The Edison Way: Education as Unique as Our Learners
Posts Tagged "mission"
From Fear to a Window Seat: Helping Kids Embrace Challenges
April 20, 2026
Recently, I had the privilege of taking a group of Edison’s high school students on a multi-night trip to Washington, D.C. For many of them, it was their first time on an airplane and their first extended time away from family. The emotional roller-coaster was real: fear and anxiety mixed with excitement, joy, and pure enthusiasm.
The trip pushed our students in multiple ways, being away from home, trying things they had never done before, and confronting difficult moments in our nation’s history. This trip wasn’t easy, but as President John F. Kennedy famously said when he spoke at Rice University about the moon landing, “We choose to go to the moon... and do the other things, not because they are easy, but because they are hard.”
As educators, part of our responsibility is to challenge young people. Of course, we want to protect them, but protection should never become a barrier that keeps them from stretching, trying, and growing. Real development happens when we step into the unfamiliar.
One of my favorite quotes captures this truth beautifully. Max DePree said, “In the end, it is important to remember that we cannot become what we need to be by remaining what we are.” Growth requires facing new and sometimes uncomfortable situations. Each time we navigate challenges successfully, we build resilience. The more we do this, the more natural it feels—and the bolder we become in seeking our next opportunity for growth.
It falls to the adults in a child’s life—parents, teachers, and leaders—to see their potential and gently but firmly push them toward it. When we consistently shield them from difficulty or let them avoid hard things, we unintentionally limit their potential. In doing this, we risk raising children who remain children in adult bodies.
I know this can be tough. Kids push back with familiar refrains: “I can’t do it.” Or. “It’s too hard.” The temptation to rescue them in these moments is great. But standing alongside them—offering guidance, reassurance, and presence—gives them something even more valuable: a sense of security knowing someone who has walked this path before cares deeply about their success. When they reach the other side, the pride and confidence they feel prepare them for even bigger challenges ahead.
A powerful example from our D.C. trip was a young lady who had never flown before. She desperately wanted to join us but was scared of flying. On the first flight, she sat in the middle seat between me and another chaperone. Takeoff and landing were the hardest parts for her. Yet by the time we reached our gate at Reagan National, she was already talking about wanting to fly again. On the return flight, she specifically asked for a window seat so she could look out and take in the view.
By encouraging her to face her fear, offering calm reassurance, and simply being there with her, we helped her turn something daunting into a rewarding triumph. That’s the kind of growth we want for all our students.
Control-centered or Learning-centered Classrooms
March 24, 2026
I believe there are two main types of classrooms in modern education…a control-centered classroom and a learning-centered classroom. The differences between these are stark!
Control-Centered Classroom
• Power – “obey me”
• Authority based
• Structure is the priority (standards, schedule, quiet, clean room)
• Order is key
• Learning to meet standards
• Teach the subject
• The group matters
• Do it the teacher’s way
• Strict atmosphere
• Routine is the goal
• Rigid
• Students adjust to the teacher
• Correction
• “Watch me and listen to me”
• Child is sacrificed to preserve order
Learning-Centered Classroom
• Persuade – “follow me”
• Relationship based
• Student is the priority (progress, growth, support)
• Results matter
• Learning to grow as a whole person
• Teach children
• Individuals matter
• Relaxed atmosphere
• Routine is a tool
• Flexible
• Teacher adjusts to meet the child’s needs
• Connection
• “I see you and hear you”
• Order is sacrificed to save the child
What type of classroom do you have? At The Edison School, we create learning-centered classrooms.
Building the Right Team at Edison
March 09, 2026
As a new, young leader, I had an overinflated view of my importance to my team. I believed that if I was out, things wouldn't run as smoothly. Naively, I thought that was how leadership was supposed to look. The leader was the north star and without him the team would lose its way.
It took years of growth for me to realize that if I have the right people and lead them well, they will be just as effective without me as they are with me.
Whether you are a sports coach, leader of an organization, or administrator of a school, one of your most difficult tasks will be to assemble a strong, effective team. This is NOT an easy thing to do for several reasons. Not the least of which is because you are going to ask a group of people to work toward a goal that is bigger than each of them. In other words, they must be willing to put aside self-promotion and focus on what is best for the organization.
Throughout my career in education, I have worked with several teams, many of which I assembled. At the time, I thought they were strong and effective. Unfortunately, that wasn't always true. In fact, many of the teams I assembled had major weaknesses with personnel that I had to address for the sake of the school.
The longer I lead, the more I believe Patrick Lencioni when he says most “firing problems” are actually hiring problems. In my own words, it is because I failed to accurately assess whether the person truly aligns with the school's core values.
As a result, Edison's hiring process has evolved every year since I took the helm in 2018. Today, the process involves several members of the current team, and every step is designed to assess a candidate's alignment with Edison's mission, values, and culture.
In addition, we introduce candidates to the virtues we believe make an ideal Edison team player: humble, hungry, and smart — principles taken from Patrick Lencioni's book “The Ideal Team Player.” Our improved hiring process has allowed us to bring incredible educators who are fully committed to what we are building. Understanding our values, mission, and expectations allows each person to focus their energy on helping each other and helping each child reach his/her potential.
Being a small school — 16 total employees, including me, each member of the team has multiple roles to fill. Which means, when one person is absent, the impact is felt immediately. In these instances, if a team member is misaligned, the strain on the rest of the team can be significant. Times like these test the character and strength of the team.
Recently, the Edison team was tested unlike any other time in my eight years as Head of School, and they demonstrated why they are the best team I have ever had the privilege of working with.
The test came while I was attending the NAIS Thrive 26 conference in Seattle. Two of our teachers were out due to family matters. During the week, two more got sick and ended up being out. That meant about one-third of our team was out during this week. With many of the teams I've worked with during my career, situations like this would have triggered calls for me to close the school.
But NOT this team!
The rest of this team stepped in wherever they were needed. They covered classes, adjusted schedules, and supported each other to make sure our students continued to be served well.
I had confidence that this team could handle any situation that arose in my absence, and they proved it!
One of my goals as Edison's leader is simple: I cannot become so important to Edison that the team cannot overcome challenges without me.
When you build the right team, leading is not about being indispensable. It is about creating a group of people who are strong enough to succeed even when the leader is away.
The Edison Way: Education as Unique as Our Learners
January 06, 2026
Each year as our calendars roll over from December 31st to January 1st, we are given an opportunity to reflect on the past year while looking forward to the new year with anticipation and excitement. Over the past few days, I have spent a lot of time reflecting on the history of The Edison School. Understanding the school’s past allows us to move forward into a new year with a renewed sense of purpose and clarity as we seek to make the most of 2026.
Founded in 2012 by a group who believed that every child—regardless of diagnosis—deserves to be treated with dignity and receive a great education, our school was built on a simple but powerful promise: Education as unique as our learners.
This is our “why!”
Our mission is to foster a community of connection and dignity, ensuring every child receives the unique support they need to thrive. In addition to this mission, we have a set of core values that every member of Edison’s team lives out daily.
1. Create meaningful connections – seek first to understand others, develop trust through vulnerability, open & honest communication, and active listening.
2. Strive for excellence – faithful in the little things, passion, grit, flexibility, and continuous growth.
3. Cultivate an exponential impact – transform the trajectory of life for the child and family, character development, whole child education, and life skills.
Over the course of the next several weeks, I will dive deeper into these values and the specific strategies we use to make them a reality at The Edison School. I am excited and honored to be on this journey with you.