Reflections on Systemic Inequities and the need to cause change – and the tools to do so!
Nick Polyak and I have a new book coming out early in 2025! Our fifth book together will add to the leadership literature featuring experiences and change implications from two superintendents with nearly 60 years of combined educational experiences.
Book Description
Leading for Tomorrow’s Schools Today is a forward-thinking guide for educational leaders navigating the rapidly changing landscape of 21st-century schools. Authored by seasoned superintendents Mike Lubelfeld & Nick Polyak, this book offers practical strategies and insightful reflections on how to lead effectively in times of change and uncertainty. Drawing on years of experience and a deep understanding of the educational field, the authors provide a roadmap for fostering growth, embracing innovation, and driving meaningful transformation in schools. The book emphasizes the importance of change and growth planning, highlighting proven approaches to cultivating a positive school culture, empowering teachers and enhancing student outcomes. With a focus on both the challenges and opportunities that lie ahead, Leading for Tomorrow’s Schools Today equips leaders with the tools and mindset necessary to create learning environments that prepare students for success in a complex and dynamic world. This book is an essential resource for current and aspiring school leaders committed to shaping the future of education.
In this blog post, a follow up from a recent reflection on a professional journey to the Equal Justice Initiative in Montgomery, Alabama, I share additional insights as well as a call to action for leaders of tomorrow’s schools!
I start with a quote from Langston Hughes, “I, too, am America.” (I’ll share the poem later in the post)
Throughout our new book Leading for Tomorrow’s Schools Today (coming out early in 2025), Nick Polyak and I share models of change, case studies of leadership, and a call to action to lead for tomorrow’s schools today.
We acknowledge that some scholars like Yong Zhao argue that education needs transformational leadership that goes beyond change. In a 2024 paper, “Artificial Intelligence and Education: End the Grammar of Schooling”, Zhao submits that what is needed is [for] “…schools to transform into something else instead of simply improving within the current framework of schools.” (12)
He further suggests that it’s possible the actual design of schools has limitations inherent and more efforts to “reform” will not lead to “transform”. An analogy he uses is encapsulated in this quote, “For example, it is impossible to improve the horse wagon to make it reach the moon or Mars. The power of the horses is limited, so is the design of the wagon.” (16) In this metaphor, the wagon’s design is getting exactly what it is designed for, like our current public school system.
W.E. Deming is credited with the quote, “A system is perfectly designed to get the results it gets.”
Further, if we wish to “go to Mars” tomorrow, the horse and wagon of today (and yesterday) will not get us there. We need a new system entirely. In this blog post, taking that assertion, along with the difficult history of Black people in the Americas, and the limits of reform in the equal justice under the law concept, we submit the following.
As you read, please note the reflective questions, these were generated by the National Superintendents Roundtable conference “Understanding Defining Moments in History” from where these reflections were distilled and shared in an earlier blog post.
- From what sources do you gain a deeper understanding of the challenges faced by children and families impacted by poverty and unequal treatment?
- How do you create awareness of and access to curriculum and community education resources that can be used by educational institutions?
- In what ways do you illustrate an understanding of the challenges of educating children who are either incarcerated or who are being educated in an alternative setting?
- What are your experiences helping people see how defining moments in American history continue to play a role in defining the current context for many students served in public schools?
The mission of the National Superintendent Roundtable is “Leadership for Just and Humane Schools.”
Throughout our new book, Nick and I share models of change that explain and proclaim that which can be measured, replicated, and changed for tomorrow. Zhao and others cause us to think and to unlearn that which no longer works nor meets society where it is going.
Among other aims to improve outcomes for each child every day, we aim to increase justice, social and otherwise as we support the development of humane schools where legacies of structural racism and oppression no longer form the norm.
We agree with Zhao in his sentiment that “There is no consensus about the definition of educational excellence, but it seems that everyone would agree that an excellent education helps everyone become a good citizen of a society, a member of a productive workforce, and a happy and prosperous individual.” (17).
Our modern school system was born out of (most recently) the mid-19th Century Prussian model. There were tweaks in the 1890s, 1920s, 1950s, and over the past 40 years since the publication of A Nation at Risk. It’s quite likely, despite the best and most noble of intentions, the public school system is getting the results it was designed to get – whether we realize it or not, and more germane, whether we designed it or not.
In this blog post we build on the concept introduced in the previous post as well as chapter 3 of our forthcoming book about going to where the smart people are. At a recent professional visit to Montgomery, Alabama to three sites that are part of the Equal Justice Initiative, we were inspired to think more boldly about change needed for transformation as opposed to reformation.
The change proposed in this post may be the most impactful for leading for tomorrow’s schools today. This material is a reflection pond for us Americans. Experiences from the 15th to20th Centuries might not always occupy the forefront of your mind, we ask that you join us in the deliberate attempt to frame the structures that cause some of today’s social ills should be changed to avoid the same or compounded social ills moving forward.
We believe that we can do this.
To lead for tomorrow’s schools today, we must build something other than a new horse and buggy; as Yong Zhao asserts, the horse and buggy will not get us to Mars.
The quote at the start of the post comes from Langston Hughes’ poem, I, Too. For clarity and context, I am sharing the poem below as a backdrop to the context that in the 21st century, we aim to create conditions for each child, every day, however, for many in our nation’s past, the systems were not necessarily designed for each child..
“I, Too”
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
So if we look at American history from, say, 1619 to the present, through the lens of African American, Black people in America, the lens is complex, full of contradictions, and holds some very hard truths.
In order for us to create conditions where each child belongs (every day) and each staff member belongs (every day), Nick and I submit that it’s important to address and confront some implications of the past on the present; so we can create a different future.
Intentional and deliberate structures from our past have caused unintentional and undesirable impacts and effects on the present for many children in our schools.
Notably, the history and legacy of slavery, racist laws following the American Civil War, Lynching and terror against Black people, and resistance to Civil Rights leading to mass incarceration have contributed to a complex and very difficult reality that can be changed by leadership, modern abolitionism, and the public schools.
Looking at this history through the reflective experiences gained via a visit to three American historical sites in Montgomery, Alabama, the Freedom Monument Sculpture Park, the Legacy Museum: From Enslavement to Mass Incarceration, and the National Memorial for Peace and Justice, we add to our calls to action as leaders, to create a new outcome for our nation through public schooling. Our aims are for a socially just education system that ends the legacy of enslavement to mass incarceration. We call for a new future.
At the Freedom Monument Sculpture Park, the inscription on the massive monument to Americans reads,
Kidnapped, Trafficked, Enslaved, and Abused.
Enduring the horrors and pain of slavery,
You still found the capacity to love,
to dream, to nurture new life, and to triumph.
We honor your strength.
We honor your perseverance in the midst of sorrow.
We honor your struggle for freedom.
Your children love you.
The country you built must honor you.
We acknowledge the tragedy of your enslavement.
We commit the advancing freedom in your name.
That quote is on the National Monument to Freedom, a massive structure with 120,000 surnames from the 1870 census. This monument recognizes the tens of millions of descendants of enslaved people in this country, many of whom are still identified by the names their formerly enslaved foreparents chose (an inscription in the bricks in front of the monument.)
What we are envisioning, and why we wrote our newest book, is to illustrate how to pave the pathways to a transformed school system. Zhao and others suggest that public schools have proven quite resistant to change. Reforms for decades and legal changes for decades have not yet established socially just and equitable learning inputs and outputs for all children.
With all we know, with all we believe in, with the principles upon which our nation was founded, we do believe that we can change. Throughout our new book, we call for and share evidence of change. Our new (to be introduced) CHANGE leadership framework’s foundation is based upon the belief that transformative change does, can, will, and must be done as we lead for tomorrow’s schools today.
In the image below we show a graphic of the CHANGE elements all together.
While we did not create the conditions under which trans-Atlantic slave trading, US Domestic slave trading, the US Civil War, Reconstruction, Jim Crow Laws, segregation, or racism were born, we are the keepers of the nation and leaders of society today.
In order that we can lead for tomorrow’s schools today, we ask that honest, authentic, and difficult acknowledgment come forth so that we as a nation can heal and fulfill the bold aspirations of the nation’s founders. The Preamble to the United States Constitution reads,
“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”
A better horse and buggy won’t get us to Mars. A “reformed” model of slavery won’t get us justice. Let’s work to acknowledge the reality of our shared history and create new systems and structures that include – each of us – no exceptions. Leading for tomorrow’s schools today calls for schools with structures in place that develop a sense of belonging and worth for each member of the community.
Leading for Tomorrow’s Schools Today (2025) Rowman & Littlefield/Bloomsbury Education will be available anywhere books are sold early next year!
Table of Contents
Acknowledgments
Foreword by Tom Murray
List of Tables & Figures
Preface
Introduction
Section 1: Leadership is Change
Chapter 1: Cultivating Change
Chapter 2: Selection of Staff, Who, How, and How Long?
Voices from the Field: Leading Transformation in a VUCA World: A Progressive Vision for Brigantine Public School District, Glenn Robbins, Superintendent, Author
Section 2: Go Where the Smart People Are – Learning From Others
Chapter 3: Networks and Professional Organizations
Chapter 4: Language Matters
Voices from the Field: My Journey of People-Centered Leadership as Superintendent, Dr. Zandra Jo Galvan
Section 3: You Can Do It
Chapter 5: We’re Not Broke, We’re Broken
Chapter 6 Transformation: Flip the Mindset
Voices from the Field: Expanding Pathways to Success, Gladys I. Cruz
Section 4: Change Faster – Embrace Your Context – Revolutionary Change
Chapter 7: Bomb Threats and Social Media
Chapter 8: Artificial Intelligence & Innovation
Voices from the Field: Jeff Dillon, The Student’s Bill of Rights
Conclusion
References
About the Authors
Appendix A Interviews from the Pandemic Era-Use Case for Generative AI and Leadership
Appendix B (Teach AI Guidance)
Appendix C Listing of Generative Artificial Intelligence Tools Used Throughout this Book
Testimonials
The vast amount of professional experience and talent that exists with Mike Lubelfeld and Nick Polyak is on full display in Leading for Tomorrow’s Schools Today. They inspire me and others through research, practical frameworks, and case studies that reveal strategic and successful approaches to innovating in school. Their text should be required reading for any leader wishing to be highly effective with change management and the implementation of generative artificial intelligence into their practices.
Luvelle Brown
Superintendent, Ithaca City School District
Founder/CEO Love2Achieve LLC.
Leading for Tomorrow’s Schools Today provides a rich blend of real-world experience and practical insights from two seasoned superintendents who have navigated and led change in schools for nearly 60 years. Through compelling stories, Mike and Nick emphasize how creating supportive conditions and fostering innovation leads to long-term success. The book offers lessons that extend beyond education, making it a valuable read for leaders in all fields of leadership. Mike and Nick provide a clear framework for understanding and managing the complexities of organizational change. This is an inspiring and practical guide for anyone looking to lead purposefully and prepare everyone in their organization for the future.
Joe Sanfelippo
Superintendent, Author, Speaker, Wisconsin
In Leading for Tomorrow’s Schools Today, Polyak and Lubelfeld delve deep into the realities of leadership, embracing the chaos and resistance that often accompany the drive for change. They do not shy away from the difficulties but instead confront them head-on, offering a wealth of success stories that illuminate their points, offering real-world examples of how visionary leadership can yield remarkable results and a candid exploration of the obstacles leaders face. Polyak and Lubelfeld urge us to adapt and be flexible, framing leadership as an evolving journey rather than a destination.Their approach is both pragmatic and inspirational, thought-provoking yet practical, encouraging leaders to view challenges as opportunities for growth rather than insurmountable barriers. Leading for Tomorrow’s Schools Today is a vital read for anyone in educational leadership.
Courtney Orzel
Superintendent
Lemont Bromberek Combined School District 113A, Illinois
Leading for Tomorrow’s Schools Today by Nick Polyak and Michael Lubelfeld offers a robust framework that has become a cornerstone for how we approach change management in our AASA Redefining Ready work. The practical tools and insights in this book have directly supported our mission to redefine what it means for students to be college, career, and life-ready.
Polyak and Lubelfeld’s CHANGE Framework—Challenge the Status Quo, Have Open Conversations, Adapt and Be Flexible, Navigate Obstacles, Generate a Shared Vision, and Enjoy the Journey—is particularly valuable in guiding school leaders through the transformation required in our AASA initiatives. We’ve applied this framework to help districts across the country rethink outdated measures of success, shifting focus to real-world indicators such as career pathways, internships, and dual credit programs, which better prepare students for life after graduation.
Their use of the Satir Change Model has given us a structured process for managing resistance and chaos that inevitably arise when implementing new readiness metrics. This model provides the emotional and psychological scaffolding that leaders need to navigate through disruption and arrive at a new, more equitable status quo—one where students are assessed not just by test scores, but by their demonstrated readiness for the future.
Additionally, their call for embracing AI and innovation mirrors the cutting-edge work we are doing in Redefining Ready to prepare students for the future workforce. Their emphasis on future-focused leadership is critical as we guide districts in integrating technology and real-world learning experiences into the curriculum.
This book is not just theory—it’s a playbook for action. It has been instrumental in shaping our strategies, and I believe it’s a must-read for any school leader looking to foster transformative, sustainable change in their district.
Christopher Nesmith
Superintendent
Elma School District, Washington
Dr. Michael Lubefield and Dr. Nick Polyak are nationally renowned and highly esteemed leaders. They are masterful at fostering strong relationships on behalf of their school district communities. Through their co-teaching of both aspiring and current superintendent classes, they effectively impart their extensive knowledge, experience, and expertise to many leaders.
Their book, Leading for Tomorrow’s Schools Today, is a valuable resource for all leaders working in different organizations including school systems. It serves not only as a comprehensive guide but also as a compelling call to action, emphasizing the critical role we play in shaping the future of our students. Leadership at all levels matters tremendously!
I was particularly impressed by their authenticity and their ability to provide real-life examples of challenging situations. They effectively demonstrated how they employed successful strategies to motivate staff and achieve positive outcomes across different school systems. Their commitment to generating clarity, fostering a shared vision for success, and encouraging constructive dialogue to challenge the status quo highlights their dedication to forward-thinking leadership. This approach is crucial, as it underscores our responsibility to build future-ready schools that meet the needs of ALL students.
Gracias!
Dr. Lupita Ley Hightower
Superintendent/Treasure Hunter
Arizona Superintendent of the Year 2023
Tolleson Elementary School District, Arizona
Administrators. The title and theme was Future Driven Leadership. They announced the Public Education Promise, see images below. There were hundreds of impactful presentations, exhibitors, thought leader sessions, panel discussions, presentations, opportunities for networking and socializing, and more. It’s an annual opportunity for superintendents to recharge their batteries and refuel their leadership toolkits! This year’s conference, my 15th, was powerful and impactful.
Preparing for 2035: What’s Coming Next?
Another session showed a simple but powerful illustration of education’s trajectory. From 1970 to 2020, progress was steady, linear. But from 2020 to 2022, education was thrown into chaos of COVID disruptions, remote learning, technological acceleration.
Leaps = Structural change (e.g., competency-based, AI-personalized education).
Ensure AI is equitable, closing gaps instead of widening them.
New Book Alert!!
These landmarks tell an unfiltered story of America, starting from pre-Columbian history through the African and African American experiences. They challenged us to reckon with the harsh truths of slavery, systemic racism, and the ongoing consequences of mass incarceration.
What’s all the fuss about AI?
presentation highlights the potential benefits of AI for both students and teachers, such as personalized learning, intelligent tutoring, and automation of administrative tasks, while acknowledging the limitations of AI, including bias in training data, limited knowledge bases, and proneness to hallucinations. The presentation advocates for an innovative mindset, urging educators to experiment with new AI tools and adapt their practices to the post-AI world. Finally, the presentation emphasizes the need for ethical guidelines and data privacy to ensure responsible and beneficial integration of AI in education.
Link to the Blog Post, 
development initiatives. The document outlines the key objectives, implementation strategy, expected outcomes, and policy considerations surrounding the use of AI in education. The district intends to pilot a generative AI program called “Magic School AI” to enhance teacher effectiveness and student engagement, aiming to improve student learning, personalize learning experiences, and streamline administrative tasks. The document also addresses potential risks and challenges associated with AI implementation, emphasizing the need for responsible, ethical, and transparent use of AI technologies. The district plans to monitor the pilot program’s success through data analysis, student and staff feedback, and alignment with existing district policies and national guidelines. Ultimately, the document proposes a forward-looking approach to harnessing the potential of generative AI to foster innovation and enhance educational outcomes within the school district.
4. Challenges and Concerns:
are” – “it’s the impact of your experiences”. Our culture is not just tied to the color of our skin or our native language (Credit to Dr. Sonya Whitaker). We bring our culturally “baggage” each and every day – raise consciousness – know, learn, understand, and do something.
Using that “GPT “bot”” I said, please provide an executive summary of the Unfinished Teacher for a blog post I am writing – please highlight the main points. Here is what the large language model produced …
### Reflections on Tragedy and Community Resilience
