Metro Philadelphia Education Power Players

Michelle Allen is a Philadelphia native with a passion for education and social justice advocacy and activism. In her current role as executive director at the Children’s Literacy Initiative, she leads the business development and implementation of CLI’s mission by providing equity-centered coaching to school leaders and teachers. Before CLI, Michelle led the recruitment team at KIPP Philadelphia Public Schools to ensure an effective educator in every classroom. She also worked with Mastery Charter Schools as a founding turnaround assistant principal and as an elementary school teacher for the School District of Philadelphia.

What is something you have learned from your students?
As an elementary teacher in the School District of Philadelphia, I have seen and experienced the value of cultivating authentic connections. Like many students across our regions, the students I worked with came from diverse backgrounds with unique stories, and they aren’t code-switching. When a child enters the school building and engages in the classroom, they are bringing in their whole selves. This presents educators with an excellent opportunity to celebrate each student’s unique perspective, share through storytelling and bond-building, affirm their identity, and cultivate an authentic classroom environment that can transform a child’s life.

What was your favorite moment or experience in your own education?
In my junior year at Roxborough High School, I studied abroad in Japan. It was an incredible experience, engaging with people from different cultures with unique customs and traditions. I saw first-hand that despite our cultural distinctions, we all have much more in common, like valuing family, love, and security. I carry those moments with me today in my work. As educators, we must see and respect each child’s unique genius. Classrooms should be equitable spaces where children can exchange diverse stories and transformative learning can take place. That’s how we create equity and lasting change in our communities.

What conditions do you think are necessary for a safe and effective learning environment?
A safe and effective learning environment is a by-product of intentional investments in the success of our children and teachers. We have to ask ourselves, are we really putting our children first? Transformative learning happens anytime we shift our view on educational equity and reevaluate our values. Impactful learning happens when we rethink the power dynamics and begin viewing the educating of our children as a joint responsibility done together alongside our children. Let’s continue to reevaluate our approach, challenge the status quo, and re-envision learning. That’s what my work is all about!

How do we ensure those without privilege have equal access to quality education and opportunity?
We can achieve equity in education when the community of stakeholders across the spectrum, from state and city politicians, school district leaders, and principals to teachers, parents, and guardians, are willing to ask tough questions and accept honest answers regarding the current state of education. It all points back to intention, investment, and inclusion. We must become more intentional about our decisions regarding our children’s education and how we adequately equip teachers and classrooms.

Dr. Brenda A. Allen was appointed Lincoln University’s 14th president in 2017. She has since implemented a strategic plan designed to ensure Lincoln’s place among great liberal art institutions. Current investments include increased support for faculty teaching and scholarship, and expanding co-curricular opportunities. Under Dr. Allen’s leadership, the university received a $20 million gift, the largest in university history. Prior to Lincoln, Dr. Allen held executive positions at Winston Salem State University, Brown University, and Smith College. She also served as a postdoctoral associate and lecturer at Yale University.

Dave Anderson is the principal of the Philadelphia Virtual Academy, a cost-free online school serving Philadelphia students from kindergarten through 12th grade. The academy is run by the School District of Philadelphia, and is divided into three school programs. Dave has held several positions within the district, including as an ESL teacher and an online learning coordinator. He holds a bachelor’s degree in English from the University of Pittsburgh, a teaching certification from Delaware Valley University, and a master’s degree in Educational Leadership and Administration from Drexel University.

Carol Austin is the executive director of First Up, a nonprofit organization working to ensure that children and families have access to high quality early childhood care and education. To this end, First Up serves nearly 6,000 early childhood education practitioners every year, whose work reaches approximately 50,000 children in Southeastern Pennsylvania. First Up has also graduated 97 new advocates of its Early Childhood Education Fellowship since the program began in 1997. Ultimately, First Up provides quality improvement support in more than 200 early childhood education programs each year. 

What is something you have learned from your students?
Young children remind me to have fun.

What conditions do you think are necessary for a safe and effective learning environment?
A safe and effective learning environment is holistic and provides everything a child needs, including caring and highly trained adults, resources, and supports that meet their physical, social, and emotional needs. These resources should also carry over to the child’s home life, hence why communication and collaboration between families and educators is necessary. The resources and supports can range from the tangible, like quality food and clothing, to the intangible, like early intervention supports.

How do we ensure those without privilege have equal access to quality education and opportunity? 
We must fund education at the level that is required to ensure equity. This means putting more money per student into schools and programs where more resources are needed. The poorest children need to get more per student, not less. We must mobilize and advocate, including ensuring that families can also be empowered to be advocates for their children.

Peter L. Bailey has over 35 years of experience in deaf education, including administrative positions at The Learning Center for the Deaf in Massachusetts, the Maryland School for the Deaf, the Delaware School for the Deaf, the Texas School for the Deaf, and Communication Service for the Deaf. He has served as a board member for several organizations, and holds a bachelor’s degree in Human Services and a master’s degree in Organizational Management and Leadership from Springfield College in Massachusetts.

What is something you have learned from your students?
It is amazing to watch our students graduate and then come back as alumni to remain connected, involved, and included in PSD events and milestones. Many of them view PSD as a touchstone and a home base. As I’ve watched our recent alumni grow from students into professionals and community members, they’ve taught me how powerful it can be to remain connected to your home base and continue to give back.

What was your favorite moment or experience in your own education?
At PSD, we always talk about valuing our history and our place within deaf education because it helped define who we are and who we serve. This is why I always feel grateful for my own education. My education made me who I am now and helped define who I choose to serve: our students. I believe that each student should be encouraged to grow and thrive in an academic setting that is designed to meet their individual needs.

What conditions do you think are necessary for a safe and effective learning environment?
As head of school, I firmly believe that student success rates are our number one priority. This can only happen in an environment where students are able to maximize their language skills, become effective self-advocates, and develop their individual talents and passions. A safe environment is one where all students feel a sense of belonging and can explore new ideas in an atmosphere that validates our respective differences and shared dignity. Creating this environment requires adequate funding, commitment from all levels of leadership and staff, and building authentic partnerships with parents, alumni, local employers, and community partners.

How do we ensure those without privilege have equal access to quality education and opportunity? 
First, all parents and students must have access to information so they can take full advantage of the education system. This includes specialized services, libraries, interpreters, and extracurricular activities like athletics and after-school programs. Families need opportunities to fully engage in their child’s education, which may mean holding activities on weeknights and weekends and providing child care. When opportunities are accessible, families tend to take advantage of them, and students excel.

Dr. Victoria L. Bastecki-Perez serves as president of Montgomery County Community College. As an empathetic professional who leads with mind and heart, she relies on more than three decades of experience to inspire, lead, and transform destinies and future generations. Dr. Bastecki-Perez has spearheaded $98 million in capital projects, including the launch of a STEM-based Challenger Learning Center, the first in Pennsylvania. Under her guidance, MCCC earned a Leader College of Distinction Award from Achieving the Dream for improving student outcomes and narrowing equity gaps.

What is something you have learned from your students?
Our amazing students inspire me every day. They come to MCCC with aspirations of creating better lives for themselves through higher education. Many must overcome daily obstacles to achieve their goals, such as food and housing insecurity, lack of financial resources, technology disparities, and transportation challenges, among others. Collectively, they have taught me valuable lessons in perseverance, humility, authenticity, and belonging. I’m immensely proud of the Class of 2022, the largest graduating class in our history with 1,606 graduates – now 90,000+ alumni contributing to inclusive workforce development and economic growth.

What was your favorite moment or experience in your own education?
During my first semester as an undergraduate at the University of Pittsburgh, Professor Herman Langkamp took the time to invest in me. He believed I had more to offer, encouraging me to continue my education beyond earning certificates, my original goal.I knew Professor Langkamp was right, but at the same time, I was an 18-year-old, first-generation college student. It was the first time someone outside of my family and inner circle told me I was intellectually talented and had a lot to offer. He helped me realize my potential and believe it! My educational aspirations and career trajectory forever changed.

What conditions do you think are necessary for a safe and effective learning environment?
MCCC strives to afford students, employees, and our communities an optimal environment to succeed. This is accomplished through living our mission, values, and equity statement. We foster a culture of belonging that respects diverse contributions and lived experiences, integrates them into the teaching and learning processes, and promotes intellectual curiosity through creative thinking and problem-solving both inside and outside the classroom. It is essential to provide a well-supported community of learners–academically, emotionally, and socially–to advance equity and social justice for all.

How do we ensure those without privilege have equal access to quality education and opportunity?
MCCC’s mission is to provide affordable, accessible education for learners of all ages and stages. Guided by our equity statement, the college understands that equity is a driving force to achieve the educational, economic, and social benefits of higher education for our students and the communities we serve. With the support of talented, dedicated employees, students receive comprehensive support through the intentional design of the college experience.

Buzz Bissinger is an award-winning author and journalist, and a recipient of the Pulitzer Prize, the Livingston Award, the National Headliners Award, and more. He is the author of the nonfiction books Friday Night Lights, A Prayer for the City, Three Nights in August, Shooting Stars, and Father’s Day. He has been a reporter for multiple notable newspapers and magazines, including Vanity Fair and The New York Times. Buzz is also an English professor at the University of Pennsylvania, where he teaches Advanced Nonfiction Writing and holds nine-day writer’s residencies for select students.

With over 20 years of experience in education and nonprofit management, Tracy Breslin has dedicated her career to ensuring that all students, regardless of background, receive a high-quality education that prepares them to succeed in school and life. Tracy serves as executive director of the Philadelphia Academy of School Leaders, a nonprofit that provides result-driven leadership development experiences for principals and educational system leaders who improve student outcomes and drive systemic change.

How do we ensure those without privilege have equal access to quality education and opportunity?
Our fundamental belief is that Philadelphia’s principals and system leaders transform students’ lives. School and system leaders create inclusive cultures and identify, disrupt, and dismantle policies and practices that perpetuate inequities. They increase access, provide quality opportunities, and ensure that all students are prepared to achieve their life aspirations. We invest in education leaders to develop the critical leadership skills needed to elevate school performance, accelerate student outcomes, and advance equity.

Dave Brown received his PhD in Economics from Kansas State University, and has been employed by Penn State University since 2010. At Penn State, he teaches introductory courses in micro and macroeconomics. He has taught over 20,000 students in these courses, and has also won multiple teaching awards. Many students have decided to pursue a major or minor in Economics after taking one of Dave’s introductory courses.

What is something you have learned from your students?
I have learned that many students are genuinely caring, curious, and want to learn. In economics, a faculty member must not only know their courses and basic material, but also multiple matters including case studies, current events, popular culture, local news, and the latest technology advances. Students want to know how the course materials relate to these matters and their own lives, and I must be able to provide that connection to make the course relevant for them.

Darryl Bundrige is the executive director and senior vice president of City Year Philadelphia, which is now celebrating its 25th anniversary. CYP is a leading citywide nonprofit that addresses the systemic lack of equitable access to educational opportunities that disproportionately impacts thousands of students of color and students growing up in low-income households. A visionary leader, Darryl inspires, challenges, and supports CYP staff along with their diverse team of AmeriCorps members, ages 18 to 25, who serve full-time as mentors and tutors in school communities across Philadelphia.

What is something you have learned from your students?    
I believe in and continue to learn from the power of our young people. When City Year works to create the conditions for young people to reach their potential by implementing both our educational equity and national service agendas, there is no limit to what our students and our AmeriCorps members can achieve. I have learned and witnessed every day that working to advance educational equity for our students furthest from opportunity contributes to strong, vibrant communities—outcomes that benefit all of us.

What was your favorite moment or experience in your own education?
My music teacher, Mrs. Panzella, played a huge role in boosting my confidence in myself and my abilities. She fueled my curiosity about instruments and music. When my violin teacher showed little interest in me or my playing, Mrs. Panzella gave me a key role in the school play, highlighting my ability to act and sing and reinforcing my joy in performance arts. This inspired me to join my junior high school choir, three choirs in high school, including all-male and show choirs, as well as the glee club and an award-winning barbershop group in college. Thank you, Mrs. Panzella!

What conditions do you think are necessary for a safe and effective learning environment?
Strong, positive relationships, interwoven academic, social, and emotional skill building, and enhanced belonging and engagement are critical to our student’s physical and mental safety and growth. Now in our 25th year, City Year Philadelphia continues to help students and schools succeed by delivering holistic support to students, their classrooms, and the whole school community. Our AmeriCorps members are essentially student success coaches who serve full-time in schools citywide, partnering with teachers and school leaders to help students build on their strengths and develop the skills they need to thrive in school and in life.

How do we ensure those without privilege have equal access to quality education and opportunity? 
We must work purposefully every day to create and advocate for the conditions that students furthest from opportunity deserve to reach their potential. At City Year, we train, support, and inspire our diverse teams of AmeriCorps members to collaborate with all school staff and to cultivate equitable and responsive learning environments where their students have access to additional resources and relationships they need to set and reach their goals, fully engage in their learning, and experience success.