Talking Leadership and Transitions with Ron Schmidt
CompetencyWorks Blog
Effective and values-aligned leadership is an essential ingredient in the creation of a student-centered learning community. Leadership transitions sometimes present a challenge for sustaining a competency-based education (CBE) system. Chelsea Opportunity Academy (COA) recently navigated this successfully. CompetencyWorks Director Laurie Gagnon sat down for a conversation with the founding COA Principal Ron Schmidt as he was preparing to transition from that role.
Laurie: Ron, thanks for sitting down with me. Let’s start at the beginning. How did this all get started, and what are your early memories of the process?
Ron: It all started when a Barr Foundation grant was introduced at a Massachusetts Department of Elementary and Secondary Education (DESE) meeting. At the time, I was overwhelmed, managing discipline and overseeing a caseload of 26 teachers at Chelsea High School. So, when I was asked to join the project to design a new school for overage and under-credited students, I initially said no. However, I offered to help with dropout data, as I was very familiar with that. Most of our dropouts at the time were 18-year-old males from El Salvador, many of whom had significant gaps in their education and had experienced past trauma. I knew many of them by name and had relationships with them.
During the grant process, I was on a grant informational call with Mary, our superintendent at the time. During the call, we were informed that the lead designer of the new school would also serve as principal for the first three years. She hinted that she had someone in mind – me. Initially, I resisted, as I loved my work in student support and didn’t want to leave that role. But Mary convinced me that this was the opportunity I had been waiting for. Eventually, I agreed to take it on.
Laurie: What were the initial challenges once you took on the role?
Ron: There were many challenges. I had no prior experience managing budgets or handling many of the administrative processes and procedures, both of which were crucial for the role. For example, when I hired Adam and Ellen – two key people I wanted on board to help design the new school – their hires were grieved because I hadn’t followed the proper procedures. I had to go through the entire hiring process again, which was frustrating.
I also knew I needed talented, trustworthy people at my side to work as partners. From the start, I knew Adam was a perfect fit. I remember one evening when Adam invited me to join the football team for dinner. I watched him engage with a group of football players, encouraging them to practice good manners and respect over bologna sandwiches. Their response to him was something I had never seen before! He had a natural ability to connect with students, and it was clear to me that I needed him on my team.
Laurie: How did the school start to take shape after that?
Ron: The first major step was gaining support from Matt Pilarski and Sam Sherwood from the Springpoint grant team. Early on, Matt challenged me to rethink everything I knew about dropouts and start fresh in understanding who these students really were. That was a turning point for me. My initial description of a typical Chelsea High School dropout shifted – it became about understanding each individual. We began gathering data through surveys, interviews, and focus groups. The focus groups were particularly eye-opening. Students shared stories about how some teachers didn’t care if they sat at the back of the class doing nothing, while others pushed them to succeed. This highlighted just how critical relationships are to student success.
Laurie: What was the first year like?
Ron: We didn’t have everything figured out, which led to some challenges. We visited schools in Denver and New York for inspiration, but we were piecing together ideas from different models. Matt and Sam eventually suggested adopting competencies from Bronx Arena, which gave us a clearer framework and allowed us to focus more on our students and staff. While student attendance started strong, over time it began to require more attention. The competing priorities our students faced outside of school were significant and impacted their time and motivation to be in school. That first year, everything we did was brand new. There was constant learning, with new challenges every day. 
From the outset, we focused on building culture and climate. We wanted to create a school where both students and staff genuinely wanted to be. We worked hard to build trust with students through activities like ice cream parties and by ensuring that their voices were central to our decision-making process. Every decision we made was guided by two key questions: “Is this in the best interest of the students?” and “How are we incorporating their voices?” That emphasis on student input helped lay a strong foundation for the school.
An unexpected success was how the culture we built in the first year naturally carried into the second year. We assumed we’d need to rebuild everything with a new group of students, but the foundation was so strong that the new students quickly adapted. Even small details – like keeping student bathrooms clean and inviting – helped reinforce an environment of respect and care.
Laurie: You’ve talked about how crucial the team is to COA’s success. How did you approach hiring?
Ron: Hiring was absolutely critical. We worked with Springpoint to develop a hiring process that focused on mindset rather than just qualifications. The process began with phone screenings to assess candidates without being influenced by body language. We asked thought-provoking questions, with the caveat that no clarifying questions were allowed. One key question centered on trust: Do you believe trust is earned or given? If a candidate said trust had to be earned, they likely weren’t a good fit for COA.
We also presented challenging scenarios to gauge their reactions. For example, we asked, “A student tells you your class sucks and to ‘go f** yourself’ and walks out. What’s your first thought and first action?” If their answer focused on discipline, they weren’t the right fit. One response that stood out came from Max, a teacher candidate we eventually hired. For the first part of the question he said, “Why does this student think my class sucks?” and followed it with, “I need to find support for that student.” This showed his willingness to reflect on the student’s experience and not take the comment personally, not once mentioning the need for a consequence for the student.
Additionally, we asked candidates to present a lesson addressing a common misconception in their subject area. This allowed us to observe their teaching style, creativity, and how they view students as learners. One science candidate gave a straightforward explanation of student confusion around cell division, meiosis and mitosis, which didn’t meet the criteria of addressing a true misconception. Another candidate, Jamie, also an eventual hire, took a different approach addressing a genuine misconception. She used a string of yarn stretched out in the hallway, with about 80 knots one foot apart, each representing 50 million years, to depict Earth’s approximate 4.5-billion-year history. Participants were asked to place 10 major events – such as the appearance of dinosaurs and humans – on the timeline, revealing misconceptions about the order and relative timing of these events. This interactive method was far more engaging and made the concept stick with both students and adult observers.
Laurie: Now that you’ve built COA, what are your hopes for its future?
Ron: COA is in an incredible place. We’ve built a strong culture where students feel supported and can engage at their own pace, trusting that they will step up and succeed when they’re ready – and we’ve seen that happen time and again. We’re also in the process of acquiring a new building, an old church, which marks a significant step forward. We’re raising funds for the renovation, and the space will be beautiful. We’ll share the space with the Intergenerational Literacy Program (ILP), a Chelsea Public Schools initiative that provides late afternoon and evening programming for adult language learners, along with daycare, which will benefit our students.
As for me, I’m transitioning into a district role within Chelsea Public Schools as Officer of Student Success Planning and Special Projects. In this role, I’ll focus on scaling what we’ve learned at COA across the district, particularly in student support systems.
Laurie: What key lessons from COA do you plan to bring to the district?
Ron: The biggest lesson is the importance of relationships. At COA, we’ve seen that when students feel supported and valued, they engage. It’s not just about academic rigor – it’s about fostering a culture where students want to be. That’s something I aim to bring to other schools across the district. My plan is to scale this approach through case conferencing (one-on-one, relationship-focused meetings between students and staff) and other support systems we’ve developed at COA. The goal is to understand the needs of students at every level – elementary, middle, and high school – and create structures that allow them to thrive.
Laurie: COA has been a leader in developing a profile of a graduate and portfolio defenses. How do you see that fitting into your work?
Ron: At COA, we’ve made strides in combining rigor with relevance, but it’s been a challenge. We’re currently revising our Portrait of a Graduate, and the stakeholder input has been incredible. The Senior Capstone presentation continues to evolve, with students and teachers each year finding ways to make the experience more meaningful. Neither of these areas will translate strongly to my next role in the district. However, the work we’ve done at COA – especially around giving students a voice and space to express themselves – is something I’d love to see replicated across the district. But it must be built on trust. When students feel trusted and valued, they engage with learning in a much deeper way.
Laurie: Any final thoughts as you move into this next phase?
Ron: I’ve learned that vulnerability and humility are crucial in leadership. You have to be open to learning from others and willing to admit when you don’t have all the answers. Surrounding yourself with talented staff and trusting them to do their best fosters a culture of growth and leadership development. Finding opportunities to let your team shine and celebrating their successes sends the message that you value their contributions. At COA, we’ve built a strong team. While there have been challenges, we’ve always worked through them together. Adam is ready to take over as principal, and I’m confident COA will continue to thrive as I step back. We’ve built something special here, and I know it will keep growing and evolving.