Metro Philadelphia Education Power Players

Matthew Evans is the head of school at St. Peter’s School in Philadelphia. A graduate of the Episcopal Academy, Matt has worked in day and boarding independent schools his whole career. He has served on several boards and actively works with the Pennsylvania Association of Independent Schools in accreditation. Outside of school, Matt works with area youth soccer organizations and volunteers in his community. He has a bachelor’s degree in History from Trinity College and a master’s degree in Leadership from Northeastern University. 

What is something you have learned from your students?
Never stop trying. I find children’s resilience and their ability to persevere through challenges to be inspirational.

What was your favorite moment or experience in your own education?
I always loved collaborative projects with teams. Whether it was building shelters at Echo Hill Outdoor School or brainstorming ways to get water to arid places, I loved working with others to solve problems.

What conditions do you think are necessary for a safe and effective learning environment?
Trust, respect, and belonging. If a child feels these from a teacher and their peers, learning is likely to occur.

How do we ensure those without privilege have equal access to quality education and opportunity? 
We must see the value in a child’s education; access for all means a more engaged population. Schools have the responsibility to be there for all students, and we cannot afford to not be there to provide that opportunity.

Raymond Fields currently serves as the founding executive director for Urban Teachers Philadelphia, a teacher residency program primarily serving middle grades in the School District of Philadelphia and Mastery Charter Schools. Ray has served as the founding principal of two schools in Philadelphia. Under his leadership, Gratz Prep Middle School achieved double-digit gains for two consecutive years on the Pennsylvania System of School Assessment. The school has also received awards in culturally relevant pedagogy and advocacy.

What is something you have learned from your students? 
In my role as an educator, I have learned that the brilliance of our students has led to a reciprocal relationship of growth. I have gained more from my relationships with my students than they have gained from me as an educator in their lives. I am humbled, amazed, and honored by the insights and pushes I’ve gained from the students I have served. The students of Philadelphia have pushed me to be a stronger advocate and servant leader.

What was your favorite moment or experience in your own education?
During my principalship, I had the opportunity to travel with a group of eighth graders from North Philadelphia to create a documentary on the water crisis in Flint, Michigan. During that time, our eighth graders spoke truth to power, interviewed Flint’s mayor, and gained personal insight from citizens in efforts to disrupt systemic oppression. Students later brought their documentary to numerous influential stakeholders in Philadelphia to strengthen avenues of support for residents in Flint. This was truly a culmination of the vision to create learners that are engaged and impactful for marginalized communities.

Donna Frisby-Greenwood is the president and CEO of the Fund for the School District of Philadelphia. Prior to joining the Fund in 2015, she was the Philadelphia program director for the John S. and James L. Knight Foundation. Donna has built an exemplary career in education, and began her career as a substitute teacher teaching English and social studies. She has also served as the director of college and career awareness for the School District of Philadelphia. Donna co-founded and directed Children First, Inc., and served as the executive director of Rock the Vote. 

What is something you have learned from your students?
The students in the Philadelphia public schools have taught me to give my best effort every day, since a positive attitude is the first step of learning for life. Many of the students I met in the public schools bring that positivity to school, even when resources are not what they could and should be. They have the tenacity and the great attitude that will help them succeed.

How do we ensure those without privilege have equal access to quality education and opportunity?
We must continue to advocate and demand fair funding for all public schools. We can never give up the fight.

John Fry has been Drexel University’s 14th president since 2010. Prior to this, John was the president of Franklin & Marshall College and the executive vice president of the University of Pennsylvania. As president, he has helped Drexel become a driving force for economic development in the Greater Philadelphia Area, has secured an increase in fundraising and in the number of philanthropic partners, and has strengthened global research and academic partnerships. John holds a master’s degree in Business Administration from New York University’s Stern School of Business. He serves on the boards of the Kresge Foundation, the Federal Reserve Bank of Philadelphia, the Wistar Institute, Lafayette College, Advanced Functional Fabrics of America, and the Philadelphia Orchestra Association. 

As the University of Pittsburgh’s 18th chancellor, Patrick Gallagher directs one of the nation’s premier public institutions for higher education and research. He oversees a community of nearly 34,000 students across five campuses and supports over 14,000 faculty and staff members in advancing the university’s legacy of academic excellence, community service and research innovation. Patrick holds a PhD in Physics from the University of Pittsburgh and a bachelor’s degree in Physics and Philosophy from Benedictine College.

With a higher education career spanning more than 25 years, Dr. Felicia Ganther became the fifth president of Bucks County Community College in July 2021, and the first person of color to be appointed president there. Dr. Ganther holds a bachelor’s degree and a master’s degree from Norfolk State University, a JD from the University of Illinois, Chicago, and a PhD from Arizona State University. Previously, Dr. Ganther served as associate vice chancellor of student affairs for Maricopa Community Colleges in Arizona. Dr. Ganther is committed to developing community partnerships supporting student success, educational access, and attainment.

What is something you have learned from your students? 
That they need nurturing and tough love. The college environment, including the classroom, is often transactional. Visiting offices seeking assistance, enrolling, or taking classes, are all information exchanges between employees and students. Taking time to love, guide, and show care brings out their best. When calling students that miss my class or didn’t complete assignments, I give them tough love and they correct themselves. When I see my students on campus, I hug them and give high-fives and encourage them. Over these 25 years in higher education, I’ve seen what love does to inspire, encourage, and get students to the graduation line.

What was your favorite moment or experience in your own education?
My entire undergraduate experience! As a valley girl from California, I was plunged into a whole different cultural experience. I went to a historically Black university in the South. Everything was foreign and different; music, food, clothes, the dialect…everything. I loved it. This taught me how to be tough, to network for what I needed, and to navigate and make my way in a place I knew nothing about. Although it was initially a challenge to navigate, the skills I learned became my superpowers. I became the first female student in the university’s history elected as student body president.

What conditions do you think are necessary for a safe and effective learning environment?
Respect: if everyone, including professors, respect each other’s perspectives, there is an inherent element of safety in that learning environment. Grace: everyone comes from different experiences, backgrounds, and cultures. Our current political climate has weaponized words to the point where people are offended by or blatantly opposed to differing thoughts. Instead of attacking or reacting, we should engage to understand and reflect. Inclusion: this nation did not become great through the contributions of only one group. Contributions from all have elevated us to where we are. Individuals grow when interacting and engaging with different people, and inclusion ensures this exposure. Every person should feel comfortable sharing experiences without fearing shame or rejection.

How do we ensure those without privilege have equal access to quality education and opportunity? 
Those with privilege and knowledge must champion awareness and access to educational opportunities, ensuring relevancy, affordability, and attainment of academic goals. Those without privilege, who want seats at the table of opportunity, must actuate. If they don’t take advantage of what’s offered, they haven’t come halfway. Access is essential to equitable outcomes, however, it isn’t enough unless those who experienced inequity have the desire and will to follow through, ensuring their seat at the table of opportunity.

Deborah Gordon Klehr is the executive director of the Education Law Center, a nonprofit legal advocacy organization dedicated to ensuring access to quality public education for all Pennsylvania children. Deborah brings extensive expertise in education law and policy, including fair funding for public education and fairness in school discipline. She also co-chairs the Pennsylvania Bar Association’s Education Law Committee. Deborah is a graduate of Princeton University and Harvard Law School. She previously taught elementary school.

How do we ensure those without privilege have equal access to quality education and opportunity?
Under the Pennsylvania constitution, the state legislature must ensure that every student–not only those in select zip codes–receives the resources they need. However, Pennsylvania provides a smaller share of funding for education than most other states. Districts depend heavily on local funding, creating gross disparities between rich and poor school districts, and disproportionately impacting students of color. Our state legislature must adequately and equitably fund schools so all students can access quality public education.

Patrick Graham is the education director at the Y.A.L.E School of Philadelphia. He holds a bachelor’s and master’s degree in Education from St. Joseph’s University. Patrick has been working with Philadelphia students in special education for almost 10 years. The Y.A.L.E School serves students on the autism spectrum, along with other diagnoses. He works with an amazing team of professionals who all aim to support their students and families by creating a safe and supportive school environment. 

What is something you have learned from your students?
The students at our school have given me so much. My biggest takeaway is learning to advocate for the best interests of our students. We work with a student population that communicates in many different forms. I try my best to be an active listener and attempt to use their perspectives to create solutions that will best help our students. In doing this, I believe the families we serve have been happier and our students are taking steps forward to be more successful in the world around them. It has also helped me be a more patient and effective educator.

What was your favorite moment or experience in your own education?
When I started my coursework at St. Joe’s, I was never 100% certain that working in special education was going to be my long-term career. I was able to meet friends and professionals there that showed me what I love most about working in special education: teamwork. Collaborating with people that come from a variety of backgrounds and experiences to help a child reach their fullest potential is awesome. Getting to celebrate each moment with the people that played a part in helping a student is so rewarding! It is what helps me stay motivated each and every day.

What conditions do you think are necessary for a safe and effective learning environment?
If kids are going to be ready to learn, their basic needs have to be met. Our school allocates time and effort to address issues like bullying, school safety, food security, mental health, and building positive rapport between staff and students. It is important to me that words turn into action. These past few years, significant world events have highlighted even more areas to address in meeting the emotional and physical needs of students. If students don’t believe and can’t see that we are providing a safe place for them, then trying to teach them will be close to impossible.

How do we ensure those without privilege have equal access to quality education and opportunity? 
I work with families that are looking for opportunities that may have not been provided to them previously. I think that taking time to reflect and identify areas of bias or privilege is an important first step. I believe it requires me to be as transparent as possible with each of our families. I want our school to be a direct reflection of the goals and aspirations of the families we serve.

Dr. Adam Grant is an organizational psychologist and professor at the University of Pennsylvania, where he has been recognized as the Wharton School’s top-rated professor for seven consecutive years. He is a New York Times bestselling author of five books, including Give and Take and Originals. Dr. Grant is also the host of WorkLife, a TED original podcast, and his TED talks have been viewed over 25 million times. He has been recognized in Fortune’s 40 under 40, has served on the Pentagon’s Defense Innovation Board, and was honored as a Young Global Leader by the World Economic Forum. Dr. Grant holds a bachelor’s degree from Harvard University and a PhD from the University of Michigan.