2023 Power Players in Education

With more than 20 years of experience in education advocacy, New York Edge CEO Rachael Gazdick leads the organization’s mission to build equity in education and provide thousands of K-12 students with free, engaging programs that help them grow academically and personally. Previously, Gazdick served as president and CEO of Colorado’s “I Have A Dream” Foundation and as executive director of Say Yes to Education Syracuse.

What inspired you to pursue a career in education?
I am very passionate about building equity in education. When children have access to opportunities, support and resources, they are more likely to grow with self-confidence, discover their strengths, and recognize that their dreams are well within reach. Access to enriching educational experiences truly changes lives, and this not only inspired me to pursue a career in education, but it’s what continues to inspire me every day to work toward removing barriers to academic success.

What aspects of education do you believe need more support from policymakers?
It is vital that our policymakers continue to support after school and summer initiatives. New York Edge’s free programming–including chess, fencing, STEM, step club, college and career preparation and more–improve academic performance, self-confidence, wellness and leadership. These initiatives are critical to the personal and professional development of students, providing them with the confidence, skills and tools needed to prepare for college and success in the workforce–building our city’s future leaders.

What do you think the future of New York’s education system looks like?
My hope is for after school programming to serve as an extension of the school day for all students, and for there to be more of an integrated approach between schools and afterschool programs. This approach has continued to prove successful through the city’s Summer Rising program, and it can–and should–be replicated during the school year. This would enable us to reach more youth in underinvested communities and remove barriers to success.

Debra-Ellen is leading the effort to build a first-of-its-kind universal community-driven wealth-building platform for NYC neighborhoods through her leadership as NYC Kids RISE founding executive director. Through the Save for College Program, nearly every public school first grader and second grader now has a financial asset for their future and this opportunity is expanding to kindergarten students this school year and every year going forward, regardless of their family income or immigration status.

Lindsay C. Harris is the new co-director of Recess, an arts non-profit partnering with artists and young people as visionaries in an ecosystem of care and accountability. Previously, Harris held multiple roles at Brooklyn Museum, most recently director of education. Harris has worked at public schools and community-based organizations across NYC, and is committed to increasing civic engagement through the arts, challenging inequity, and amplifying youth leadership—especially of femme, queer, and trans youth of color.

What inspired you to pursue a career in education?
My first job in education was as a teen through a diversion program; I completed my community service mandate at the local children’s museum. Now, I love working with young people and supporting their understanding of the world, their self-expression and self-efficacy. Art has the power to shift culture and create new possibilities. When so many systems fail our young people, it’s alternative education spaces that fill those gaps and push forward necessary change.

What aspects of education do you believe need more support from policymakers?
Policymakers need to fully support the decriminalization of youth through the immediate removal of NYPD from public schools, and more resources for community-determined restorative and healing responses to conflict and harm. We need more arts funding and less testing-only accountability. One size never fits all. Uplift policies that embrace the unique experiences, learning styles, and demands of NYC youth, especially Black, brown, LGBTQ+ and immigrant communities.

Senator Robert Jackson has been a staunch advocate for New Yorkers, taking on difficult fights. He initiated the Campaign for Fiscal Equity lawsuit, walking 150 miles to Albany to secure a court judgment of $16 billion for NYC public schools. As a city council member, he sponsored the Small Business Jobs Survival Act. In his current role as state senator, he continues to champion public education, worker’s rights, climate justice, gun safety and more.

What inspired you to pursue a career in education?
My commitment to advocating for public education began during my involvement in the Parent’s Association when my children were in the system. As the president of Community School Board 6 in 1993, I initiated the Campaign for Fiscal Equity. Recognizing inadequate funding and overcrowding, I pursued a successful lawsuit that secured a $16 billion investment—the largest in NY State’s education history. The aim was to ensure quality education and financial equity for schools across NY.

What aspects of education do you believe need more support from policymakers?
Implementing class size reduction is essential for fostering educator retention and student success. Smaller class sizes stand as one of the proven reforms that effectively bridge the achievement and opportunity gap among income and racial groups. Additionally, it is imperative to maintain transparency and accountability in the allocation of funds from the Campaign for Fiscal Equity. Lastly, addressing mental health concerns within schools is of paramount importance.

What do you think the future of New York’s education system looks like?
The key lies in visionary leaders embracing innovative ideas to adapt to the evolving educational landscape and the needs of 21st-century students. This involves an education that caters comprehensively to our diverse population—encompassing our history, achievements, and setbacks, as well as fostering innovation, arts, technology, and the development of strong character and socio-emotional standards. Quality education must be accessible to everyone, promoting inclusivity, guaranteeing fair remuneration for educators, and nurturing societal unity and harmony.

As president and CEO of Brooklyn Public Library, Linda Johnson has led a campaign to update aging infrastructure and ensure the library’s 62 buildings are modern inspiring spaces. Johnson oversaw the library’s landmark elimination of fines and a viral campaign to combat censorship, ensuring all Brooklynites have free and open access to knowledge. This summer, with Roc Nation, Johnson opened The Book of HOV exhibit, welcoming over 250,000 people to the Central Library in six weeks. 

What do you think the future of New York’s education system looks like?
The future of education is democratizing learning. Johnson created Bard at BPL, a tuition-free program to serve students who have previously been excluded or deterred from higher education and made BPL the only public library in the nation where you can earn a college degree. BPL also offers programs like Babies and Books, English and high-school equivalency classes and career workshops. All for free.

Dr. Larry D. Johnson Jr. was named the second president of Stella & Charles Guttman Community College in 2021. Dr. Johnson began his higher education experience as an English and reading instructor. Recognizing the importance and power of representation, he committed to securing middle- and later senior-level positions that would afford him a seat at the table to foster inclusive programming for diverse student populations. Since his arrival to Guttman, President Johnson has collaborated with campus and external leaders to reimagine the Guttman model.

As executive director of Global Kids, Dominique Jones leads its mission to inspire NYC and D.C. students to take action on pressing local, national and global issues. Under Dominique’s leadership, thousands of students—mostly minority youth—have access to varied, supported programs that educate them on current events, foreign policies, and human rights issues, while inspiring them to break barriers and take their place at the forefront of groundbreaking social action.

What inspired you to pursue a career in education?
I believe that creating real, meaningful change begins with our young people and I am passionate about providing all students with enriching opportunities that will enable them to chart a path toward future success. This is what inspired me to pursue a career in education and I am proud to spearhead Global Kids’ mission to motivate youth to become active, engaged citizens within their communities and beyond.

What aspects of education do you believe need more support from policymakers?
There is an urgent need for young people—particularly those in under-resourced communities—to have access to opportunities that will help them develop the skills, knowledge and values needed to achieve academic success and become confident, well-rounded global citizens. It is vital that our policymakers support community-based organizations like Global Kids that are addressing this. Programs of this kind also help students to expand their horizons, discover their interests, and recognize their potential.

What do you think the future of New York’s education system looks like?
When students advocate for human rights issues, travel internationally to explore new cultures, and hear from notable local and world leaders, they recognize their ability as youth to create transformational change. With continued support and investment from our policymakers, I envision an equitable future where all young people have the opportunity to take part in these experiences and learn how to advocate, serve as changemakers, and ultimately become our city and country’s leaders.

Council Member Rita Joseph was elected in 2021 to represent Council District 40 in Brooklyn. Before serving on the City Council, Ms. Joseph was a public school teacher, community activist, and a proud union member. At 19 years old, she organized her first rally with a group she founded, Haitian Enforcement Against Racism, in order to protest the FDA’s discriminatory “bad blood” rules that prevented people of Haitian descent from donating blood. The rally succeeded in its mission, and the FDA rescinded the racist rule. As a teacher at  P.S.6, she prioritized community partnership and culturally responsive teaching which resulted in the first defacto community school within her school district. Today, as the chair of the Committee on Education in the New York City Council, Rita Joseph holds a crucial role in shaping educational policies and advocating for access, equity, and justice within the education system.

What inspired you to pursue a career in education?
After many years of working in the field of international relations and diplomacy at the United Nations, I saw the inequalities our students faced within the New York City School system growing up in Brooklyn. I noticed the urgent need for access to resources and investment. Through community organizing and working with local community-based organizations, I instantly learned that changing the lives of young people does not only happen through policy but can also occur in the classroom. 

What aspects of education do you believe need more support from policymakers? 
Intentional listening and partnership with educators, administrators, and students can better the policymaking results related to education. Additionally, ongoing support should be embedded for educators, administrators, and students when it comes to the implementation of new initiatives and practices within the school system. Incorporating these key fundamentals will result in enhanced involvement within our school system by all stakeholders.  

What do you think the future of New York’s education system looks like? 
The future of education in New York City should be filled with innovation, collaboration, and community. As an educator for over 20 years, I’ve seen the impact of prioritizing early access and opportunity to real-world experiences for our students. Intentional engagement within the city’s workforce so that students can learn about their passions and visions will help prepare them for their future.

NYU School of Professional Studies Dean Angie Kamath has had a distinguished career in government and higher education. Amplified by her deep expertise in partnering with industries on skills-based education and workforce development, Kamath is a champion for fostering equal opportunities through higher education and workforce programs that provide immediately applicable skills in hospitality, real estate, and functional business leadership, among other growing and emerging fields.

What inspired you to pursue a career in education?
I grew up in a family intensely focused on reading, learning, and trying new things. The focus on education and learning was always present for me whether in the context of new experiences, travel, magazines – Time, National Geographic, Life, Scientific American, Mad Magazine, and Teen Beat, or reading the classics with my father. I always loved school, and being in an academic environment feels like home to me.

What aspects of education do you believe need more support from policymakers?
We have systems that are over 100 years old, and yet we have experienced a technology revolution in the past 30 years that needs to revolutionize education. We have bright spots of innovation, but that innovation is not mainstreamed. Policy needs to enable training, innovation, and infrastructure to catch up with the changing world. The growing inequality in the US is untenable, and education opportunities starting in kindergarten are central to stemming the widening gaps.

What do you think the future of New York’s education system looks like?
AI is an opportunity to think about how we make learning more experiential. AI will push all of us to think differently about how we teach and build critical thinking skills. Machine learning has been growing in impact over decades, and has now hit a tipping point. New York will be a leader with how we harness it to help students close achievement gaps and connect education to the highly skilled workforce across industries.

Dr. James Kemple is a senior fellow and former executive director at the Research Alliance for New York City Schools and research professor at the Steinhardt School of Culture, Education, and Human Development at New York University. Dr. Kemple is well known for his work examining career and technical education, assessing the impact of various school reform efforts, and documenting conditions and trends in NYC’s public education system.

What inspired you to pursue a career in education?
Following college, I was privileged to spend five years teaching high school and administering a supplementary education program for students with good academic potential from low-income communities in Washington, DC. That experience inspired me to pursue a career of collaborating with other educators, researchers, and policymakers to build evidence about what works to improve educational opportunities, for whom and under what conditions. The interaction between direct service and research continues to motivate my work.

What aspects of education do you believe need more support from policymakers?
It is crucial to recognize that factors both in and outside of school affect the academic experiences and outcomes of young people. Addressing larger social, economic, and racial inequalities is vital if we want to ensure that all students have the opportunity to succeed. As part of this work, there is an increasingly important role for community-based organizations, employers, and other public agencies to provide young people with learning opportunities outside traditional classrooms.

What do you think the future of New York’s education system looks like?
I believe clues about the future of New York’s education system lie, in part, in careful assessments of its recent past. Over the last 20 years, for example, NYC has seen meaningful improvements in many aspects of educational opportunity and outcomes. At the same time, significant disparities persist. A future that addresses educational equity will require investments in educational opportunities that are commensurate with the needs and potential of those who have been left behind.