Richard Frank, Ed.D.
Managing Associate, Partnership Manager
Richard is a transformational leader with extensive experience driving innovative programs to improve teacher practice and school design in urban settings. During his 20-year career with Metropolitan Nashville Public Schools and his work with CT3, he has supported instructional leaders in 100+ schools to develop, deliver, and sustain professional learning opportunities for teachers implementing transformational classroom practices. He also launched and managed Nashville’s new teacher induction and mentoring program.
Richard has dedicated his career to developing teachers and school administrators to impact educational outcomes for students of diverse cultural backgrounds. He has a Doctorate in Educational Leadership and Policy and Master’s Degree in Elementary Education, both from Vanderbilt University. A father of three, Richard is also a music lover and vinyl collector, and enjoys spending time at the beach with his family.
To read more about Richard’s background in education and his dedication to helping teachers become “champions” for their students, click here.
Click below to read posts from Richard on our blog:
Caring About vs. Caring For – Here, Richard discusses the difference between caring about students and demonstrating care to students, and how common classroom moves can help teachers show care for and build relationships with students beyond the surface.
Asking the Right Questions – Richard urges teachers to ask questions of their students that will provide them with greater insight into the types of answers their students are looking for.
The Power of Positive Narration – In this post, Richard describes the role of positive narration and its range of influence on establishing, developing, and maintaining positive and productive classroom culture and climate.
Essential Summer Reading for School Improvement Leaders, Principals, Teachers, and Staff – Richard lists four texts to help educators intentionally setting themselves up to lead a positive, healthy, and culturally relevant classroom or school.
Richard also wrote an article for ASCD’s Inservice blog that details “look fors” that school leaders should use when establishing a culture of high expectations in their buildings.