Richard Frank, Ed.D.
Program Manager, Associate
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 over 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 a 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:
- An Educational Leadership Field Guide for Addressing and Unpacking Antiracist Inhibiting Mindsets – This field guide is intended to help school leaders better understand, address, and move with fellow educators beyond these commonly shared mindsets that inhibit engagement in the critical work of antiracism.
- Selecting Culturally Relevant Texts – Educators should be intentional in their selection of the literature they read to students, put on display, or use in their classroom libraries.
- 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.
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.