Metro Philadelphia Education Power Players

Dr. Pam Grossman is the dean of the Graduate School of Education and the George and Diane Weiss professor of education at the University of Pennsylvania. Dr. Grossman’s research focuses broadly on teacher education and instructional quality. She was elected to the National Academy of Education in 2009 and to the American Academy of Arts and Sciences in 2017. She currently serves as board chair for the Spencer Foundation and as vice president of the National Academy of Education.

What is something you have learned from your students?
I’ve learned the importance of humility and trust in teaching. I’m humbled by the life experiences my students bring to the classroom and their passion to make a difference in the world. I’ve also learned to trust that if I can just wait long enough, students will have insights that often go well beyond my expectations and challenge my own understanding. The opportunity to learn with and from my students is one of the most profound gifts of teaching.

What was your favorite moment or experience in your own education? 
I was fortunate enough to have some amazing teachers during my education, and my high school English teacher, Anne Wallach, changed my life through her passion for literature and teaching. I’ll never forget reading Walt Whitman’s Leaves of Grass for the first time as a 15-year-old. She took us to a nearby park to experience his poetry surrounded by eucalyptus trees. Anne Wallach inspired me to become an English teacher as well, and I was lucky enough to serve as her teaching assistant as a high school junior. Learning from her was a joy.

What conditions do you think are necessary for a safe and effective learning environment?
First, we need clean and healthy buildings for students and teachers alike. This should go without saying, but decades of disinvestment in our schools have led to too many unsafe buildings in cities around the country. Second, and most importantly, we need teachers who can create trusting relationships with students, who respect students and believe in their capacity to learn and grow. These are foundational elements to creating an effective learning environment. To do this work, teachers need and deserve leaders who create supportive and respectful school environments and invest in teachers’ continued professional learning.

How do we ensure those without privilege have equal access to quality education and opportunity?
Creating greater access to quality education begins with supporting high-quality early childhood education for all children, particularly those who have been historically underserved by our society. Dramatically reducing the number of children and families living in poverty must be a national priority. According to the work of Raj Chetty, creating more economically and racially diverse K-12 schools and neighborhoods would also increase access and opportunity. Finally, our country needs to invest in teachers.

Joseph J. Helble is Lehigh University’s 15th president. He came to Lehigh from Dartmouth College, where he served as provost from 2018 to 2012. He previously served for 13 years as the dean of Dartmouth’s Thayer School of Engineering. Joseph worked as a research assistant at Physical Sciences Inc., as a faculty member and chair of Chemical Engineering at the University of Connecticut, and as an American Association for the Advancement of Science Roger Revelle Fellow in 2004. He holds a bachelor’s degree in Chemical Engineering from Lehigh and a PhD in Chemical Engineering from the Massachusetts Institute of Technology. 

What is something you have learned from your students?
Every group of students sees the world in new ways. That constantly changing perspective helps me look at the world with open eyes. It has taught me to always remain curious.

What was your favorite moment or experience in your own education? 
My undergraduate advisor and my doctoral thesis advisor both taught me how to approach open-ended research questions in different ways. The moments of discovery that came from understanding something new for the first time were my favorite. And having the privilege of doing that at two universities, both of which challenged me while also supporting me as a member of the community, made it life-changing.

What conditions do you think are necessary for a safe and effective learning environment?
As educators, we need to create an environment that allows every student to bring their ‘full selves’ to the classroom, the lab, the studio, or the playing field–to know that they can be fully themselves, that their individual knowledge and experiences have value, and that they will be assessed only by their contribution to the community and the work they produce.

How do we ensure those without privilege have equal access to quality education and opportunity?
While financial aid makes it possible for many students to attend college, it’s not sufficient for promoting equal access to a high-quality education. It gets students to the starting line, but we need to think about the entire journey. Focused advising, mentoring peer groups, connections with alumni with similar background stories, and access to resources that cover expenses beyond tuition–like unpaid internships–are all necessary to create an equitable college experience.

Terri Hennessy (she/they) has been an early childhood educator for nearly a decade, teaching children 18 months to six years in Montessori schools across the US. In addition, Terri works with adults both as a Montessori teacher educator, and also as a consultant, helping local preschools create and implement a gender affirming curriculum. Terri regularly presents workshops helping educators understand the importance of gender inclusion education in the early years, and has been published in multiple Montessori publications. 

What is something you have learned from your students?
Because they have not yet fully absorbed societal discrimination and bias, children are much more open and accepting of people than the average adult. When taught about differences from a young age, whether those differences are race, religion, gender, or something else, children easily accept the idea that it’s not just okay, but wonderful that people are different, and that all people deserve respect and to be treated with dignity. What I have learned from this is that our younger generations are where real and necessary change can happen. At least that is my hope.

What conditions do you think are necessary for a safe and effective learning environment?
In order to create a safe and effective learning environment, we need to take into account Maslow’s hierarchy of needs. A child who is hungry or feels unsafe at home or at school isn’t going to learn, so it is incredibly important that we are able to meet the basic needs of our children. Children also need to feel comfortable being themselves so they can learn effectively, which means we need to talk openly and honestly about topics that can be challenging, like race and gender, in order to make them feel safe, seen, and validated. 

How do we ensure those without privilege have equal access to quality education and opportunity? 
This is impossible to do in our current education system. We need to rethink the way we distribute funds for education so that we can better fund schools in low-income neighborhoods. As a society, we also need to start actually valuing teachers and show that by paying them enough to want to stay in the field so that we can attract more and better educators.

As the Federal Reserve Bank of Philadelphia’s assistant vice president of economic education, Andrew Hill understands that laying the foundation for good financial decision-making begins as early as kindergarten. Through writing curriculum resources, training hundreds of educators, and publishing articles in national journals, Andrew has worked across the region and nationally to improve the teaching of economics and personal finance in K-12 classrooms.

Justine Hoffman is the new head of school at Revolution School, a Philadelphia high school established in late 2019. Prior to this position, Justine served as associate head of the school.  She has held leadership positions at The Kew-Forest School, The Hewitt School, and The Philadelphia School, is a partner at VIM Collaborative, and has over 25 years of experience in public and private schools. Justine earned her bachelor’s degree in Communications from Boston College and two master’s degrees in Education from DePaul University.

Inspired by her former students and relentlessly optimistic about the future of education, Dr. Stacy E. Holland has nearly 30 years of experience developing and implementing educational solutions for children. She currently serves as the executive director of Elevate 215. Dr. Holland is fostering a positive approach to aligning the education community of Philadelphia on a common vision, and is also working to ensure that the city has a system of high-quality schools that prepare students for economic mobility. She has held leadership positions at The Lenfest Foundation, the Philadelphia Youth Network, and the School District of Philadelphia.

What is something you have learned from your students?
Kids have taught me the lesson of being fearless and dreaming big. When kids are young, they are willing to try anything and their optimism about what is possible is inspiring. I try and listen to my inner child every day and approach life focusing on all the things that are possible instead of on things that are barriers.

What was your favorite moment or experience in your own education?
After four years of working full time, caring for an ill parent, and trying to write a dissertation in the middle of a global pandemic, on the day of my defense, I realized that a lifelong dream was about to come true. I had dreamed about becoming Dr. Holland since I learned what a doctorate degree was in college. I was the first person in my family to earn this honor and it was truly a proud day. It was a reminder that anything is possible when you have a dream and work hard to achieve it.

What conditions do you think are necessary for a safe and effective learning environment?
Learning environments must be bright, inviting, active, and lively. Adults should always be working to create learning experiences that stimulate, challenge, and support kids through their journey.

How do we ensure those without privilege have equal access to quality education and opportunity?
As a city, we must ensure that each and every school meets the criteria of a high-quality school. This definition will guide the funding, staffing, and resource development for every school. Secondly, as citizens, we must demand that every school achieves the stated standard, as well as ensure access to schools for all kids. Therefore, the policies that govern the schools must ensure that students from every walk of life have access to a high-quality education.

Kristin Hutchinson is in her 10th year with the World Affairs Council of Philadelphia, a non-partisan international affairs experience provider connecting Philadelphia to the world. As vice president of education, she oversees education programming that serves a diverse group of 85 schools and 2,500 students throughout the Philadelphia region. She began as director of international programs at Bodine High School for International Affairs, a school co-founded between the council and the School District of Philadelphia.

What is something you have learned from your students?
I’ve learned that my students care deeply about the world around them and the role that they play in the world. They’re paying attention to current events and they’re passionate about issues that impact them in their schools and neighborhoods, as well as issues happening across the country and around the world. I see this most clearly in the programs that we run through the World Affairs Council of Philadelphia, where students collaborate with a diverse group of their peers in order to pose solutions to some of the major national and global issues of the 21st century.

What was your favorite moment or experience in your own education?
My London study abroad experience was so impactful. Prior to traveling overseas, I learned about the region and culture I was going to be immersing myself within. Living, studying, and working in a completely different, international environment pushed me outside of my comfort zone. I traveled and visited different countries where English was not the main language. I met people from all over the world that opened my eyes to diverse perspectives and was an ambassador for my school community and home country. Because of my time abroad, I decided to study international affairs.

What conditions do you think are necessary for a safe and effective learning environment?
We should look at a learning environment holistically, including the physical environment, instructional environment, and school climate. The physical environment can be improved by creating safe and healthy schools and ensuring access to up-to-date technology. The instructional environment can be improved by lessons that cater to diverse learners, and by ensuring that students are celebrated for achievements and are excited to be in school. For school climate, there should be conflict resolution systems, access to mental and physical health resources, and opportunities that promote workforce development. There should also be civic dialogue systems in place like student government or school advisory committees to amplify student, parent, and community stakeholder voices in decision-making.

How do we ensure those without privilege have equal access to quality education and opportunity? 
I believe that we all have a civic obligation to ensure that every child, regardless of their zip code, is provided with the skills, resources, and opportunities necessary to succeed in school and beyond. The Philadelphia community is filled with individuals, companies, organizations, and institutions that work to ensure equal access. To level the playing field, it is important that we all target additional resources towards the communities that need it the most.

Farnam Jahanian is the 10th president of Carnegie Mellon University, where he previously served as provost and also as vice president for research. Prior to CMU, Farnam led the National Science Foundation Directorate for Computer and Information Science and Engineering and spent 21 years at the University of Michigan. He is a member of the board of directors for Highmark Health, the National Center for Women and Information Technology, and the Allegheny Conference on Community Development, among others.

What is something you have learned from your students?
I have been so inspired by the way CMU students have responded to and shaped the university’s interdisciplinary culture. They have taught me just how porous disciplinary boundaries can be when you are seeking innovative solutions and new ways of learning.

What was your favorite moment or experience in your own education? 
I was an undergraduate student in the late 1970s when the information technology revolution was just beginning to take hold. As part of my undergraduate coursework, I enrolled in a computer class in Fortran and I just fell in love with the concepts of algorithms and programming. I will always be grateful for the teachers who encouraged and inspired me!

What conditions do you think are necessary for a safe and effective learning environment?
Apart from ensuring a safe physical environment, I believe a culture of inclusion and respect that emphasizes the value of civil discourse is crucial to the learning process. Our campuses should serve as models for how we can truly listen to and learn from diverse perspectives and build bridges to shared understanding, especially at a time when there are so many divisions in our nation. 

How do we ensure those without privilege have equal access to quality education and opportunity?
First, it is vitally important that we continue to prioritize access and affordability through scholarships and fellowships. We also need to ensure that students who come from first-generation or under-resourced backgrounds have the tools, resources, and networks they need to succeed once they arrive on campus. Finally, as a nation, we must work together to create pathways to opportunity starting with our very youngest learners in K-12, especially in STEM education.

Farah Jimenez is the president and CEO of the Philadelphia Education Fund, a comprehensive provider of college, career, and STEM programming to Philadelphia public school students from middle school through college. Annually, PEF serves 30,000 students and teachers through a diverse portfolio, including its College Access Program, Spark Philadelphia, PhillyGoes2College, the McKinney Center for STEM Education, and Philadelphia Scholars, a last-dollar scholarship awarding $600K a year in aid to program graduates. Prior to PEF, Farah served a four-year tenure on the Philadelphia School Reform Commission.

What is something you have learned from your students?
PEF recently ran a summer learning experience for more than 100 students. It was exciting to see students opt to spend part of their summer in an academic enrichment program that included frog dissection, robotics programming, coding, personal essay writing, career speakers, and college field trips. Students want to learn, grow, and be challenged. This summer was a good reminder that despite the headlines, the pandemic did not rob students of their dreams and aspirations. Our students are looking toward the future, and if we provide them with the right support, we can help them achieve their goals.

What was your favorite moment or experience in your own education? 
In 2019, I was invited to give the commencement address for Chestnut Hill College. In the audience was my mother, an immigrant from Latin America who harnessed the power of an education to become a medical doctor in a foreign land, speaking a foreign tongue, and at a time when female doctors were rare. When I was bestowed with the honorary doctorate of laws, it was such a full circle moment for me. Dr. Jimenez, the immigrant, watching her daughter become Dr. Jimenez… if just for a moment.

What conditions do you think are necessary for a safe and effective learning environment?
Set the bar low and students will aim low. Set the bar high and students will aim high. So, given the options, it’s important that every learning environment sets the bar high. At PEF, we focus our efforts on serving students attending catchment area neighborhood public schools, and by setting the bar high, we’ve seen our students rise to the occasion, overcoming difficult circumstances to fulfill their potential and becoming doctors, college presidents, elected officials, teachers, and career professionals.

How do we ensure those without privilege have equal access to quality education and opportunity? 
PEF’s mission is to provide equitable access to opportunities for Philadelphia students. We focus our work in under-resourced schools in the hopes of reaching students least likely to have access to college advising. Programs like our online portal, www.PhillyGoes2College.org, put college access within the reach of a student’s cell phone or laptop. Additionally, our Regional STEM Equity Collective brings together stakeholders to expand access to STEM programming for BIPOC students.