that’s going on in the background, supervised algorithms being deployed into a model where the front end experience students is that 1 to 1 level of interaction and that level, but that adaptability within that. But again, those simulations shouldn’t have to come in to real world experiences where they are using multiple A.I. platforms and AI solutions that can provide that. But more importantly, as you stated, to get to that level of strategic personalization using big data in analytics to be able to drive, you know, that type of personalized learning experience. A 1 to 1, right? I always say a 1 to 1 prescription. Now that includes A.I. machine learning and the articulation and strategic facilitation and analysis of big data because and this is just my theory, but is also was and this research article is that education education does not use enough data to be able to drive the systems change that we highlight talk about whether it be in various empirical studies, white papers, even conversations between academics like you and I. But you’re absolutely right to get to that level of personalization and to my audience. Dr. Gildea gave you a litany, a bevy of different A.I. solutions. Please rewind this so that you can be able to write them down and see how it fits your district, right? Because again, when you have that experimentation mindset, design, thinking mindset, you’re able to run AB tests or run control treatment experimentations, right in your district. But for the final question, Dr. Gildea to take it as it is, I know you probably won’t follow the rules because you’re disruptive, but here’s the question. All right. Take it as it is. Know what? Three words, right? I’m limiting Dr. Gildea to three words. I’ll look at him. But what three words do you want today’s audience to leave regarding excellence, innovation and creating a system or or in the stage of education? What three words should leaders always adhere to in this arduous journey of movement? Our collective organization lamented to create an environment that will prepare Generation Z and Generation Alpha for Delta, T-38, beyond.
Dr. Jill Gildea
All right. I do have three words, but of course I have a word. Okay, so you wrote the rules, but go ahead. Three words that I would want only equity, empowerment and collaboration. Okay, so meeting the band and it’s the foundation of creating systems that work for all students. It means ensuring every student has access the resources or opportunities they need to succeed, regardless of their background or circumstances. And one example I have of that from Park City is, you know, my first year, the board leaders, they removed all academic fees, everyone about $775,000 commitment per year that benefits every child when has that math so supplies or special, you know, equipment, it’s all provided. That’s amazing empowerment. You know, that’s essential for fostering excellence in education. And I think I talked about that in some earlier answers. I know if we don’t give students, teachers, leaders the tools, resources and the autonomy that they need to drive change and create meaningful learning, experience is not going to change, right? So we have to take that leap, right? We have to create the conditions for students to have success by allowing them right to move forward. And that’s what I saw in my experiences in Illinois, in Connecticut. Right. People really taking that ownership and wanting to move forward despite obstacles. You know, every places out of obstacles for sure. And that, you know, collaboration, it’s key to creating systems that work for all. It means working together across disciplines, sectors, communities to identify and solve the complex problems, great solutions that benefit us all.
Dr. Michael Conner
Dr. Gildea equity, empowerment and collaboration, and I like to say EBC under Dr. Gildea is so with that stated right, And one thing that resonated with me and I think that this is an equity access opportunity is your example that you provided where it just eliminated all of, you know, personal hardship or what I like to say hardship that some of our students and families experienced in education and, you know, eliminating that small factor, even though it’s a $700,000 cost to the district, you got to look at the return on investment in the context of how it impacts families and students. And, you know, as superintendents, you know, we know you always say it’s going to you if pertain to the students or pertain to families, it’s going to be hard for me to say no. You know, with that and your empowerment piece, it goes back year consistent theme with student voice, right? Yep. Or and a collaborative process with them as well. But Dr. Gildea, you gave us a ton to chew on. I got to go back now and make sure I got you know, you gave all these great, you know, high level bullet points that I’m going to start, extract and align it to my framework and seeing everything that’s going on with this level of disruption that we need to have strategic disruption in the context of innovation, equity and excellence. So Dr. Jill Gildea, thank you for being a guest on Voices for Excellence, my friend. It’s good to see you.
Dr. Jill Gildea
Thank you so much for the opportunity. I really enjoyed connecting with you and I hope we’re going to stay in touch as partners. I need you in this work and I really appreciate knowing you’re in our corner. You’re going to keep cheering us on and make sure that we make noticeable gains for our kids across the U.S..
Dr. Michael Conner
Absolutely. Jill, We got to change the world together. All right. Excellent. We’re going to do that together and we will stay in touch. Definitely. I’ll be in touch with you. Real world. So we got a big thing to do. And that big thing is, I like to say, an archetype that has archetypical problems that is going to keep us engaged for a very, very long time. So, Jill, thank you so much. And for everybody, onward and upward, have a good day.
