A Conversation with Dr. Cory Strasser, Assistant Superintendent of Educational Services for Rapid City Area Schools, SD

A Conversation with Dr. Samuel Lee, Superintendent of Bensalem Township School District

In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Samuel Lee, superintendent of the Bensalem Township School District in southeastern Pennsylvania.  Dr. Lee, who has served in the role since 2015, reflects on more than a decade of district leadership, the relationships that sustain it, and the evolving demands facing public education today. Dr. Lee begins by describing Bensalem Township as an eclectic and diverse community of approximately 6,500 students, located at the intersection of New Jersey, Philadelphia, and Bucks County. He outlines the significant changes the district has undergone during his tenure, including a major high school renovation, the introduction of career and academy pathways, and a continuous effort to align curriculum with the needs of a changing world. He emphasizes that the work of education is never finished; districts must remain committed to preparing students for a future that is difficult to predict. A central theme of the conversation is the importance of relationships. Dr. Lee attributes his longevity in the superintendency to authentic connections with the board, staff, families, and community. He describes leadership as inherently relational, grounded in trust, visibility, and a genuine commitment to supporting educators in their work. He speaks candidly about the pressures facing superintendents, including resource constraints, the teacher pipeline challenge, the evolving role of technology and social media, and the need to thoughtfully integrate artificial intelligence into schools. Dr. Lee also draws on his experience as a soccer coach to illustrate his leadership philosophy: preparation, feedback, resilience, and incremental progress. He encourages aspiring superintendents to embrace the role with confidence and curiosity, to invest in mentorship, and to recognize the profound impact they can have on students, families, and communities. Main Topics Covered 1. Bensalem Township School District Overview Lee describes Bensalem as an eclectic, diverse community of approximately 6,500 students in southeastern Pennsylvania, with a history spanning more than 100 years and a strong commitment to evolving with the needs of its students and families. 2. A Decade of District Transformation He reflects on major accomplishments over his tenure, including a comprehensive high school renovation, the creation of career and academy pathways for all 2,200 high school students, and ongoing curriculum and program alignment. 3. Pressures of the Superintendency Lee discusses the persistent challenges of resource allocation, state funding, meeting evolving mandates, and preparing students for a future that remains uncertain, including thinking about the graduating class of 2044. 4. Relationships as the Foundation of Leadership Longevity He attributes his sustained success to authentic relationships with the board, staff, families, and community. He frames trust, visibility, and genuine care as the essential elements that allow a superintendent to lead effectively over time. 5. Supporting and Honoring Educators Lee emphasizes that his primary responsibility is to provide the optimum environment for teachers to apply their craft. He notes the long tenure of Bensalem staff members, his personal involvement in hiring, and his deep respect for the work of classroom educators. 6. Common Challenges Facing Superintendents The conversation explores resource limitations, the declining teacher pipeline, the influence of social media and technology on student well-being, and the challenge of delivering comprehensive education within limited instructional time. 7. Artificial Intelligence in Schools Lee shares that Bensalem uses AI for legitimate academic purposes, encourages students to use it responsibly, and has published guidelines. He acknowledges both its potential as a learning tool and the risks that require thoughtful management. 8. Coaching as a Leadership Philosophy Drawing on his background in soccer coaching, Dr. Lee describes how preparation, honest feedback, resilience, and incremental daily progress inform his approach to leading a school district. 9. Advice for Aspiring Superintendents He encourages those entering the superintendency to embrace the role, seek mentorship, invest in continuous learning, and recognize the remarkable opportunity to shape the future of students and communities. Dr. Lee's insights underscore that enduring and effective district leadership is built on authentic relationships, a commitment to supporting educators, and the resilience to navigate an ever-changing educational landscape with purpose and care. About Dr. Samuel Lee Dr. Samuel Lee is a distinguished educational leader who has served as superintendent of the Bensalem Township School District since July 2015. He previously served as superintendent of the Bristol Township School District for five years. His career in education spans a wide range of administrative roles, including principal, director of curriculum and instruction, director of special services, and director of business/special projects in the Gloucester County Special Services School District and Gloucester County Vocational Technical District. Before moving into educational leadership, he taught secondary-level social studies and special education. Dr. Lee holds an Interdisciplinary Doctor of Education for Educational Leaders, a Master of Educational Administration, and a Bachelor of Arts in History, all from Saint Joseph's University.  Under his leadership, the Bensalem Township School District has been recognized as an American Association of School Administrators Demonstration District, a Best Communities for Music Education district, an Outstanding Visual Arts Community, a District of Distinction by District Administration Magazine, and has received PA Department of Education recognition for Multi-Tiered System of Student Supports, among other honors. He holds numerous professional affiliations, including membership on the PA Association of School Administrators Board of Governors and the Pennsylvania Superintendent's Study Council. He is also an Adjunct Professor at Gwynedd Mercy University and a mentor and advisor for graduate school programs at multiple universities. Beyond education, Dr. Lee serves as president and coach of the Lighthouse Soccer Club and has been inducted into the Southeastern PA Soccer Hall of Fame and the Saint Joseph's University Soccer Hall of Fame.

A Conversation with Dr. Nneka J. McGee, Researcher and Innovative Educator

Executive Summary In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Nneka J. McGee, a leading voice at the intersection of artificial intelligence (AI) and K–12 education. Dr. McGee shares her journey into AI, beginning with early exposure to computer science and culminating in her doctoral research on the role of AI in future-ready teaching and learning. She highlights the longstanding presence of AI in education while emphasizing the disruptive impact of today's generative technologies. The conversation explores the current tension in schools between resistance and adoption of AI, underscoring the importance of AI literacy, practical implementation strategies, and clear policy guidance. Dr. McGee introduces the “CLIP” framework: Community, Literacy, Implementation, and Policy, as a lens for thoughtful AI integration. She encourages leaders to begin with foundational questions such as “Is it necessary?” and stresses the superintendent's role in assessing community readiness, building support, and setting realistic timelines. Access and cultural relevance are central to Dr. McGee’s message. She cautions that device availability does not guarantee meaningful access, emphasizing the importance of culturally responsive AI outputs and data quality. The discussion also covers deep fakes, critical thinking, and student identity. Dr. McGee advocates for oral discourse, questioning, and media literacy as essential tools. She affirms that human connection remains a vital leadership trait that AI cannot replicate, especially when guiding schools through complexity. Dr. McGee concludes with a reminder to educational leaders that it is acceptable to pause and reflect, but not to remain idle. She calls for deliberate, research-informed engagement with AI that reflects community voice and long-term goals. Main Topics Covered 1. McGee’s Background and Entry into AI A lifelong interest in computers led to academic research on AI in education. 2. The Current State of AI in K–12 Education An overview of school responses to AI and the need to understand both historical and modern applications. 3. The CLIP Framework A strategic model for AI adoption grounded in Community, Literacy, Implementation, and Policy. 4. Asking the Right Questions Leaders should evaluate necessity, community alignment, funding, and policy support before implementation. 5. Access and Cultural Responsiveness True access includes inclusive outputs, representative design, and strong data practices. 6. The Role of Human Connection Leadership requires authentic relationships and emotional intelligence that AI cannot replicate. 7. AI and Critical Thinking Tools should be used to strengthen student thinking through conversation and inquiry. 8. AI for Young Learners Advocates for age-appropriate introduction to AI concepts, beginning with off-screen activities. 9. Mindset for Educational Leaders Encourages caution paired with proactive adaptation to emerging technology. This episode offers a future-focused and grounded perspective on artificial intelligence in education, reminding leaders that responsible innovation begins with reflection and remains rooted in human connection. About Dr. Nneka J. McGee Dr. Nneka J. McGee is an innovative educator, researcher, and national thought leader focused on preparing students and school systems for a future shaped by automation and artificial intelligence. Her work promotes access, opportunity, and informed leadership in K–12 education through responsible use of emerging technologies. She holds a bachelor’s degree in English with honors, a master’s degree in Curriculum and Instruction, a juris doctor, and a doctorate in Education. Her doctoral research focused on educators' experiences integrating AI into classroom environments. Dr. McGee's work bridges instructional design, policy, and leadership development. She is a frequent conference speaker across the country and serves on the board of directors of HAKing Innovation, a nonprofit that expands students' access to STEM. She is also an advisory board member for the EngageAI Institute, and an EdSAFE AI Alliance Fellow recognized for her leadership in the ethical and effective use of AI in education.

A Conversation with Dr. Khalid N. Mumin, Superintendent of Reading School District & former Pennsylvania Secretary of Education

Podcast Summary In this episode of Leaders Learning from Leaders, host Steve Barkley speaks with Dr. Khalid N. Mumin, superintendent of the Reading School District and former Pennsylvania Secretary of Education. Dr. Mumin reflects on his leadership journey, the challenges of leading an urban district, and his philosophy of empowering educators to believe in their influence on student success. Dr. Mumin begins by describing the Reading School District, the fourth largest in Pennsylvania, serving nearly 18,000 students, with 88 percent Latino enrollment and 100 percent of students qualifying for free or reduced meals. Despite limited resources, the district demonstrates strong community pride and a deep commitment to providing opportunity and equity. He recalls his first tenure as superintendent from 2014 to 2021, when he focused on understanding changing demographics, shifting from test-driven instruction to more authentic learning, improving communication and engagement, ensuring financial effectiveness, and strengthening partnerships. He stresses that meaningful community visibility and accessibility were essential to rebuilding trust and advancing the system. Drawing on his experience as the Secretary of Education, Dr. Mumin highlights the importance of advocacy for fair funding, equitable resources, and efficient leadership. Using the metaphor of “stop pump faking and shoot the ball,” he encourages leaders to act decisively when initiatives benefit students and communities, rather than hesitating amid bureaucratic delays. He describes his leadership style as highly collaborative. He believes successful leadership requires hiring capable, diverse thinkers, empowering them to lead, and maintaining a clear, visionary focus. He also explores the idea that leadership and teaching are forms of artistry. Education requires adaptability, creativity, and a willingness to guide schools through challenge and change. Dr. Mumin concludes with a message about belief and purpose. He reminds educators to recognize the value of their role and their power to shape the future. He encourages leaders to understand that resilience is built through adversity, and that every educator has the capacity to influence student lives and community outcomes. Main Topics Covered 1. Reading School District Overview: Mumin outlines the district’s demographics, socioeconomic context, and strong community pride, which drive its mission to expand opportunity despite limited resources. 2. Leadership Challenges and Priorities from 2014 to 2021: He describes five significant areas of focus, including student safety, academic achievement, communication, financial effectiveness, and partnerships, all supported by authentic community engagement. 3. Advocacy and Fair Funding: He discusses efforts to promote equitable school funding at the state level and the importance of resource allocation that reflects student needs in both urban and rural districts. 4. Collaborative Leadership and Empowerment: Mumin explains the value of shared leadership and the importance of empowering staff, encouraging feedback, and fostering collective responsibility. 5. Navigating Challenges and Leading Through Change: He reflects on how challenges create opportunities for growth and describes leadership as requiring agility, decisiveness, and the ability to move forward despite adversity. 6. The Art of Leadership and Teaching: He views education as an art that requires creativity and adaptive thinking, emphasizing that effective educators and leaders remain flexible and innovative. 7. Belief and Purpose in Education: Mumin emphasizes the need for educators to believe in their significance and their ability to influence student success and future opportunities. Conclusion Dr. Mumin’s insights underscore that effective, purpose-driven leadership, grounded in collaboration, resilience, and belief, is essential for transforming schools and strengthening communities. About Dr. Khalid N. Mumin Dr. Khalid N. Mumin is a distinguished educational leader with more than 27 years of service as a teacher, administrator, superintendent, and Pennsylvania Secretary of Education. His career reflects a steadfast commitment to student-centered leadership, equity, opportunity, and fiscal responsibility. Dr. Mumin’s academic preparation includes an Ed.D. in Educational Leadership from the University of Pennsylvania, an M.Ed. in Teaching and Curriculum from Pennsylvania State University, a B.A. in English from Shippensburg University, and an A.A. in English from Northeastern Christian Junior College. He is also a graduate of the Leadership Maryland Program and an active member of several professional organizations. Dr. Mumin’s leadership approach emphasizes collaborative engagement with students, families, educators, community partners, business leaders, and higher education institutions. He has been nationally recognized for his effectiveness, earning honors such as Pennsylvania Superintendent of the Year, National Superintendent of the Year Finalist, Innovative School Leader, and multiple distinguished alumni awards. He is also the author of Problem Child, a work focused on supporting students living in poverty. His professional experience includes serving as a superintendent in multiple districts, as the Pennsylvania Secretary of Education, and as the Chief of Education Strategy and Global Development for the Goldie Hawn Foundation.

A Conversation with Dr. Cory Strasser, Assistant Superintendent of Educational Services for Rapid City Area Schools, SD

Podcast Summary In this episode of Leaders Learning from Leaders, Dr. Cory Strasser, Assistant Superintendent of Educational Services for Rapid City Area Schools in South Dakota, shares insights on leadership, organizational excellence, and creating opportunities for students in a diverse community. Rapid City Area Schools, South Dakota’s second-largest district, serves 12,000 students across 22 schools, situated in a unique blend of urban, rural, and tribal communities. Guided by a five-pillar strategic plan that encompasses students, staff, community, communication, and facilities, the district emphasizes a holistic approach to education. Dr. Strasser outlines the scope of his role, which centers on instructional leadership, curriculum alignment, student support systems, and leadership development. Key initiatives include advancing literacy through the science of reading, expanding evidence-based grading practices, broadening career and technical education, and creating alternative and virtual learning programs. He underscores the importance of equitable behavioral supports and intentional feedback cycles to strengthen communication between district leadership, principals, and teachers. A central theme is the pivotal role of principals. With 17 years of experience as a principal, Dr. Strasser stresses that principals are the cornerstone of school success. They influence culture, instruction, trust, and community relationships more directly than central office leaders. Therefore, the district invests heavily in principal leadership development, leveraging professional learning communities (PLCs) for collaboration, continuous improvement, and peer learning. For aspiring leaders considering central office or superintendent roles, Dr. Strasser advises adopting a systems-thinking perspective, expanding beyond building-level concerns to district-wide organizational excellence. He encourages principals to recognize transferable skills and seek growth opportunities while central office leaders intentionally support leadership pipelines. Ultimately, Dr. Strasser believes that the purpose of leadership development and strategic planning is to benefit students. High-quality leaders create high-quality schools, which in turn ensure greater opportunities and outcomes for every learner. Main Topics Covered 1. Overview of Rapid City Area Schools Dr. Strasser provides a vivid description of the district’s size, community context, and diversity, highlighting its unique blend of urban, rural, and tribal influences. This diversity is a key aspect of the district's identity and is reflected in its guiding five-pillar strategic plan. 2. Educational Services Role Dr. Strasser’s responsibilities include curriculum alignment, student support, behavior systems, leadership development, enrollment management, and strategic initiatives. 3. Instructional and Program Initiatives Emphasis is placed on literacy through the science of reading, evidence-based grading, career and technical education, alternative programming, and virtual learning expansion. 4. Principalship as a Cornerstone of Success Dr. Strasser underscores the pivotal role of principals in shaping school success. Their influence on culture, instruction, trust, and community engagement is more direct than that of central office leaders. This recognition of their importance is a call to aspiring leaders to consider the impact they can make in these roles. 5. Leadership Development Through PLCs PLCs foster collaboration among principals, build collective capacity, and create a culture of continuous learning for leaders. 6. Pathways to Central Office Leadership Principals aspiring to superintendent or district-level roles receive guidance that emphasizes systems thinking, transferable skills, and organizational impact. This episode underscores the transformative power of investing in strong leadership, especially at the principal level. It shows that districts can create thriving schools where students benefit most from organizational excellence and expanded opportunities, leading to positive change and growth. About Dr. Cory Strasser Dr. Cory Strasser is a veteran educational leader with 28 years of experience in K-12 education, serving in roles from classroom teacher to principal in both South Dakota and Minnesota, and currently as Assistant Superintendent of Educational Services for Rapid City Area Schools. He has led numerous strategic initiatives to improve student achievement, expand learning opportunities, and strengthen school systems. His work includes building innovative programs in Career and Technical Education (CTE), developing alternative and behavioral support programs, and creating virtual learning options that expand access and flexibility for students. A strong advocate for leadership development, Dr. Strasser has designed and implemented targeted professional development for principals, equipping school leaders with the skills and tools to drive improvement in their buildings. Central to his leadership approach is a system of feedback through rounding, which fosters open, consistent communication with staff, students, and stakeholders to inform decision-making and sustain progress. Known for his purposeful leadership, clear communication, and ability to align vision with measurable results, Dr. Strasser brings both strategic insight and real-world experience to his work, inspiring excellence at every level of the school system.

A Conversation with Dr. Patrick Keeley, Superintendent, Mountain Empire Unified School District, CA

About Dr. Patrick Keeley Dr. Patrick Keeley is a purpose-driven educational leader with over 20 years of experience focused on school culture, student voice, and whole-child support. He currently serves as superintendent of Mountain Empire Unified School District, following his tenure as principal of Mountain Empire High School—his alma mater—where he led major improvements in climate, culture, and student leadership. His past roles include high school principal, alternative education administrator, assistant principal, dean, ASB advisor, and department chair. Named the 2025 State Superintendent of the Year by the California Small School Districts’ Association, Dr. Keeley has presented at events hosted by CSBA, CASC, SSDA, and was keynote speaker for the San Mateo County Office of Education’s “Respect 24/7” initiative. He serves on WASC accreditation teams, supervises future school leaders at SDSU, and participates on multiple community boards. Dr. Keeley is president of the East County Leadership Charter for ACSA Region 18 and serves on its Legislative Policy Committee, advocating for San Diego and Imperial counties. He brings vision, authenticity, and a relentless commitment to student success. He holds a B.A. in Social Studies from CSU San Marcos and both an M.A. and Ed.D. in Educational Leadership from San Diego State University. Podcast Summary In this episode of the Leaders Learning from Leaders podcast, host Steve Barkley speaks with Dr. Patrick Keeley, superintendent of Mountain Empire Unified School District (MEUSD) in rural San Diego County and the 2025 California Small School Districts’ Association Superintendent of the Year. Dr. Keeley reflects on his unique experience of leading the very district from which he graduated, emphasizing how his past as a student, educator, and administrator shaped his deep understanding of the community’s strengths and struggles. Dr. Keeley discusses the powerful influence of educators, citing how one teacher’s belief in him shaped his trajectory. This theme of transformational relationships and resilience threads through the conversation, especially in the context of working in a vast, underserved rural district. MEUSD spans 660 square miles, with long transportation routes, weather disruptions, and limited local services, all of which present operational and equity challenges. Yet Keeley describes the natural resilience of his staff and community, especially during crises such as wildfires and evacuations, where classified staff and educators go beyond their roles to serve families. A key leadership priority for Dr. Keeley has been developing a long-term, future-focused vision through the district’s “Portrait of a Graduate,” informed by over 76,000 data points from community input. This vision is supported by a five-year strategic plan centered on creating self-directed, future-ready learners. Keeley implemented structural changes like a required senior project, where students explore real-world passions through self-guided experiences, emphasizing creativity, initiative, and community engagement. Dr. Keeley also highlights challenges facing small rural districts, including inequitable funding, staffing difficulties due to geographic isolation, and the pressure of societal expectations in a fast-paced, digital world. He advocates for investing in local talent and underscores the importance of supporting staff wellbeing, emphasizing that school leaders must model the same care for their educators as they expect educators to show their students. Main Topics Covered 1. Returning to Lead a Hometown District Keeley shares the emotional and reflective journey of returning to lead the district where he was once a student, providing a personal lens on leadership and growth. 2. Educator Impact and Transformational Relationships He discusses how a single teacher’s support changed his life, underscoring the lasting power educators have on students. 3. Challenges of Rural Leadership The logistical and equity hurdles of leading a district across 660 square miles, including transportation costs, wildfire threats, and digital divides, are explored. 4. Community Resilience and Crisis Response Keeley illustrates the district’s community-centered ethos through stories of staff mobilizing during natural disasters to support displaced residents. 5. Portrait of a Graduate and Strategic Vision MEUSD’s future-focused graduate profile and strategic plan, rooted in massive community input, aim to develop adaptable, self-directed students. 6. Senior Project Requirement A new graduation requirement empowers students to pursue passion projects, fostering autonomy, real-world engagement, and creativity. 7. Advocacy for Small Districts and Rural Equity Keeley voices the need for more nuanced state policy and funding models that recognize the operational differences of small, rural districts. 8. Leadership Philosophy: People First Emphasizing humanity in leadership, Keeley encourages staff to prioritize personal wellbeing and self-care in a profession known for overextension. Conclusion: Dr. Keeley’s leadership embodies a deep-rooted commitment to community, resilience, and preparing students for an unpredictable future—reminding us that visionary education starts with relationships and ends with empowerment.