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Cheryl Logan settles into role as new Omaha Public Schools superintendent
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Logan settles into role as new OPS superintendent
©by Leo Adam Biga
Originally appeared in El Perico (el-perico.com)
New Omaha Public Schools Superintendent Cheryl Logan, 55, is the first woman to hold the position full-time and the first African-American filling it, period. That’s not what this East Coast native, mother of one and daughter of a career educator mother and law enforcement father wants the community focusing on.
“I hope when people in the district see me or visit with me they see themselves as being able to sit in this seat. I’m as ordinary as you can be. I did take advantage of some opportunities that allowed me to be in this chair,”
she said. “I think if you’re a person of color or a person raised by two middle-class parents or a woman or a parent, you can identify with me.
“I think any of those things are points of common ground. I always find when I meet people there’s a touch point. While my social identity can be very exciting to some folks, it is something probably less remarkable when we relate and just share our common humanity.”
More important to her then being the district’s first double-minority top leader is that her parents met at historically black Philander Smith College and made aspirational lives for themselves and their five children. Logan and her siblings have all achieved highly in their respective careers.
She’s part of a three-generational lineage of educators. Her daughter Cassie is a teacher just as Logan and her mother were before her.
“It is something that brings me great joy. It is very meaningful to me,” Logan said of this legacy.
Her 30-year journey from high school Spanish teacher to principal to assistant superintendent to chief academic officer – earning Washington Post Distinguished Educational Leader Award recognition – expresses her deep commitment to the education field.
“I just fundamentally believe in public education. It changes lives every day. There are children who come through our doors who will change the whole trajectory of their family based on the fact they became well educated. That’s what happened to me.”
In a recent tweet she referred to education as “the profession that makes all others possible.”
“Growing up in the Jim Crow South, my parents could have had a very different outcome,” she said.
Instead, education was a pathway to career success. They raised a family in a Maryland suburb outside Washington D.C., where they set high expectations for their children to do well in school.
“I know that that happened for me and it happens to children every day. Hopefully it happened to children I taught along the way. I know it’s happening every day in Omaha and in schools around the country.”
Logan vied for superintendencies across the country. Once this job came into view, she felt Omaha offered a desired slower pace and OPS mirrored the diverse urban district she came from in Philadelphia.
Being a superintendent appeals to her, she said, because “you have the opportunity to make impact across an entire community and be a role model.”
On visits here prior to starting her OPS post in July, she found a district and community brimming with humility, generosity, forward-thinking and caring.
“The district has very smart people working here,” she said. “All up and down the line I feel the staff’s committed. Arts are thriving, sports are thriving, academics are thriving, career-technical education is thriving. All of those things you think about wanting to lead are in place here.”
Budget and finance are priorities moving forward in a district that made cuts before her arrival.
“The fiscal challenges are part of the landscape of education no matter which district you go to,” she said.
A recently passed second bond issue secured OPS bricks and mortar needs for the next 15 years.
She likes Omahans’ buy-in with in the district.
“The community is deeply committed to OPS. Philanthropic, faith, community groups really believe OPS needs to thrive if Omaha’s going to thrive. I hear this from every person that I meet – OPS must do well.”
She’s grateful for the support she’s received.
“I think part of the support I’ve been given is that people want me to do well because they want OPS to do well. Part of it is having a well-educated community that understands schools are really an important barometer of the health of a city – and they support accordingly.”
A measure of people’s buy-in is the record 10,000-plus respondents to a district survey.
“It’s incredible that many people wanted to give me their feedback to a survey specifically designed to baseline where we are as a district. It was sent to students,
parents, staff, community stakeholders. They were overwhelmingly very positive about the district.”
Once the honeymoon of her hire ends, she’ll have a better gauge for how her “business-like, firm-and-fair, hard-on-the-problem-and-not-on-the-person, hands-on and distributive” leadership style’s going over.
“I think one of the things you have to do is delegate but not abdicate your responsibility. You have to have some sort of continuous or regular feedback group so that as people understand the vision or what needs to happen, you are mostly co-creating that and folks can see that their ideas are a part of it.
“I may go into a meeting with my head going in one way and be very convinced by a compelling argument or case that it should go in another direction. I think there’s a certain degree of openness that’s needed.”
Her job is keeping a big picture view while ensuring kids get the education they need.
“I do think having a bird’s eye view is helpful. You can be more objective, less defensive about things, and give critical feedback that will help us move forward. I’m always going to be super interested in anything curriculum or academics related. That’s the old chief academic officer in me.
“Because I was a principal for so long time I’m always real interested in all things about the principalship and building leadership. I know principals have a lot of influence and ability to make schools really special for kids. You see and feel when you walk in their schools their impact.”
An OPS value-add for her its many immigrant families.
“With deep appreciation I’ve enjoyed serving those communities knowing I was making a difference.”
She believes her Spanish fluency “removes a barrier and allows me to experience the world through eyes different from my own.”
“Resource deployment” can make delivering education “difficult” amid state budget constraints and teacher shortages, she said. “I really want to position the district well in all aspects of talent pool in ensuring we are going to have enough teachers and those teachers can meet the needs of our students. I hope that’s something I will have a long-term impact on. I’m deeply interested in it.”
“This job is really a lot about policy and what we’re going to do, but when it comes to implementation the devil is in the details. Implementation is typically going to be done by folks who don’t have regular contact with you. I stay connected in a lot of ways. First, by making myself accessible, open, listening to feedback and understanding from the perspective of others how they might be experiencing something.”
She likes the community’s-district’s sensible approach.
“There are places where people want to make policy and there are places where people want to make sense, and I think Omaha is a place where people want to make sense.””
Representing an entire district is new.
“This job is very different,” she said. “There’s a lot of public facing.”
She wants her constituencies to see her “urgency around the work” as well as her “commitment, compassion, strategic-thinking and longterm vision.”
“Those are the things I hope I convey.”
Perhaps the most vital relationship she get right is with the school board. Informed by the experience of recent district leaders coming under fire for opaque leadership and contentious relations, her 90-day entry plan emphasized transparency and communication.
“Our vision and mission have to be clear to everyone. Dealing with a board elected by the voting public is a careful balance, especially for a new superintendent. I think the board has been open. They want to understand my leadership style. I’m trying to get into that groove but it’s something that will take time. It is a work in progress.”
Making connections extends to students and parents. She held a town hall meeting with them in September.
She views public education as a compact with people who expect a return on investment.
“Just like any investment you’ve made, when people send their children to the school district, they’re making an investment. It’s property taxes, it’s time, it’s devotion and support for the school. At the end of the child’s K-12 experience they ought to be able to point to exactly the things they got as a result of that experience. If every one of them can fully articulate something that really prepared them for the next chapter or phase of their life, then we will have done a really good job.”
In another tweet, she revealed a philosophy for getting the most out of kids: “Positive relationships with students will yield amazing outcomes that intellect, technical skill and positional authority cannot.”
In addition to mentoring educators on the job, she’s taught graduate level courses to aspiring ed leaders.
The end of September marked the end of her first 90 days on the job.
“It’s actually been a smooth first 90 days. There’s been some bumps and hiccups and I’ve gotten a couple of surprises – and I do not like surprises.”
As she learns the nuances of leading a district in a new community and culture, she knows there will be missteps, and that’s hard for this perfectionist.
“I can be really hard on myself, I can internalize things. One of my friends used to say, ‘Okay, Cheryl, you’re in analysis paralysis.’ I also know I’m fallible. There are mistakes I’m going to make. I’m the first person who will admit if I’ve made a mistake and move on from there.”
As the face of the district, she said, “I am also somewhat hyper-aware I’m modeling behavior for others. Sometimes at board meetings I watch people looking at me because they see how I’m going to react in a stressful situation and it’s an opportunity for me to teach because I think a lot of this job is temperament.
“I do not like to go up and down. If I can be a steadying force, it helps my team. I’m like, we’re going to stay right here in the middle.”
For Logan, “the best days are when I know I made a difference.”
“My final school-based assignment was at Parkdale High School. It’s where I began and ended my career. I was a student teacher there and 23 years later I became its principal. It was so meaningful to start and end my career in that building in a community I grew up in. That was the most difficult job I have had, bar none, because the school needed to be turned around. But it was awesome serving those kids.”
At the end of the day, it’s all about the kids.
“Kids are delightful and delicious wherever you go, and they are here.”
Read more of Leo Adam Biga’s work at leoadambiga.com.
Rony Ortega follows path serving more students in OPS
To be a public schools advocate, one doesn’t have to be a public education institution graduate. Nor does one need to be a professional public schools educator or administrator, But in Rony Ortega’s case, he checks yes to all three and he feels that background, plus a strong work ethic and desire to serve students, gives him the right experience for his new post as a district executive director in the Omaha Public Schools. He supervises and guides principals at 16 schools and he loves the opportunity of impacting more students than he ever could as a classroom teacher, counselor, assistant principal and principal. He also feels his own story of educational attainment (two master’s degreees and a doctorate) and career acheivement (a senior administrative position by his late 30s) despite a rough start in school and coming from a working-class family whose parents had little formal education is a testament to how far public education can carry someone if they work hard enough and want it bad enough. Read my profile of Rony Ortega in El Perico.
Rony Ortega follows path serving more students in OPS
©by Leo Adam Biga
Originally appeared in El Perico
Rony Ortega has gone far in his 15-year career as an educator. He worked in suburban school districts in Elkhorn and Papillion before recruited to the Omaha Pubic Schools by former OPS staffer and veteran South Omaha community activist, Jim Ramirez.
Ortega. who’s married with three daughters, all of whom attend OPS, has moved from classroom teacher and high school counselor to assistant principal at South High to principal of Buffett Middle School. Earlier this year, he was hired as a district executive director tasked with supporting and supervising principals of 16 schools.
The Southern California native traces his educational and professional achievement to his family’s move to Nebraska. Negative experiences in Los Angles public schools in the 1980s-1990s – gang threats, no running water, rampant dropouts – fueled his desire to be a positive change agent in education. In Schuyler, where his immigrant parents worked the packing plants, he was introduced to new possibilities.
“I’m thankful my parents had the courage to move us out of a bad environment. Really, it wasn’t until I got here I met some key people that really changed the trajectory of my life. I met the middle class family I never knew growing up. They really took me under their wing. We had conversations at their dinner table about college-careers – all those conversations that happen in middle class homes that never happened in my home until I met that family.
“That was really transformational for me because it wasn’t until then I realized my future could be different and I didn’t have to work at a meatpacking plant and live in poverty. I really credit that with putting me on a different path.”
He began his higher education pursuits at Central Community College (CCC) in Columbus.
“I went there because, honestly, it was my only option. I was not the smartest or sharpest kid coming out of high school. Just last year, I was given the outstanding alumnus award and was their commencement speaker. I was humbled. Public speaking is not something I really enjoy, but I did it because if I could influence somebody in that crowd to continue their education, it was worth it. And I owed it to the college. That was the beginning of my new life essentially.”
He noted that, just as at his old school in Schuyler, CCC-Columbus is now a Hispanic-serving institution where before Latinos were a rarity. His message to students: education improves your social mobility.
“No one can take away your education regardless of who you are, where you go, what you do.”
He completed his undergraduate studies at the University of Nebraska-Lincoln and went on to earn two master’s and a doctorate at the University of Nebraska at Omaha.
“I’m really the first in my family to have more of an educational professional background,” Ortega said, “I don’t think my parents quite yet grasp what I do for a living or what all my education means, so there’s some of that struggle where you’re kind of living in two worlds.”
He expects to keep advancing as an administrator.
“I have a lot of drive in me, I have a lot of desire to keep learning. I do know I want to keep impacting more and more kids and to have even a broader reach, and that is something that will drive my goals going forward.
“It’s very gratifying to see your influence and the impact you make on other people. There’s no better feeling than that.”
He’s still figuring out what it means to be an executive director over 16 principals and schools.
“For now, I’m focusing on building relationships with my principals, getting to know their schools, their challenges, observing what’s happening. So right now I’m just doing a lot of leading through learning. It’s quite the challenge with not only the schools being elementary, middle and high schools but being all over town. Every school has challenges and opportunities – they just look different. I’m trying to learn them.
“When I was a principal, I had teachers who needed me more than others. I’m learning the same thing is true with principals – some need you more because they’re new to the position or perhaps are in schools that have a few more challenges.”
Having done the job himself, he knows principals have a complex, often lonely responsibility. That’s where he comes in as support-coach-guide.
“We’re expecting principals to be instructional leaders but principals have a litany of other things to also do. Our theory of action is if we develop our principals’ capacity, they will in turn develop teachers’ capacity and then student outcomes will improve.”
He knows the difference a helping hand can make.
“No matter where I’ve been, there’s always been at least one person instrumental in influencing me. The research shows all it takes is one person to be in somebody’s corner to help them, and there’ve been people who’ve seen value in me and really invested in me.”
His educational career, he said, “is my way of giving back and paying it forward.”
“It’s so gratifying to wake up every day knowing you’re doing it for those reasons. That’s really powerful stuff.”
He purposely left the burbs for more diverse OPS.
“I kept thinking I’ve got to meet my heart. I wanted to do more to impact kids probably more like me.”
He’s proud that a district serving a large immigrant and refugee population is seeing student achievement gains and graduation increases, with more grads continuing education beyond high school.
As he reminds students, if he could do it, they can, too.
Amanda Ryan brings lifelong passion for education to school board
Serving on the Omaha Public Schools board has got to be one of the more challenging non-paid positions around. First of all, you have to get appointed or elected. Then comes the reality of representing your subdistrict and the community as a whole as a voting member of the governing body that’s over the superintendent and the administration of a very large and diverse urban school district serving 52,000 students. Throw in the fact that public schools are something every one has an opinion about – often a highly critical one at that – plus the fact that education brings up emotionally charged issues surrounding children, families, resources and opportunities, and certain disparities involving them, and you have the makings for one tough job. Despite all this, Omaha Public Schools board member Amanda Ryan loves the work and the responsibility. Her service is part of a lifelong passion she’s had for education. Read my El Perico profile of her here.
Amanda Ryan brings lifelong passion for education to school board
©by Leo Adam Biga
Originally appeared in El Perico
When Amanda Ryan and her fellow Omaha Board of Education members couldn’t agree on hiring a new OPS superintendent last spring, it left that search in limbo and the community asking questions.
Now, this emerging young leader is gearing up with her colleagues for a new search sure to be closely followed by stakeholders and media outlets.
The Minden, Neb. native is a third generation Mexican-American on her mother’s side and identifies as a Latina. “That’s something that’s really important to me,” said Ryan, who is single with no children.
The 26-year-old is finishing work on her master’s in sociology at the University of Nebraska at Omaha, just one of several markers she’s surpassed in her family.
“It’s interesting having to navigate being the first one in your family going to college,” she said.
Until winning the race for the Subdistrict 7 school board seat in 2016, she’d never run for or held public office before. She came on the board in a transition period that saw several new members elected to the body. The nine-member board selects the superintendent, sets policy, does strategic planning and oversees the broad brushstrokes of a diverse urban public school district serving 52,000 students, including many from migrant, immigrant and refugee populations.
Ryan feels her ethnic background, combined with her studies, her past experience working for Project Interfaith and her current job with the Institute for Holocaust Education, gives her insight into the district’s multicultural mosaic.
“I think all my education and life experience comes back to cultural understanding. With the wide array of students and staff we have in OPS. I think it’s important to remember those things.”
She sees a need for more minorities to empower themselves.
“In the political atmosphere we live in now, I think it’s really important people from marginalized communities express themselves and show that identity. That’s something I kind of ran on. It’s important kids see people similar to them doing important things so they realize, ‘Oh, I can be a leader, I can strive to do that as well.’ I think that’s something we need more of In Neb. We’re starting to have more leaders of color emerge, but it’s going to take some more time to do that.”
She credits former Omaha Public Schools board member and current Nebraska state legislator (District 7) Tony Vargas with emboldening her to run.
“Tony has been a very big influencer and mentor.”
Her decision to serve was intensely personal.
“Education has been such a huge motivating factor in my life. Everything I’ve done, every career aspiration I’ve had has to do with education. I can pinpoint teachers throughout my educational experience that have motivated me and helped me get to different places. I wanted it to pay it back somehow,”
Running for the board, she got some push-back for not having a child in OPS and for her youth. Regarding her age, she said, “I know during my campaign some people viewed it as a negative, but I think it’s a positive. It wasn’t that long ago I was in public school worrying about everything. I know some of these struggles these kids are going through.”
She has some goals for this academic school year.
“I am going to try in to be in the schools a lot more building relationships and rapport with teachers and administrators. I know morale is low. I think you can see that in board meetings when the teachers’ union and support staff come out and express these extreme frustrations.
“I want to do more community forum-listening sessions so that people are heard.”
In the wake of internal board contention that resulted in stalemates, members participated in a training session to improve communication skills and build unity.
“It was a bad experience for me starting off with all of that – the failed superintendent search, some of us wanting change in board leadership and others not wanting it. Then nobody wanting to work together to fix it. That was really hard.”
She said personality and idealogical differences – “I’m the furthest on the left politically on the board” – are being put aside.
“I do think it’s getting a lot better.”
She said disagreements are bound to occur and can even be healthy.
“Conflict isn’t bad. Out of conflict comes change and that change can be really good.”
About the new superintendent search, she said, “It’s something I really want to make sure we do right. We need to get good candidates and we need to select the right person. I think that’s going to be the biggest thing.”
Incumbent district chief Mark Evans is delaying his retirement a year to shepherd OPS until his successor’s hired and assumes the post next summer. Whoever fills that role, Ryan said, will have a full agenda.
“We’re going to be facing a lot of budget issues and we need somebody who’s going to be creative and progressive in how they deal with that. We are going to have to be very strategic to maximize as many different streams of revenue as we can. We need somebody who is politically savvy to work with state legislators and community organizations.”
Ryan knows something about making one’s own path.
“I’m ridiculously independent,” she said.
Read more of Leo Adam Biga’s work at leoadambiga.com.
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