Ryan Jordan, Upper Division Director, Berkeley Preparatory School, Tampa, Florida
What makes Berkeley Prep an appealing leadership opportunity for you?
As a nationally recognized school with over 1,400 students in K-12, it not only has a strong, diverse student body but also a culture of student involvement across the three divisions. Without question, it is tangible as soon as you walk on campus. The school has an expectation of excellence and a growth-mindset that is spearheaded by Head of School Joseph Seivold. I quickly recognized I could be a part of something special here as an administrator and a teacher of leadership. Looking ahead as we build a comprehensive program focused on inspiring leaders, it is evident the bones are in place with our faculty, students, and community members.
What is your long term vision for leadership at Berkeley Prep?
We benchmark ourselves regionally and nationally against the best independent schools. During the interview process three years ago, it became obvious that there was synergy between the school’s goals for student leadership and my philosophy on inspiring leaders. In these discussions and since, we are consistent in our goal to build a premier leadership program within the independent school community. This vision has laid the groundwork for many of our successes the past few years as we build to this goal. This past winter, we held our first teacher workshop on leadership for regional schools. The response was overwhelmingly strong, and we are looking to add more and more each year.
Describe your leadership style and its influence on building a meaningful program.
My leadership philosophy is simple; I believe deeply that high school students are capable of great things. I love to say “yes” to programs that are student-driven. When you are visible, connecting with kids, and valuing their ideas, they see you are authentic in your approach. I want the kids to wear me out with ideas.
With my faculty, it was an adjustment for some to experience this shift. At assemblies for instance, I quickly recognized that 95% of the announcements were from teachers—not students. We needed to give it to the kids. The teachers bought in when they saw the kids getting excited and the possibilities of a collaborative environment. The expectations were clear; let’s partner with the kids, coach them, and help them find success in these endeavors. After initial successes the first year, we had a culture of leadership emerging, and we began to consider expanding this philosophy to all programs. I’ll never forget how students came up with an idea to have student tech ambassadors and the immediate response by 25 students who wanted this leadership opportunity.
What are some recent successes you have had with establishing your program?
On a global scale, we are helping build skills in students that will transition into the real world. Part of this ideology of inspiring leaders is instilling in the students that while everyone has the capacity for leadership, it still comes with responsibility. In being clear with these expectations, you help the kids grasp that leadership is not just an entitlement. Parents have been very supportive of this message. In fact, for each student leadership position, there is a signed contract by the student and parent identifying responsibilities. Leadership is a choice, but the clear message is that you must earn it with hard work.
Last October, we had a really cool proposal from eight students who headed different organizations on campus. The Director of Community Service and I received emails about a Random Acts of Kindness Week, with an accompanying list of specific ways for students to take action. This is so simple, and when the week happened it was really a game-changer for us. We saw hundreds of our students—from tour guides to the library council to the diversity council give back to all the underappreciated members of our community. These students have created a new tradition and a left a legacy for kindness, community, and leadership.
How does gcLi influence work Berkeley Prep?
gcLi has always helped guide my work on inspiring leaders whether as a teacher, dean, or division head. I feel very fortunate to benefit from experiences working with gcLi Leadership Lab. The opportunity to stop, reflect, and be exposed each summer to many ways of thinking from educators around the country is so powerful. Listening in a workshop or having conversations at the lunch table at gcLi always is invaluable. I love hearing perspectives and anecdotes from participants and adding these lessons to my toolbox. To me, the most valuable part is collectively learning about practical implementations with other educators from all over the country.
Ryan Jordan is a founding Faculty member for the Gardner Carney Leadership Institute, having served since 2005. Ryan is the Upper School Director at Berkeley Preparatory School , a position he has held since 2014. Previously he served as the Upper School Head at Calverton School and the Dean of Students at Pomfret School. Ryan earned a masters in Private School School Leadership from the Klingenstein Center, Teachers College at Columbia University.