I've known Yanaiza Gallant to be an incredibly thoughtful, innovative, and transparent leader. I got to work closely with her when she was a principal, and we even profiled her work in the introduction to our Pathways to Personalization book because her work at Orlo Avenue Elementary School was so transformative. Yanaiza is currently the Multilingual Learner Director in East Providence School District. Conversation #39 was an hour-long catch up with my good friend.

"My work would not be possible without a deep commitment to equity and a pragmatic understanding of the complex landscape our students are facing. The overwhelming feeling in the current education climate is undeniable. Teachers, principals, and families are seeking clarity and solutions, and their concerns are real and worth addressing. I am driven by a profound sense of responsibility, but it’s a delicate balance to hold empathy, acknowledge dire needs, and still carry out the 'full business mode' required to manage daily operations districtwide.

I believe deeply in the power of relationships to connect with students and tailor our instructional approaches. As a veteran educator and an immigrant who was herself a first-generation second language learner, my deep understanding of the lived experiences of my students and their families, which is so closely aligned with my own, has been central to shaping my leadership style. Lived experiences define how we view the world and how we perceive things. My goal is to be a model of what is possible. You can't be what you can't see. That is my purpose.

However, during the New York City Leadership Academy program, I encountered a powerful shift in perspective. Facilitators emphasized approaching situations with minimal assumptions and encouraged us to 'know less' in order to avoid bias. We learned to enter scenarios with curiosity, collect low-inference data, and take things as they are, rather than as we assume them to be. With this reframe, I go into conversations with a curious mindset and adapt as I go. I have found that I’m at my best professionally and as an advocate, when I assume nothing.

All that said, school doesn’t happen in a vacuum; there are so many forces at play when we work to equip educators with the tools and knowledge necessary to create inclusive learning environments. A challenge we face when planning professional learning is ensuring there's a balance between the time required to engage in deep learning and the practical application of that learning in classrooms. When professional learning is disconnected from district and school goals, or overly segmented, it becomes difficult for educators to implement new learning in meaningful, sustained ways.

ESSER allowed us to be more flexible in what we offered by bringing in expert facilitators, offering extended sessions, and providing stipends for teachers. We’ve had to get more creative in how we allocate resources. To reach the most teachers with the highest-quality learning experiences, we have focused on leveraging internal expertise, building teacher-led PLCs. I do believe that teachers learn best from teachers. It’s about being intentional, resourceful, and ensuring that all professional learning builds toward a cohesive vision for teaching and learning."