A Message from the Principal

A Message from the Principal

Lessons Loved, Learned, and Lived

By NAfME Member Lori Schwartz Reichl and Maureen Ferry

“When our lived experiences of theorizing is fundamentally linked to process of self-recovery, of collective liberation, no gap exists between theory and practice. Indeed, what such experience makes more evident is the bond between the two — that ultimately reciprocal process wherein one enables the other.”―bell hooks, Teaching to Transgress: Education as the Practice of Freedom

A message from Lori:

A Family Affair

Our grandmothers were sisters who grew up in Northampton, Pennsylvania, and Burgenland, Austria. Their maiden name was Yaksitz. There were six Yaksitz sisters―all fiercely independent, compassionate, practical, and selfless women who each raised many children. My dad’s mother, Helen, married John Schwartz, and they had 11 children. Maureen’s mom’s mother, Stella, married Frank Novogratz, and they had six children. My dad and Maureen’s mom are first cousins, but Maureen and I do not have memories of meeting one another until we had reached our thirties.

I grew up in Pennsylvania and Maureen in Michigan. Decades later, we saw one another at a celebration of life service for my Aunt Rosie (as the large extended family parties have now morphed into funerals!), and we realized we both pursued careers in education. I started my career in 2001, where I first served as a band director in a rural middle school in Pennsylvania and then in two Title I middle schools in Maryland, one of which was assigned to corrective action for two years after being identified as a low-performing school. I traveled to Europe for four summers as a band director for American Music Abroad. Now, I mentor educators, produce weekly content, and design professional learning to lead staff and students nationwide. Maureen began her career in 2005 as a middle school math and science teacher in California, before working for Teach For America and Teach For India to design curriculum, train teachers, and develop leaders globally. After returning to the states to work for Teach For America again, she eventually became an academic leader and then principal with Explore Schools in Brooklyn, New York. Now Maureen consults and coaches nationally, and also teaches yoga.

Ironically, Maureen and I both began our careers teaching middle school, spent time working abroad, and left the public school system after several years to explore other opportunities in education. I resigned from my school system in 2016, and Maureen did the same in 2023. In our respective roles, we both successfully assisted in leading underperforming schools to improve culture, involve families and the community, and increase student achievement. Now, we both consult for academic institutions and coach educators, while continuing to share our love for teaching, designing content, and mentoring.

Realizations

My first memory of Maureen is from 2017, when I was more than a year into my consulting entrepreneurship and Maureen was about a year into her principalship. I was intrigued by her and could immediately detect that she was a passionate principal. It was evident in her demeanor and speech! As I was formerly in charge of building and revitalizing music programs and opening new schools, Maureen and her team of teachers were tasked with growing a school from a one-grade class to a full-sized middle school. As a new school leader, Maureen more than doubled the size of staff and students in a school that was systemically underserved and needed significant improvements. She said it was like “being dropped into the deep end of a pool.” She was up against many hurdles, but was eager to make a difference for the school community.

Having the public platform to share thoughts in article, presentation, and podcast form about making key changes in education, I realized that Maureen’s story may be an excellent one to explore, share, and implement. What message could the (former) principal offer? What lessons did she love, learn, or live during her transition into and out of the classroom and school setting? Would she even want to divulge these stories? How could her story impact others? What lessons could we jointly imagine and express to improve education?

Maureen agreed to our collaboration, and to my surprise, just like I had nostalgia for our family, she reminisced, too.

A message from Maureen:

A Letter to the Future Principal

Cleaning out old boxes in my childhood home in 2013, I found a letter I had written to myself from my early twenties when I was a teacher in East San Jose, California. In the letter, I urged myself to never stop dreaming about becoming a principal—and in particular, the type of principal I had as a new teacher. Principal Glenn VanderZee had a powerful vision, booming voice, and a deep connection to families in the community. He inspired and empowered the staff, families and kids at Mathson Middle School to commit to change and growth. Eventually, VanderZee was recognized as a distinguished principal of one of the most improved middle schools in the state of California in terms of achievement. That letter to myself, inspiring me to become a principal like him, combined with a speech from Bryan Stevenson, founder and executive director of the Equal Justice Initiative who urged my teammates and me at Teach For America to be “proximate” to the folks we are serving, inspired me to get back into schools after serving for six years in education non-profits in India and the United States.

Lessons Loved

• Being Deeply Immersed in a School Community: The daily rhythm of school life brought unexpected joys. From greeting familiar faces on my walk to work—Charlie the doorman, and local baristas—to welcoming students and staff at the school gates, each interaction wove a rich tapestry of community connection. As a principal, I cherished the unique opportunity to help create a safe and inclusive space for all. This role, with its power to foster a nurturing environment and impact the community, was incomparably fulfilling.

• The Predictable Cycles of a School Year: The academic calendar provided a comforting structure amidst the often unpredictable nature of school leadership. Each phase brought its own energy: the excitement of new beginnings in September; the anticipatory buzz before winter break; the renewed focus after holidays; and even the shared endurance of dark February days. These cyclical patterns offered natural pauses for reflection—a practice I found essential as a principal guiding a school through change. I strongly advocate for setting aside regular time for introspection or journaling to process these experiences and look ahead.

• Living within the community: Choosing to reside in the school’s neighborhood deepened my connection to the community we served. This practice spread among our staff, with many choosing to live nearby if they weren’t already living in the neighborhood. It fostered a unique closeness, transforming Brooklyn into something akin to a small town. The sight of teachers and students crossing paths on their bikes along Franklin Avenue or Eastern Parkway in Crown Heights became a heartwarming norm. These casual encounters outside school hours strengthened our bonds and created a shared experience that enriched our school culture immeasurably.

• Community Strength and Evolving Relationships: Probably nothing gave me more fulfillment than seeing former students return to the school, often with younger siblings in tow. Witnessing their success beyond our halls was a special joy, offering glimpses into the future we had imagined during their time with us. These visits created a beautiful cycle of mentorship, with older siblings or cousins encouraging their younger family members and becoming living proof of what was possible. The nostalgia in their eyes as they walked familiar corridors and the eagerness with which they shared their experiences deepened our school’s sense of community.

As a principal, these moments reinforced the profound privilege and impact of our work. We weren’t just educating individuals; we were nurturing family legacies and collectively, with families and kids, shaping our community’s future. Teachers would light up seeing their former students, marveling at their growth, and eagerly sharing stories. Each returning student was a reminder of the seeds we planted and the impact of our collective efforts. These family connections transformed our school from a temporary stop in a child’s education into a cherished chapter in a family’s story—a place where memories were made, challenges were overcome, and futures were shaped.

Lessons Learned

• Prioritize Teacher Development Systems: As a new principal, you can feel pulled in 100 directions. If you’re not sure where to start, establish clear systems for teacher development and growth. Define your vision for teaching excellence, assign coaching responsibilities, set coaching frequency, and clarify expectations for both teachers and coaches. When teachers grow and understand their impact on students, the entire school improves.
• Time Management Is Crucial: Learn to prioritize your time effectively. Determine which situations require immediate attention and what activities you’ll hold sacred. Developing teachers should be a top priority, especially in a new or changing school environment.
• Teacher Impact Is Paramount: High-quality teachers have a profound ripple effect on the entire school community. TNTP‘s “The Irreplaceables” study emphasizes this point, stating: “Irreplaceables are teachers so successful they are nearly impossible to replace.” The report notes that these top teachers “are capable of teaching students a year and a half’s worth of academic growth in a single year.” One exceptional teacher can significantly boost academic growth and school culture. Conversely, a poor hire can drain resources and negatively impact students and families. Prioritize recruiting, developing, and retaining these outstanding educators.
• Grow Leadership from Within: Developing high-performing teachers into instructional leaders and administrators (e.g., teacher coaches or Deans) creates a strong leadership pipeline and fosters a culture of growth and opportunity within the school. Whenever possible, develop, retain and promote high-performing folks from within the school.
• Timely Performance Management Is Crucial: Delaying difficult decisions about underperforming staff members can burden the entire school community. While building strong relationships is important, it’s essential to implement performance management systems that support the community’s and students’ best interests.

Lessons Lived

• Expectations for School Staff: While the personal relationships formed with students and colleagues and the profound impact made possible while serving in a school are deeply rewarding, the current educational landscape places unsustainable pressures on school staff, particularly in systemically under-resourced communities.
• Multifaceted Roles without Adequate Support: Teachers are expected to be counselors, coaches, event planners, mentors, friends, and sometimes parental figures, all while being underpaid. Post-COVID, these expectations intensified without sufficient regard for staff mental health and wellness.
• Increasing Student Needs: With the rise of social media and modern pressures, students and families require more support than ever before, further straining school resources and staff capacity.
• Promising Solutions—Community Schools Framework:
  • California’s Community Schools Partnership Program (CCSPP) offers a model for integrated support, aligning community resources to improve student outcomes.
  • This approach invests millions in providing necessary resources and support systems for students and families, reducing the burden on individual teachers and staff.
  • Success stories like Ednovate in Los Angeles demonstrate the potential of this framework, achieving impressive college enrollment rates for low-income students.

A combined message from Lori and Maureen:

Lessons Imagined

Education leaders and policy makers need to collectively think outside of the educational toolbox. We have—in our careers, and it has been refreshing, purposeful, and well-received. If talented people want to be recruited and retained in our classrooms to serve students and lead schools, then the profession needs to offer more to our educational staff. Ways to make the profession more appealing and more sustainable must be explored.

Many schools and districts, including 67 school districts in the state of Colorado have adopted a four-day week for both staff and students. What has the data shown? How are students learning and achieving? How are the staff feeling? What is the impact on families? Where else could this format function effectively?

We must recognize unsustainable expectations placed on school staff. Beyond limits on work time, educator pay needs to be reflective of their accurate duties, tremendous effort, and unwavering dedication. An appropriate budget for staff must be offered to support resources, classroom maintenance, and opportunities for creativity. Educational staff should be celebrated, thanked, and assisted regularly.

It is a simple, yet profound, message of lessons loved, learned, and lived from a principal and educator. Are we getting the most out of these lessons and envisioning our profession’s future and greatest potential? Just like our grandmothers modeled and taught both of us, we need to be compassionate, practical, and selfless. Yet, we need consistent support from those who can make the necessary key changes to better our profession. An improved and inspired system for our students and staff can be imagined. The lessons prove it!

About the authors:

Lori and Maureen are cousins in the Yaksitz family. They combined their knowledge of educational experiences to present this article. 

NAfME member Dr. Lori Schwartz Reichl is the visionary thought leader of Making Key Changes. Her career began in music education where she learned the importance of a key change—a shift in the tonal center of a piece of music, often used to inject energy or produce significance. She eventually realized the necessity and impact of making key changes in many areas of her life and the desire to help others do the same.

Since transitioning out of one classroom as a public school teacher, Lori has uniquely created a global classroom for her work. She motivates organizations, teams, and individuals to reflect on their daily practices and offers actionable key changes to grow. She guides all contributors to create and maintain a shared vision in their communities, companies, classrooms, and careers. Together, they unlock their greatest potential in collaboration with those they love, serve, and lead.

Learn more about Dr. Lori Schwartz Reichl at MakingKeyChanges.com. Subscribe to her Making Key Changes weekly newsletter and listen to her weekly podcast.

Maureen Ferry, an accomplished education leader, significantly improved academic achievement and culture as Principal of Exceed Upper Charter School in Brooklyn, New York. She increased state assessment scores to historic highs, boosted BIPOC teacher representation, and maintained high staff retention. Previously, at Teach For America and Teach For India, she coached leaders, trained teachers, and redesigned curricula, consistently improving student outcomes.

With an M.A. in Education Administration and a B.A. in Economics and Psychology, Maureen’s career spans from teaching in the Bay Area schools to executive leadership roles. Her commitment extends beyond her profession as a local yoga teacher in Brooklyn and a member of several community boards. Maureen’s mission is to create opportunities for every individual to reach their full potential and lead a fulfilling life.

Interested in reprinting this article? Please review the reprint guidelines.

The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.