13. Empowering the Next Generation: Gerry Correa on Innovation, Resilience, and Leadership, Part 2

Discover the revolution in school culture as we engage with Gerry Correa, Principal of Carr Intermediate School, who shares his journey towards creating an environment where every student's efforts and personal development are celebrated. In our conversation, we unveil the subtle yet impactful changes in aesthetics and the powerful practice of daily affirmations that have transformed Carr into a community where open communication and support thrive. Learn how embracing innovation and a forward-thinking philosophy are pivotal for educators to stay on the cutting edge, and why the traditional confines of a classroom no longer limit the scope of learning.

We then tackle the pressing issues of equity and innovation in the modern education sphere, specifically addressing the potential pitfalls of AI and its biases. Gerry and I dissect the importance of policies in maintaining transparency during the integration of new technologies, striking a balance that enhances rather than replaces the irreplaceable human touch in teaching. As we challenge the metrics of educational success in a post-COVID world, we celebrate leadership in its many forms and emphasize the influence of positive role models like Gerry in our communities. Tune in to gather inspiration on how to become a beacon of optimism and amplify your positive impact on those around you.

Visit us at our Buzzsprout site for more ways to listen, links to our social media sites and any referenced materials, and complete transcripts of our full-length episodes: https://bit.ly/SAUSDAmplifyingLeadership

Transcript

Gerry Correa: 0:08

Welcome back Amplifiers, to the second part of our insightful conversation with Carr Intermediate School Principal Jerry Correa. We hope you enjoy the conclusion of his inspiring story.

Bianca Barquin: 0:21

Now you mentioned the concept to me before of celebrating students not just academically but for their efforts and improvements, so I have a question for you related to that: how has this approach transformed the school culture at Carr?

Gerry Correa: 0:38

I want students to be seen, and so often there's ways that we do this through academics, right? There's honor roll, there's student of the month, there's different courses that get highlighted because of the high achievement, but if we really think about what percentage of students that represents in a school, it's pretty small. So, as I thought about what this means for us, right, it's like, well, we're only celebrating 10 to 15%, maybe 20% of our kids. What about the other 80%? I'm sure they're doing great things, but why aren't they being celebrated? What around a school lets a student know that they're valued for the person that they are, not just because of their academic standing but who they are as people. And I often think about this when I go to visit schools, when I'm on a WASC visit, or if I get the privilege to go watch or connect with another educator and visit their site, is I look, I wonder what on the walls, what around campus indicates that students are valued? When I got to Carr, it had a look, and I often wondered why that look didn't reflect the identity of our namesake, Gerald P. Carr, the astronaut from Santa Ana. How cool is that? And there was really nothing. And it bothered me because I'm like, wait a minute, like I'm a baseball fan, I go to a Dodger game, I definitely know that I'm at Dodger stadium, right, like I see all the branding, I see everything else that makes me know like this is where baseball gets played.

Gerry Correa: 2:02

And so my attempt at really building this really inviting environment was to add color, add murals, change the look of the school aesthetically. I can't build a new building, we know the challenges with that. But I figured, hey, some paint, some color, some life, that could really do a lot to the psyche of our kids. And in doing that, I started noticing the change, right? They were more open. I say good morning, they acknowledge me. I ask how they're doing, they respond and you know, this is something I remember having a conversation with Hector Bustos about, when he asked me, he's like, what do you want Carr to be? And I said I want this to be the place where kids can be themselves, where they can find comfort in being the people that they wanna be, whatever that may be, right?

Gerry Correa: 2:45

So how does that happen? Warm, inviting environment, valuing them, acknowledging them, letting them know like, hey, you made a mistake, but it's okay, tomorrow's a new day, right, and that's something that I often reflect on, too, when I talk to students. I'm like today you didn't make good choices, but tomorrow is a new day and I'm not gonna hold onto this feeling that we're having right now, because tomorrow we get a new chance and I think really taking that approach has really helped strengthen the bonds that we have with our kids at Carr. But it's also something that I'm now seeing is a school climate effect where people are just a little bit more open, they're a little bit more willing to approach somebody or acknowledge them, and I think it's beautiful, because so often we don't acknowledge each other; only in these moments of celebration, right, and it's like, no, we can acknowledge each other every day. We can find value in what we do, just walking to class.

Bianca Barquin: 3:37

I think it's beautiful as well. Thank you for doing that. Now I want to shift and actually talk a little bit and ask you some questions around innovation and vision. In our rapidly changing world, how do you stay ahead personally, especially regarding educational innovations like AI and other things?

Gerry Correa: 4:00

You know I got to give a lot of credit to Jerry. I know there's just been so much that has happened in the last, you know, four to five years here in Santa Ana. But one thing I take away from him and something he definitely encouraged me to do early on as I started kind of building myself up to be a principal or school leader is build your network. Who do you have around you? Who do you talk to? Who do you surround yourself with?

Gerry Correa: 4:23

I felt that I was very siloed, I was very much to myself and I felt, well, I'm doing a good job for my school, but it wasn't allowing me to evolve, it wasn't allowing me to learn. So being able to go to conferences, being able to build my network, being able to utilize social media to connect with other educators, has really opened my eyes to a lot of the different things that are happening. And, as I mentioned earlier, I'm competitive. I mean I want to succeed, I want our kids to do well, I want to win. So I'm always looking-- what is out there? What else can we utilize to be successful? Is there something we're missing? Is there a different approach? Is there a new platform? And, ultimately, how can we use it to support the learning? So, for me, it's this desire to want to get better, no holds barred, because you know, our world has evolved so much, it's changed so much, that we can't hold on to these old ways of thinking about oh, it's got to be paper pencil, it's got to be this way. No, the classroom is everywhere now. Learning can exist any place and I think the more that we're able to capitalize that, on that as instructors, as school leaders, as a district, the more we're going to thrive, because these old ideas of being in a room, four walls, is the only place that you will gain knowledge. That's out the door, right? Our kids come with so much assets, so much knowledge. But it's about really highlighting that, hey, this is something, but how can we amplify it more? How can we bring this out more, right? Sometimes it's easy, sometimes it's not, but I think that's where we can look at technology, new trends, and say, okay, how can this help us tell our story? How can this help support our learning, right?

Gerry Correa: 5:59

How will our specific community benefit from this? Because I think that's one thing that we don't often talk about. There are communities, to their benefit, they have resources, they have assets. This stuff is in their hands, but I think it's a comment about people that work for our district, in our community, to ensure that we recognize these new technologies, these new things, these new ways of thinking, and make sure our kids have them, so they're not at a deficit, so they're not behind, because the reality for them is they're not competing against each other. They're competing against the world now and it's our duty and responsibility to make sure they have what they need to go beyond Santa Ana and really think and compete globally.

Bianca Barquin: 6:43

I agree with you wholeheartedly and I want our listeners to understand why we are talking about innovation when we're engaging in this conversation and immersive technology and all of these things. My goal, as you know, and I've invited you to be a part of it after conducting an empathy interview is to start a group or to have a group form, and we're going to call it the Innovation Catalyst Collective, SAUSD's own ICC, and you are going to be a key person and a key voice in this collective, kind of helping SAUSD move forward in these areas. It's directly aligned to our Framework for the Future. One of the drivers out there is, any time, any place learning that's happening, so it's all really connected. As part of the Framework for the Future, remember, one of the things we recently worked on is our vision, our mission and our values, and it was a specially selected group of people who came together to work on that. So tell me, what was it like to be a part of that group and how does that work align with what you're doing at Carr?

Gerry Correa: 8:00

Oh, you're going to get me... I might get emotional. I really am, because that has such a profound impact on me. I don't know why I was selected. I don't know what you all saw in me to make me worthy of being part of this effort, but it really highlighted the approach that we're taking in Santa Ana of involving everybody, all stakeholders. It's not just a line item report, it's not just something you see on a wall when you walk in a building, it's in action. We had parents, we had District personnel that were not administrators, classified staff, and, most importantly, and the beautiful part of it, we had students. Oh my goodness, it really helped dispel this notion that we have as school leaders and educators that we know everything. We are the guides, we're the stewards, right, we're the shepherds. But if we don't include other people in the conversation and really genuinely involve their thoughts, their ideas, their feelings into the work, then do we truly represent them? Are we truly supporting them? So the reason I tell you I get emotional is to see the empowerment that our parents got from having their words validated, to see our students guide and lead the conversation.

Gerry Correa: 9:16

I remember you and I, we sat down and we talked about, okay, you know, how do we want to word this and, you know, how do we want to apply this? And here comes a student who says, hold on a second. You're thinking from your perspective. What about me? Let me tell you how this applies to me, and that was a huge shift in my thinking, because I'm like he's so right. Here we're trying to determine the vision, mission, and future for Santa Ana Unified, and it's me and you, two educational leaders who don't live in the community, who didn't grow up in the community, yet we're going to define what it means to be part of this community. And it was like wow, okay, I got to take a step back and to recall that last session that we had, where the moms were just, oh, there was tears, the kids were feeling proud. I felt like I was contributing something meaningful that was really going to resonate but also going to be impactful for the community, for our district, and that will define SAUSD well into the future.

Gerry Correa: 10:15

I got to tell you I found a new sense of pride. I wear my badge with that pride because I see the work. It's not just about being part of the work, but recognizing what the work is and who's involved. Oh man, to this day you talk about that and it's just, it's going to, it's going to evoke emotion.

Gerry Correa: 10:33

I'm like, I'm trying to really manage my emotion right now because I'm like that was beautiful and it really exemplifies a lot of what we're out to do. And I hope it gets recognized, because I think when people hear about some of the initiatives and just some of the different approaches, it's great, right, but it kind of falls in line with what a lot of things that others have said. But when they see it, I think that's where they're really going to start to understand like wow, this is more than just words, this is really what they're really out to do. And so I'm thankful for you, I'm thankful for our district leadership to put this together and whoever decided to have me on it, thank you, I'm so appreciative of that opportunity.

Bianca Barquin: 11:10

It was a really powerful experience and I remember that you and I were sitting at a table with this diverse group of folks, all stakeholders represented, and we were working on the vision part of it, and I remember that moment as well. It was David who was in our group and he was our amazing student who gave us that great perspective, and people actually have conversations with me all the time and I try to explain, it was David that actually, and other students, that crafted the language that you actually see in our vision statement. He is the one who said it should start with an action verb, forging, right, and even explain to us in detail why that word was so compelling and people are like, really, and it was an incredible, incredible experience and our parents contributed so much. So I wholeheartedly agree with you. Thank you for sharing. Okay, now let's talk about ethics a little bit. In leveraging immersive technologies and things like generative AI, what ethical considerations do you think are crucial for educators to keep in mind as we kind of move into this new field or area?

Gerry Correa: 12:34

My training, my background is in history. I was a history teacher. I love it and for me, perspective is everything. And looking at that kind of thing, you also have to acknowledge bias. So that's a major concern I have, right? Whenever I used to have to write my term papers or whenever I've done anything around history, it was about making sure there was multiple perspectives involved and that your sources were legitimate, that they were credible.

Gerry Correa: 12:57

I often worry about the sourcing that's involved in AI, right, whether it's going to be something that's going to be fair for communities like ours, if it's going to, you know, bypass a bias, if that's going to be involved, because, as we know, there's so much out there that, you know, explicit or implicit, however you want to call it, right, will come out.

Gerry Correa: 13:17

And I worry, I really worry, that if it's not really thought about or shaped in the right way, that's equitable for some communities, for a lot of communities, then, yeah, we're going to see those biases. And if people are really going to lean on this technology for guidance and support and direction, if there's that bias in there, what will that do for communities like ours? You know, if we're really trying to work towards an inclusive society, like, will that help or will it hurt it? So it's something I think about. I think about that all the time, right, whenever I'm looking at any source. But now, knowing that this is out there, it's like okay, where is it sourcing this from and is it completely fair to everybody involved? Or is there just a tinge of bias involved? Because, as we know we're, unfortunately, our communities tend to be on the short end of that stick sometimes when it comes to bias and perspective.

Bianca Barquin: 14:14

Really, looking at how we do this the right way is going to be a huge part of our work. I think about bias as well. I think about equity, just like you talked about. I think about privacy issues when it comes to student information, so making sure that everybody is completely aware. So I think all of those things, policy, we'll have to work on all of those aspects. Next question for you: how do you ensure that educational innovations are used responsibly and equitably in your school and in your educational setting?

Gerry Correa: 14:49

That's tough, because I will tell you that a lot of people want to minimize the work, right? They're looking for shortcuts, efficiency, if you will, but do they compromise anything, right? And so now, when I'm hearing about you know teachers using something new, I wonder, okay, like, did that compromise you, the teacher? Because for me there's nothing that's more important than that teacher. There's nothing more powerful that I can put in front of a group of students than that teacher.

Gerry Correa: 15:19

And I wonder, as I walk through classrooms and I see what's going on, like, are you supplanting yourself? Are you using things, you know, in place of your own instruction? In some cases it's probably happening, maybe not as widespread as we may think, but I worry that that might be something that will happen if we don't, you know, we don't notice it and we leave it unchecked. So for us, the simple assurance that we have is through collaborations, as we talk about instruction and the different strategies and approaches that we take, there's a lot of transparency. And what does it look like for you? What are you using?

Gerry Correa: 15:55

I think, you know, creating an environment like that with your staff really will allow people to be, you know, open about the different things that they're using, and also calling a question like, hey, why are we doing this? Is this something that we could be doing ourselves, or are we allowing this to take the place of us, right? So I don't know if there's anything really, you know, official, formal, but by just having the transparency, talking about instruction, focusing on instruction, as we all should be, I think those things will naturally come out.

Bianca Barquin: 16:24

I agree. So now I'd like to move into an area around support and resources. What support, resources, or training do you believe is essential for educators and students to fully embrace and benefit from these innovations like generative AI?

Gerry Correa: 16:51

I think they just have to be open. I really do. I think, you know, That's where they're going to start to see the possibilities and how it can be applied. One thing I'm always struck by when I hear folks talk about the COVID era and everything that impacted us, is they talk about learning loss. Well, I was at home, I was with my kids. Did they learn? Yeah. Did they lose some things? They did, but I don't think it was the learning that was lost. I think it was the connection. I think it was the connection lost more than anything, the socialization. But my kids learned. They learned in a different way, and I think that's something that we often fail to think about when it comes to the students that are in front of us, right? Yeah, it wasn't traditional learning, it wasn't in front of the teacher, it wasn't in a classroom, right, due to the health concerns and the spacing that we had to use. But they learned.

Gerry Correa: 17:37

And I wonder how many people are capitalizing on this new learning, this new approach, because it's there, right, they didn't walk away as empty vessels, like they gained something. But I think we failed in that sense where we didn't recognize, okay, what is it they learned? How can we use that? I think we're still using old metrics. I still think we're looking at it through a different lens that doesn't necessarily apply, right? Are they behind? Yeah, they're behind on the current metric.

Gerry Correa: 18:03

But if we use a different metric to measure their learning, would it show us a different thing? Would it show us a different way of thinking? It's personal for me, because I will tell you, watching my son do a worksheet and struggle, but then see him do the same thing gamified I'm like, oh no, he knows his stuff, he knows his thing, but what you're giving him is so antiquated that he doesn't know how to apply his new way of thinking. And I think that's so symbolic and representative of everything that's going on in our classrooms across the state and country. So I think it behooves us as educators to really examine that like, okay, what did they learn and how can we use it? Even though it's a few years removed, I think it's still valuable to understand what was gained during the pandemic during distance learning and how can we kind of bring that back out to really capitalize it?

Bianca Barquin: 18:58

I love that assets mindset, right, and that assets approach and I think you're absolutely right and it's pretty compelling. We do think about it in this very negative way, but it's really based on traditional models, right? There are some things that students have gained. There are other things that students may have gaps, right, and our goal is to actually fill those gaps but possibly look at things in a very different way. So, Gerry, it has been enlightening to hear your story and insights. Your journey from self-doubt to leading with resilience and innovation is truly inspiring to me. Could you share one piece of advice for our listeners, particularly those who may be struggling to find their path or voice in education?

Gerry Correa: 19:41

You know, we began talking about self-doubt, and it's something that's always with me. I think we all have it to some extent. But what I would really want our listeners to take away from this conversation is despite whatever you might think you don't have, try to look at what you do have. Try to reflect on the things around you that you can use, because so often we're looking and we're comparing and we're wondering why don't I have this? Why am I not at the same place as that person and we don't recognize just how far we've come or who we are and what we've overcome.

Gerry Correa: 20:18

And I say that to you because that's what I use when I'm having my moments of doubt, when I'm starting to think about like, oh, I'm not measuring up. Or hey, I see what this other person is doing at their school and man, I just so feel inadequate because I'm not doing that. Or man, like, I wish I could do what they do. It's in those moments that I have to stop and really be mindful of the fact that I got things. I may not have what they have, but I have my own things and I can use those things to really help myself and to move forward, to help my school, to help my community.

Gerry Correa: 20:49

And I really want our folks, whoever's listening, to remember that, like, you got something, there's something in you. Maybe the world, maybe the adults have pushed it down and try to bury it, but you got something and I want us to recognize that because it gives us hope, right? It allows us to think about what's possible, just knowing that there's something there, however big or small, right, just focus on that thing you do have and see what you can do with it. You know you might end up being a principal one day, you might end up leading a company, but focus on what assets and what things you do have, as opposed to the things that you don't or you perceive that you don't.

Bianca Barquin: 21:28

Your optimism is so inspiring. Thank you for sharing that with our listeners. Now, before we sign off, it's time for our Amplifier Acknowledgement segment. If you could amplify the message or lesson of one educator or leader who's made a significant impact in your journey, who would it be and what is that resonating message?

Gerry Correa: 21:53

This is where... wow, this is really hard, because I've had so many people who've helped me on my way and have been such a critical part of shaping and molding me into the person I am. But the person I think about a lot in my current role and what's ultimately got here, is Eddie Bustamante. I know a lot of people know who he is, the principal at Saddleback High School. But what I want to really amplify about Eddie and what he has done for me is he gave me validation and I'll just share it with you in as brief as I can, because I can go on forever. But I wasn't in a good place a few years back. It had nothing to do with the people that I was working with. They were great. I was at a great site, did a lot of great work there, but I took a beating. The work was not easy and the days were long and it affected my personal life. It affected my ability to be at home, to be around my family. I basically felt like I was married to my job and I got to a really bad place where I just thought, man, this isn't worth it, like I'm not really good, like I'm struggling. This isn't... t his isn't the thing I want to do, because I wasn't seeing a lot of success in it, right, at least the way that I looked at it. But Eddie came along and I don't really believe in accidents. I do believe in a lot of, a lot of things happen for a reason, right, and Eddie had an opportunity for me and he called me and, and you know, asked if I would be interested in coming to Saddleback. And I would tell you, had that call not come, I wouldn't be in Santa Ana, I would be in a, I would be in a different place, I might not even be in education. But what Eddie did, by allowing me to come back to Saddleback and working with him, is he allowed me to see what I was capable of. Yes, he encouraged me. Yes, they were great words and there was always, you know, these positive reinforcements. But I had such huge self-doubt that he had a hard time kind of seeing it. Like, what do you mean you don't feel like you can do this? You're crazy, like, I don't see the person you're talking about. But here's what really did the thing for me: he put me in positions to lead. He gave me opportunities to showcase my leadership. And I remember specifically one time because, if you know Eddie, you know he's always being called and there's always things that people want to know from him. He's a great resource, right? So he gets pulled away a lot from site.

Gerry Correa: 24:12

And I found myself at Saddleback a lot by myself, and I wondered like, wow, does this guy not worry? Like, I'm by myself? And I asked him, like, Eddie, like, you leave me alone a lot, does that not make you worry? Like you're off site and you know, like, you leave me in charge, like, I don't know if I would feel so comfortable leaving myself in charge. And he said I don't lose one ounce of sleep, not one night of sleep I lose over it. And I said, why? He's like, cause you're good, you know what you're doing and I trust you.

Gerry Correa: 24:42

Having those opportunities of him putting me in positions to lead and show it and validate it, Bianca, I gotta tell you, it just did wonders for me. I felt reborn. I felt like, wow, this guy sees it, he's showing me. It took me back to sixth grade. It took me back to my sixth grade teacher saying I believe in you. That's essentially what it was.

Gerry Correa: 25:03

It was him finding me at a low place in my professional life, saying, no, I believe in you, I don't understand why you're doubting yourself. Like you got more than you realize and I'm going to show you and I'm going to give you opportunities to showcase it. And when the opportunity came to to apply to be principal, he's like, I love having you as an AP and you do so much for me, but you'd be crazy not to go on and do this. It was the biggest compliment for me.

Gerry Correa: 25:32

And so to this day, like I often think about the lessons, his words, just everything he did, because he may not recognize just what he did for me by just giving me an opportunity. And that's something that I really use in my life in terms of themes and ideas about how I want to support people is give them a chance. Give them an opportunity to showcase what they can do, allow them to really see the assets they have and you never know, you might just change their life. So, Eddie Bustamante, man, wow, what an amazing experience. I feel beyond blessed to have worked with him and to be associated with him. I hope I'm making him proud and I hope I can follow in his footsteps and be a great resource to people like he is to so many. So thank you, Eddie, for everything. It's just, whether you knew it or not, like man, what a difference this has made for me in becoming the leader that I am today.

Bianca Barquin: 26:27

Such a powerful acknowledgement and I agree, Eddie is truly amazing and extremely supportive. Remember, listeners, leadership is not just about guiding, but also celebrating and acknowledging those who've paved the way. Thank you, Gerry, for sharing your heart and wisdom with us today. Thank you for tuning in listeners to SAUSD's Amplifying Leadership. Remember, the path to leadership is filled with challenges, but it's also brimming with opportunities for growth and innovation, as Gerry has shown us. His optimism is inspiring and we have to imagine the possibilities and what we can do and the assets that we all have. Until next time, stay inspired, stay motivated, and continue to amplify the positive impact you have on those around you.