The Bright Initiative

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

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