The Bright Initiative

Congratulations to BRIGHT's fellows on their graduation from The Ohio State University! 🎓 The journey continues onward for these 20 exceptional leaders ready to make an impact in K-12 education!

Meet Shannon Mathie, a dedicated professional from Northeast Ohio, passionate about transforming educational systems. With a B.A. in Business Administration and a Master’s in Healthcare Administration, Shannon brings extensive leadership experience from various healthcare roles. As a Lean Six Sigma Certified Black Belt and former Director of Strategic Initiatives for Child & Adolescent Behavioral Health, she's prepared to integrate strategic partnerships and mental health programming into educational settings. Through BRIGHT, Shannon aims to utilize data-driven approaches to foster academic, social, and emotional growth for students, while promoting teacher collaboration and professional development. Continue reading to discover more about Shannon's journey!

Q1: Reflect on a moment when you had to balance multiple responsibilities or commitments related to your education. How did you prioritize and manage your time effectively, and what did this experience teach you about organizational skills and leadership?
A1: My approach is simple: being fully present in the moment. I meticulously plan my schoolwork, including internships, and family time, ensuring they never overlap. This separation allows me to focus entirely on assignments and enjoy quality time with family. Being fully present has brought immense joy and significant returns, highlighting the importance of planning and organization.

Q2: Describe a particularly rewarding experience from your K-12 principal internship. How did that experience shape your perspective on leadership and your aspirations in the educational field?
A2: During my internship, I established a behavior management and instruction team aimed at reducing student behaviors and providing staff training. We focused on educating staff about student behavior and trauma, dedicating the first semester to behavior strategies and support. This experience affirmed my purpose as a leader, allowing me to model appropriate interactions and support staff in understanding the impact of their responses to student behavior. It has further fueled my aspirations, leading me to pursue a Trauma Informed Policy and Practice Graduate Certificate at The University of New Hampshire.

Q3: Share an instance where you had to advocate for a cause or idea you believe in within an educational setting. How did you effectively communicate and rally support for your perspective?
A3: Mental health services are crucial in educational settings, yet there's a need for rehabilitation services. Implementing Substance Use Disorder therapy and Sexually Inappropriate Behavior Remediation benefits students lacking access. I've collaborated with local agencies to secure grants and provide professional development opportunities for staff. While garnering support for these programs is challenging, demonstrating their benefits to students and staff leads to widespread acceptance and endorsement.

Learn more about Shannon and other BRIGHT Fellows here: bright.osu.edu

Meet Jamel Johnson, a dedicated educator and community leader in Central Ohio. Armed with a B.A. in History from Ohio University, he has made significant contributions to education through his roles as a teacher and varsity football coach. Co-founder of the Urban Valley Foundation, Jamel has taken on educational support initiatives that benefit his community for seven years. Now, he is focused on developing his leadership skills to continue his impactful work in education and leave a legacy of empowerment for the next generation.

Q1: Describe a time where you had to advocate for inclusivity and diversity in an educational setting. What actions did you take to promote a more inclusive environment, and how do you envision championing diversity as a future educational leader?
A1: As educators and leaders, we know the best way to connect students learning is to highlight genuine life connections. In my early years of teaching 7th-grade Social Studies, we studied the religions of the world. This was a great opportunity for students of different backgrounds to share their authentic cultural experiences, holidays, rituals, garb, and food. These lessons are powerful because discussions were had about not only traditions but misconceptions as well. Authentic learning was able to take place as students were able to expand their thinking on a global and historical scale.

Q2: Reflect on a time when you had to make a tough decision with ethical implications in an educational context. How did you approach the decision-making process, and what values or principles guided your choices?
A2: We had a new student in the building and marked her third school in two years. She needed more accommodations than the school was able to provide. School leadership opted for an inter-district transfer to get her the backing she needed in another building. The approach was based on the best way to see this student develop while remaining in the district. The right decision was made because the student has shown tremendous growth in her new placement and is thriving with the necessary support she needs academically and socially.

Q3: Share an example of how you've applied knowledge from your academic coursework to a real-world situation during your K-12 principal internship. How did this integration of theory and practice enhance your effectiveness as a future educational leader?
A3: Two summer courses that I was able to apply right away as the school year got started. School Law and Special Education were pivotal in preparing my approach on several levels. Being present in IEP/504 meetings, and knowing these go beyond educational plans, but are legal documents that must be agreed upon and followed by all parties involved to progress the students academically and socially. Being prepared to not only listen in on but contribute to the meetings with knowledge from the Bright courses has made me a resource to the group.

Read more about other BRIGHT Fellows here: bright.osu.edu

Meet Shayla Ivezzy! From Northeast Ohio, Shayla is an educator & equity advocate. With a B.A. in Philosophy from Spelman College & M.S. in Educational Studies from Johns Hopkins University, she champions systemic change. As a first-generation college grad, Shayla aims to break barriers for inner-city youth. Her journey, from juvenile diversion work to Teach for America, underscores her commitment to equity. Shayla aspires to lead transformative change, believing in diverse coalitions for educational equity. Through BRIGHT, she aims to empower others through educational excellence.

Q1: Describe a personal skill or quality that you believe sets you apart as a future educational leader. How do you plan to leverage this strength in your future role?
A1: One of the skills that sets me apart as a leader is having strong emotional intelligence. This skill allows me to connect with and positively influence others. I plan to leverage EQ to get the best out of the people I lead by connecting them to purposeful work, building capacity, and leveraging their strengths and interests for schoolwide improvement.

Q2: Reflect on your growth and evolution as a student from your early academic years to now. How has your perception of leadership and education changed, and how does this influence your aspirations in the field of education?
A2: When I think about my evolution as a student until now, I think about the disparate outcomes and experiences I observed between myself and others. I was the beneficiary of a "quality education” as a result of my mother going into debt, to send me to school outside of my neighborhood. As a student, I was aware of the differences between myself and others but often attributed them to individual aptitude. As I matriculated through school, I began to have a deeper understanding of systemic inequities and how schools shape student outcomes. My journey as an educator began with the deep conviction that all students deserve to find a quality education within their community. As a school leader, I get to bring this lens into my broader leadership and effectuate systems-level change in the pursuit of an excellent and equitable education for all students.

Q3: Reflect on a challenging interaction or conflict you encountered during your K-12 principal internship. How did you manage it, and what strategies did you employ to maintain a positive and productive environment?
A3: I approach managing conflict through human-centered design. This has helped me to maintain a positive and productive environment where people can embrace conflict as a natural occurrence in our organization's growth. My approach includes: understanding the expectations and needs of the various stakeholder groups I manage; leading with curiosity, not judgment (which looks like asking reflective questions, active listening, and acknowledging the problem- an approach that I have coined as AAA); and integrating restorative practices.

Learn more at bright.osu.edu

We're delighted to spotlight Isaiah E. Terrell from BRIGHT Fellowship’s 3rd cohort! Isaiah, a dedicated educational leader from central Ohio, has a passion for building strong collaborations between parents, students, and teachers. With a B.S. in Business Management and graduate-level work in School Psychology and Educational Leadership, Isaiah has served in various roles, including an Assistant Program Director at a Charter School in Detroit and a Dean in Detroit Public Schools Community District. Committed to fostering strong, trustworthy relationships, Isaiah is eager to continue creating a supportive and accountable environment for children through BRIGHT. Read on to learn more about Isaiah’s journey into leadership and the unique perspective he brings to leadership.

Q1: Discuss a book, research paper, or educational theory that has significantly influenced your perspectives on teaching and learning. How have these intellectual influences shaped your educational philosophy, and how will you incorporate them into your leadership style?
A1: A book that resonated with me is Unearthing Joy by Dr. Gholdy Muhammad. Dr. Muhammad focuses on the joy of learning and how we as educators must reignite the curiosity of learning that our students have or once had. This book inspired me to think about how educators can transform the school experience into beacons of joy for all students.

Q2: : Reflect on a moment when you had to balance multiple responsibilities or commitments related to your education. How did you prioritize and manage your time effectively, and what did this experience teach you about organizational skills and leadership?
A2: I’m currently balancing the honor of being a BRIGHT Fellow and its coursework as well as serving as a Leadership Intern in Columbus City Schools. We usually talk about Time Management and the systems that help us “manage time”. One system that I use is the Eisenhower Matrix. The Eisenhower Matrix allows me to categorize the urgent from tasks that are not urgent. Also, it helps me to determine which tasks can be delegated and those which are not relevant.

Q3: Share an example of how you’ve applied knowledge from your academic coursework to a real-world situation during your K-12 principal internship. How did this integration of theory and practice enhance your effectiveness as a future educational leader?
A3: Application is tremendous as a leader. As a K-12 principal intern I face the problem or challenge, rather, that Principals, Assistant Superintendents, and Superintendents face, and that is how to facilitate rigorous education to our children. One of my courses, Operations Management, has really impacted how I look at problem statements. I have learned that the stated problem is really not the problem. It’s a symptom of a deeper issue and I begin to uncover this issue with a root-cause technique called the “5 Whys”.

Click here to learn more about Isaiah and BRIGHT’s other fellows: bright.osu.edu

Introducing Lazaro G. Fuentes Jr. (he/him/his) from central Ohio! With a B.A. in History and an M.S. in Sports & Recreation Sciences, Lazaro has a diverse background. Lazaro was the Director of Recreation Sports at an OSU regional campus. His commitment to youth development and creating inclusive environments has led him to join BRIGHT, where he will continue to shape future leaders.

Q1: Share when you received constructive feedback or criticism about your education or leadership. How did you respond to the input, and what changes or improvements did you make based on it?
A1: My future vision as an educational leader is to create a positive and inclusive school culture for all students through various strategies. These strategies include prioritizing positive relationships, collaborating with staff for professional development opportunities, fostering a growth mindset in the curriculum, and developing partnerships with community organizations. The challenges highlighted in achieving this vision include staff resistance to change, addressing cultural and behavioral issues within the existing school structures, and sustaining the strategies for transformational change over time.

Q2: Describe a goal or vision for your future role as an educational leader. How do you plan to achieve this goal, and what challenges or obstacles do you anticipate?
A2: Receiving constructive feedback can be a valuable opportunity for growth. I am receptive to feedback related to improving disciplinary conversations with students. This experience leads to adjustments in approach to be more supportive and inclusive. I am now more effective in approaching situations with empathy and understanding, handling situations more nuanced and tailored to the student’s needs and integrating these lessons into my leadership style.

Q3: Describe a situation where you had to demonstrate cultural competence/sensitivity during your K-12 principal internship. How did you respect and respond to the needs and backgrounds of your students, staff, and families, and how do you see cultural competence playing a role in your future leadership?
A3: I demonstrated cultural competence in my internship. Many students from diverse backgrounds were consistently late to school due to various challenges, including transportation issues, family responsibilities, and socioeconomic barriers. I stressed the importance of time management and punctuality when talking to students. I openly discussed my challenges and aimed to create a supportive environment by empathizing with students’ needs. Ensuring the staff and families feel respected and supported. Looking ahead to my future leadership role, I recognize the vital role of cultural competence in creating an inclusive and supportive educational environment, acknowledging their perspectives and experiences where every student feels valued, understood, and empowered to succeed.

Learn more about Lazaro and BRIGHT’s other fellows here: bright.osu.edu

We're excited to spotlight Tiesha M. Butler, an enthusiastic leader from central Ohio in BRIGHT Fellowship's 3rd cohort! With a B.A. in English and an M.Ed. in Secondary English Language Arts, Tiesha is a dedicated educator and leader. As a Literacy Specialist, she's made significant strides in effective educational strategies. Through BRIGHT, she aims to further empower students for success. Read on to learn more about Tiesha and her experiences throughout BRIGHT and her fellowship!

Q1: Share an experience where you collaborated with parents or guardians to address a student-related issue. How did you build effective partnerships with families, and how do you see parental involvement contributing to the success of educational initiatives?
A1: This year I have participated in some expulsion hearings. During the meeting, all parties represented introduced themselves. When I went to introduce myself to the parent, she smiled and said, “I know you, I met you at freshman orientation and you helped me around the school.” I took comfort the mom was happy to see me because I made a positive first impression on her. I build effective partnerships with families by being welcoming, and approachable and keep the lines of communication open. I want parents to know we are on the same team and want the students to be successful so, parent involvement is crucial. Communication should be inclusive, and constant, parents need to be aware of the resources we have to help students be successful academically, socially, and emotionally.

Q2: Reflect on a time when you had to make a tough decision with ethical implications in an educational context. How did you approach the decision-making process, and what values or principles guided your choices?
A2: A teacher was taking students home after games. Students began to expect him to drop them off, as a colleague I explained to him that it is against school policy to do so and informed the students we provide bus passes. The values that guided my choice were responsibility, integrity, respect, and wisdom.

Q3: Describe a specific accomplishment or contribution you've made during your current K-12 principal internship that you are proud of. How did this experience shape your understanding of educational leadership?
A3: One accomplishment that I am proud of is collaborating with at-risk seniors. I develop student success plans, and smart goals as well as teach time management skills, coping skills, and self-efficacy. This group helped me choose my A3 project for the Operations Management course which focuses on the implementation of an early warning system for incoming ninth graders. This shows leadership is relational, partnering with staff, parents, and students is how leadership becomes impactful.

Click here to learn more about Tiesha and BRIGHT’s other wonderful fellows here: bright.osu.edu

Introducing Samuel L. Robinson Jr., a dedicated advocate for student success in Northwest Ohio. With a B.A. in History and an M.Ed., Sam brings a wealth of knowledge and experience to his mission of empowering underrepresented students. Through his diverse roles in youth advocacy and educational programs, including serving as a Program Coordinator for the Young Scholars Program and as a Youth Advocate/Facilitator, Sam has demonstrated his commitment to fostering community engagement and leadership among young people. Read on to learn more about Sam and his experiences!

Q1: Recall an experience where you sought feedback from students, colleagues, or stakeholders to enhance your professional growth. How did you use the feedback to refine your skills and leadership approach, and what improvements did you implement?
A1: As a principal intern at Washington Local School District, seeking feedback was crucial for my development. The initiative of FEED Day aimed at reducing absenteeism, providing an avenue for valuable insights. Teachers led passion projects, and my role involved organizing sessions. Feedback emphasized improvements beyond attendance, highlighting enhanced student-teacher relationships due to high teacher involvement. This process allowed me to refine my skills and leadership approach, fostering a positive educational environment.

Q2: Describe a situation where you had to make a strategic decision to allocate resources for the betterment of the educational institution. How did you prioritize competing needs, and what considerations guided your resource allocation strategy?
A2: Throughout my residency, the significance of human capital became evident. Actively engaging with the school community to boost morale, I prioritized human capital in resource allocation. Whether offering assistance during substitute teacher needs or supporting other schools in the district, my strategy aimed to foster a sense of community and mutual support. Balancing competing needs, I ensured that resources were allocated strategically for the overall betterment of the educational institution.

Q3: Narrate a situation during your K-12 principal internship where you had to make a decision that aligned with ethical principles. How did you ensure the decision was ethically sound, and what impact did it have on the school community?
A3: In addressing discipline issues during my internship, working with diverse parents and families posed ethical challenges. Emphasizing respect, honesty, and integrity, I ensured strict adherence to school policies and ethical protocols. Upholding high ethical standards for both students and staff, I led by example, providing coaching and feedback when needed. This decision-making approach contributed to a school culture grounded in strong ethical principles, leaving no room for ambiguity and ensuring clarity and consistency within the school community.

Read more about Sam and the other BRIGHT Fellows here: bright.osu.edu.

Meet Luke Feerer, a dedicated advocate making a positive impact on students and parents in Southwest Ohio. Armed with a Communication Studies degree from Wright State University, Luke has honed his skills and experience, becoming a driving force for educational progress. In his journey, he has demonstrated unwavering commitment and passion. Luke's dedication and enthusiasm for education are truly inspiring, showcasing his commitment to creating brighter futures for students. Stay tuned for more on his impactful journey!

Q: Share an instance when you initiated positive change in the educational environment. How did you identify the need, and what actions did you take for a positive impact?
A: Employed in a school with a diverse immigrant population, including students from Russia, Turkey, and various African nations, I monitored the entrance area each morning, welcoming students. Eager to connect, I asked them to teach me greetings in their languages like “hello,” “goodbye,” and “have a nice day.” Despite initial challenges, I persevered, fostering laughter, and creating bonds that enabled meaningful dialogue. Strong cultural connections often begin with such small, impactful acts.

Q: Describe your educational leadership philosophy and its impact on decision-making.
A: Guided by "Tough times never last, but tough people do," my mission is to break the cycle of poverty, influencing every decision I make as a school leader. Greeting economically disadvantaged students daily with a smile and hope for a better tomorrow, I prioritize resilience amidst challenges like hunger and cold conditions, enabling them to focus on learning.

Q: Recount a moment in your K-12 principal internship actively promoting teacher professional development.
A: Recognizing the teaching staff's exceptional skills, here's an example of my support for teacher growth: Miss Guilmain, a dedicated kindergarten teacher, voiced concern about her students' delayed progress in letter identification and formation. Collaborating with the music teacher, we initiated one-on-one sessions and a monthly collective effort, KSWARM, involving all staff to gather data. Through these collaborative efforts, all three kindergarten classes met their goals before benchmark testing. This showcases a thriving school culture, and I aim to replicate this team mentality wherever I go. I provide similar support to second-grade students, fostering teacher confidence, student engagement, and the joy of one-on-one interactions in my daily routine.

Click here to learn more about Luke and BRIGHT's other amazing fellows here: bright.osu.edu

Meet Amanda Clark, a visionary educator from Central Ohio. With a background in Biology and Education, Amanda is licensed to teach grades 7-12. Her roles as a Chemistry Teaching Assistant at OSU and Science Teacher for Columbus City Schools showcase her commitment to education. In leadership roles such as science department chair, Amanda has left a lasting impact. Beyond her professional achievements, Amanda, a multiple-time Teacher of the Year recipient, finds solace in solitude, writing, and reading. Get ready to be inspired by Amanda's dedication to shaping the future of education in Central Ohio!

Q: How did you promote diversity and inclusion in education? What strategies did you use, and how do these efforts contribute to inclusive leadership?
A: As a teacher, I employed culturally relevant curriculum and pedagogical practices. Embedding topics reflecting students' backgrounds and interests into the science curriculum was a primary strategy. The classroom environment facilitated learning and assessments in ways that honored communal and familial practices outside of school. My success in the classroom informs my role as an instructional leader, expanding efforts to create inclusive spaces across the entire school community.

Q: What leadership initiative addressed chronic absenteeism in your educational community? What challenges did you face, and how did your leadership foster successful change?
A: I initiated data-informed practices to tackle chronic absenteeism in my current school. Previous strategies focused on Tier One students with incentives for attendance. Teachers, unfamiliar with analyzing diverse data sources, posed a challenge. Early identification of at-risk students allowed preventive measures with a focus on collaboration and non-judgmental support. This experience emphasized the importance of building capacity collaboratively, patience, and persistence for systemic change in educational leadership.

Q: Reflect on a pivotal moment from your K-12 principal internship demonstrating effective leadership. What was the situation, and how did your leadership contribute to a positive outcome?
A: In a grade-level team situation, students frequented the office for disruptive behaviors, mismanaged by teachers. Sharing concerns via email backfired, causing misunderstandings and offense. Realizing the impact, I initiated an in-person conversation to apologize and listen. This taught me the importance of listening for understanding first and acting accordingly. Authentic leadership involves facilitating others' development, a lesson crucial in effective educational leadership.

Read more about Amanda and other BRIGHT Fellows here: bright.osu.edu

Introducing Richara M. Richardson, Ed.D., a distinguished leader in urban education from Southwest Ohio. With a diverse educational background and a commitment to excellence, Richara brings innovative ideas and a wealth of experience to any educational setting. Read on to explore her impactful journey and contributions!

Q1 Discuss an extracurricular activity or community involvement that has significantly influenced your leadership capabilities and how you integrate these experiences into your educational path.
A: I am a volunteer mentor for Ladies of Leadership a program that works to build leadership skills for young ladies in the inner city. As I work to help these young ladies tackle through some of their day to day challenges that involve bullying, mental illness, poverty, and academic struggles, it reminds me to be more attentive to the students of whom I am serving at the schools and to work with the leadership team to ensure that we have systems and resources in place at the building level to help staff and students address trauma or other factors which may alter students’ ability to be successful.

Q2 Reflect on when you had to navigate a resource limitation in an educational project. How did you overcome these challenges, and what did this experience teach you about resourcefulness in leadership?
A: Many of our students and families have limited funds and resources. So the school for many years has provided the students with Holiday Help, which could include food baskets, coats, uniforms and gifts. However, school year funds were very limited this year, so we reached out to our school partners and local businesses in the community who were able to assist our families with these efforts. As a leader, I understand that opportunities to assist students may change annually, however having the ability to reach out to the community to build partnerships and relationships to create an effective village are important in helping to meet the needs and ensure the overall success for our students.

Q3 Reflect on a challenging interaction you encountered during your K-12 principal internship. How did you manage it, and what strategies did you employ to maintain a positive and productive environment?
A: I have a student who receives half day educational support at another facility. When the transportation van arrived to pick the student up one day, the student had an altercation with another student who was already on the van. My student was removed from the van and brought back into the school and their parent was contacted to pick them up. The parent was upset that the student did not make their next destination and did not want to pick up the student. However, we worked with the parent to come up with a plan to prevent the student from repeating these behaviors. I also was able to do some restorative practices with the student to help them to be able to work through future emotions and to understand the consequences of their actions.

Excited to showcase Lindsey Capacetti, a standout fellow in the 3rd cohort of the BRIGHT Fellowship! Dive in to discover more about Lindsey & her journey!

Q: What educational innovation or leadership approach are you passionate about, and how will you implement it as a future education leader?
A. My approach to leadership has always been to lead with people and relationships first. I strongly believe that relationships built on trust and respect are an essential part of being an effective leader. This year, as I have embarked on my school leadership journey as a principal intern, I have worked to cultivate positive relationships with the teachers and staff at my placement school and have seen it pay off in their willingness to accept new ideas and work together to help the students in our building be successful. Additionally, I am always willing to lend a hand, no matter how big or small the task. When I become a future principal in my own building I will continue to lead with relationships first and use those to motivate the staff and students in my building as I drive positive change in our building.

Q: Reflect on an academic setback. How did you bounce back, and what did you learn about yourself and leadership through overcoming that challenge?
A. The most challenging part of my academic journey in Bright has been finding the balance between my classwork, internship obligations, and personal responsibilities. I have always considered myself organized and able to stay on task, but this experience has pushed me to become even more proficient at prioritizing and planning ahead. The rigorous coursework and requirements of my internship require me to always be looking forward at what is coming next. As a school leader I believe that we always need to be prepared for what’s ahead and have strong organizational skills for prioritizing the many tasks that our job demands. Bright has certainly helped to prepare me for a future role in school leadership where I will have to juggle many important tasks on a daily basis.

Q: Share an experience collaborating with stakeholders during your principal internship. What was the outcome, and how did you contribute?
A. This year during my K-12 principal internship I am a member of our Tier 1 PBIS Committee. This team is composed of various stakeholders including staff members, other administrators, and parents. This committee spearheads our school-wide PBIS initiatives, including behavior expectations and rewards. Each month our team meets to review behavior data and develop a plan for addressing any areas of concern. This year we’ve implemented monthly “Town Hall” meetings with each grade level where we are able to give PBIS behavior updates to our students, set goals for the next month, and celebrate many of the positive things that are happening in our school building. The implementation of these new Town Halls has been viewed favorably by staff and students who look forward to attending them each month!