Episode 34 - Building a High School for Change Making with Randy Bartlett
On this episode, we speak with Dr. Randy Bartlett on his project of creating a new progressive independent high school named City of Bridges in Pittsburgh, Pennsylvania. Randy is the founder and will serve as Head of School when the school opens in the Fall of 2019. He has three core values at the forefront of the school’s development of real work project-based learning, peace and justice, and student agency. Randy shares why a new high school is needed in the Pittsburgh community and why change-making is an essential education component.
Core Values The City of Bridges School will: Have real work project-based learning as a cornerstone of its educational offerings; Be explicit in enacting the values of peace and justice within and outside of the community; Have the student voice and agency in all major decisions related to the operations and curriculum.
Dr. Randy Bartlett, M.Ed., Ph.D.
Head of School-Humanities Teacher
Randy has been working in education and non-profit organizations for two decades. He has been a teacher in small rural schools like the Acworth Center School, a school principal at Propel East and Propel Montour, a designer of the project-based Andrew Street High School, a Director of Curriculum, Instruction, Assessment, and Data and A Senior Director of Research, Reporting and the Arts. He designed and directed the Pittsburgh Urban Teaching Corp and teaches graduate students on their path to becoming teachers at Chatham University. He has served as the president of the Board of Trustees for the Waldorf School of Pittsburgh, and as a curriculum consultant for The Sprout Fund.
Most importantly he is a father, husband, a seeker of new experiences and a joyfully curious learner.
Randy has a BA in History and Religion from Oberlin College, an M.Ed. in Integrated Learning from Antioch University New England, a post-masters certificate in Educational Leadership from Keene State College and a Ph.D. in Leadership and Change from Antioch University.
A utopian at heart, he believes that enriching learning opportunities and supportive communities can transform our world
Randy Barlett Contact: email@example.com
City of Bridges High School Website: www.cityofbridgeshighschool.org
City of Bridges High School Donations Site: http://cityofbridgeshighschool.org/donate/
Jerrid Kalakay 0:09
Welcome to the teaching change podcast where we explore social entrepreneurship, education, and innovation. I'm your host Jerrid Kalakay.
On today's episode, we're speaking with Randy Bartlett, Head of School for the city of bridges High School in Pittsburgh, Pennsylvania.
Welcome, Randy to teaching change. We're really excited to have you on the program today to talk about K through 12 education in the United States. And so ready well, further ado, you and I know each other, from our PhD programs in leadership and change at any university, which I've talked about, certainly on the program before. And that's when we first met each other. And so we've known each other about, what, seven or eight years now eight years what's wild. But But our audience obviously doesn't, doesn't know you and so, so Randy, why don't you introduce yourself?
Randy Bartlett 1:02
Sure, I'd love to. And thank you so much, Jerrid, for having me on. It's a, it's great to see you, if only digitally here and to get to chat with you about this. So my name is Randy Bartlett, and I've done many things, but they've all been in education. I was a school teacher. In Vermont and New Hampshire, I was a principal, I was a Director of Curriculum and Instruction, I started the Pittsburgh urban teaching Corps, which is an urban Teacher Residency Program. But most recently, in the last year or so I've been working to open a new progressive independent school here in Pittsburgh, Pennsylvania, called city of bridges, really to try to bring the type of real work learning, project based education as well as in explicit peace and justice focus to the the high school landscape here in Pittsburgh. So that's who I am. And we can talk more about some of those specifics.
Jerrid Kalakay 2:10
Yeah, absolutely. And before we go any further, my condolences to you and your city, for the recent tragedy that befell Pittsburgh recently.
Randy Bartlett 2:20
Yeah, it's it's a, you know, a really challenging time here in Pittsburgh, I live very close to a tree of life. And although I don't know any of the individuals who tragically lost their lives, I do know, folks who do in that community in squirrel Hill and the Jewish community in squirrel Hill, is a really powerful and vibrant part of of this city. And it's, it really forces you to think about when those things happen in your city, you know, it does happen here in Pittsburgh has been really strong in responding to that, and reminding the world that we're a city that cares about each other vs. You know, you know, whatever differences we may have, so that that strength has been has been affirming. But it also, I mean, I think, for me, it also brings to light, the necessity for something like city of bridges. So one of the one of my board members, Michelle King, she and I have had a lot of conversations about how we need to envision if we're going to envision and want a future of greater peace and justice, and equity, our institutions, especially our schools need to reflect that now. Right, because the, the the future society that we want isn't going to come if we don't live into those those values now. You know, we we can't just hope that things are going to change, we actually have to take action in order to bring about change, and particularly in our schools. That's where the next generation has the opportunity to sort of envision and and build the capacity to bring about a more Justin equitable and peaceful future. So
Jerrid Kalakay 4:17
yeah, no, absolutely, it's, um, I've been I have been reminded of of the good in the world and seeing the response of the citizens of Pittsburgh and around the nation, and reaction, and unfortunately, I too, am from a city that with a mass shooting the pulse massacre a couple years ago, and so I think it's a tragedy that we both share that commonality. But at the same time, we both have a distinct privilege and responsibility to help bring about change. And I'm really excited to to learn a little bit more about city of bridges, the the project that you're working on, and kind of where you are with that, and, and what kind of brought you to that point, you mentioned that you were the Director of Curriculum and Instruction at a charter school district. And and you were there for how many years? 12 years or so. Okay, so you probably saw a lot of changes and a lot of growth in that time period. And, and now you're bringing that all that knowledge and all that experience to your new projects. You know, we're now you're the number one person, which is a huge, huge leap, right? Yeah. Yeah.
Randy Bartlett 5:32
So, yeah, I mean, it's good.
Jerrid Kalakay 5:34
Yeah, no, no, I was just going to say, you know, what, what, what motivated you to move in the direction that you're moving towards, from, you know, all the way back to your days of a classroom teacher in in New England to now, you know, to moving into Director of Curriculum initiative and, and instruction. And then now, you know, moving into kind of more of a headmaster role with your own school, like, how did that all happened? Was that natural? Was that something that you know, when you were little you said, you know, what, I want to be a headmaster of a progressive charter school, and I'm going to, you know, change the world through it or talk us through how you came to realize that this is what your work should be.
Randy Bartlett 6:14
Yeah, yeah. I'll tell you my story. I just want to so city bridges, isn't a charter school. It's an independent, independent.
Jerrid Kalakay 6:21
Okay. Yeah. And what is what is the difference? Because I'm,
Randy Bartlett 6:25
it's, it's a private school. So funding doesn't come from the state and the regulatory landscape is different as well.
Jerrid Kalakay 6:31
Okay, we have a lot more is, is completely independent and diverse, or charter school, that portion of the funding, or all the funding would come from the state?
Randy Bartlett 6:41
Right. Yeah. I mean, charter schools are public schools in the sense that they receive, you know, state funds that come from taxpayers, whereas private, independent schools, don't all of their funding comes from individual tuition or from donors. So that it's outside of the state funded system. There's a it's actually and I'll come to why city bridges is private, as I tell my story, it's interesting to to hear you say, you know, when when I was a child, did I consider being the, you know, Head of School of a progressive, independent school? And and in many ways, the answer is no, and it informs why city of bridges exists. So I grew up in, in New England, in the northeastern part of the United States, and went to, you know, a number of different schools and eventually went to a independent private high school. And when I was there, the like, potential futures were pretty limited, not not in a sort of negative way. But that's the sort of nature of high school, you know, you should go on and be a doctor or a lawyer, or maybe a professor, you know, that that sort of narrative around around this sort of idealized potential futures that we have. And I was into the sciences in high school. And so I went on to college intending to major in the sciences and become a professor, college professor. And then I had a space to fill in my schedule. And I filled it with a Christian utopias and communitarian movements class that was taught by Howard Zinn. It was fascinating.
Jerrid Kalakay 8:34
Yeah, that's quite a mouthful as well. Yeah. As you say, one more time.
Randy Bartlett 8:38
Christian utopias and communitarian movements. Okay. Awesome. So it was it was a it was a fascinating class. And so I became a religion in history major.
I graduated in December, and
at the time in Ohio, if you you know, had a bachelor's degree you could substitute teach, so I still was intending to go on you know, and get a doctorate and be a college professor. But I started substitute teaching in in Lorain County Schools and there in County, Ohio. And, you know, fell in love with teaching for two reasons. One, I loved it, like I loved working with young people. And to is it it was a really tangible path to making the world a better place. Okay, you know, to see that, you know, through education, there was the potential to help young people realize their dreams and their their potential. And so I became a teacher, my wife, and I chose my wife yet, but she became my wife. And it still is. When I went to New Hampshire, to go to Antioch, not the Antioch that we got the PhDs from, but the Antioch in Keene and got our master's degrees and became public school teachers.
taught in a small world school, it was wonderful sort of fantastic place, I became a principal and then we moved to Pittsburgh, when our daughter was born, which my wife is from Pittsburgh. And, you know, I continue to work in, in that case, a charter school system here in Pittsburgh, which was great, and became the Director of Curriculum and Instruction, and then started that urban Pittsburgh have been teaching core program. But all along the way, there was this realization, it comes back to my sort of high school experience, the the older I got, the more I realized, there were there were really an infinite number of possible things that you could do with your life. And that school needed to do a much better job and purpose, hearing young people for that, to understand what the reality of their potential futures were in what it actually looked like. I mean, I, I think I know, you also have young children. And I think for both of us, the future that our children will have, as adults is hard to envision. The world of work is changing the world of, you know, society is changing, it all is sort of unknowable. And the the things that we need to prepare for our, you know, the ability to collaborate, the ability to problem solve, to see the projects through from start to finish. And we really need to shape the school environment, typically the secondary school environment to enable young people to understand that path in that process, and and to see what their possible futures can be. So it was that drive that really made it necessary to, to step out, you know, on this, the edge of this cliff to make city of bridges happen, not only for Pittsburgh, but for education in general to be able to say there are different possibilities. And that comes back to that question about private allowing us to have far greater freedom and flexibility to innovate and really live into the the possible structures and systems of schooling.
Jerrid Kalakay 12:33
Yeah, yeah, absolutely. I love I love the motivations that you have for for this project. And for for education in general. I mean, so many of my students here at Valencia College, to your community college, only know, so you know, only know of, you know, a doctor, a nurse, a lawyer, maybe an accountant, if one of their uncles or aunts is an accountant, and then that's really it, you know, and then business. So a lot of the students that come to me are those business students. But that's only because it's a catch all. That might be in STEM, they might be, you know, YB might be an engineer or something of this sort. But that's, that's really it. And, and what's interesting, in one of the courses that I teach, the entire course, is focused around the students finding their purpose, and then aligning their career path and academic path to search out that purpose. with the, with the understanding that, you know, we don't have any idea what 10 years from now is going to look like, you know, and ideally, I mean, and the majors that we have here in collegiate America, or the United States, probably really around the world aren't necessarily completely reflective, but will, will be an odds are reflective at all of what the skill set and the needs of our students will be in 20 years, you know, like social media coordinator for examples, like the number one job in communications. But when I, you know, when you and I were in undergrad, every communications major was either going to be a teacher, or was going into journalism, right? Those were the Those were the fields. And now, you know, unfortunately, both of those fields are not as nearly as appetizing as social media coordinator now. So it's just, it's just really interesting. And, and yeah, and I think I definitely valued your desire to create a system that allows you to really focus in on that. So city of bridges, that will be an eighth through 12th grade institution, or, however,
Randy Bartlett 14:35
yeah, so it'll be a nine and nine through 12.
And, you know, we will open, you know, next fall, August 2019, with a pioneering group of mostly ninth and 10th graders, although there are a few older students, who the idea of sort of being a founding student really appeals to them. And then we'll grow to have a maximum enrollment of 140 or so in order to maintain that community. Feel that's there that you know, and in not only for every student to, to truly be known, but for every student to know each other, as well, so that we can maintain that personalization and that flexibility that then comes.
Jerrid Kalakay 15:24
Yeah, absolutely. And what
so when you're kind of developing all of this, and I understand you have a board, that you're doing, probably a bunch of other people, but you know, at some point, it was as you in a notebook, right? And you were just kind of jotting down things, what's going to be important to me, and what's going to be important to to this, this project in this school? What kind of things were you writing down on that on that notebook? founding kind of values? Yeah, I
Randy Bartlett 15:52
mean, it's, it's a great question. And I think
one of the things that it's important to say is that, you know, city, it just doesn't exist in a vacuum, it never existed in a vacuum. I sometimes tell people that if, you know, if I was 22, and doing this, you probably shouldn't listen to me. Because, you know, I've spent the last 20 years working in education and, and there are great examples of this kind of school in this kind of work. Youth initiative, High School in rural Wisconsin, the Putney school in Putney, Vermont, one stone and Boise, Idaho. And then in Lancaster, Pennsylvania, which, for those of you who don't know, Pennsylvania is is a few hours east and the south of Pittsburgh has a new, fantastic school called stone independent, they're in their second year. And so they've been a great help and, and resource and they're just good folks. But I knew in sort of visiting these places, and learning about what other folks were doing, I knew that it was essential that we engaged young people in real work, project based learning so that they could see what it meant to actually do something. And along with that recognition, came the sort of self reflection that I don't know how to do lots of things. So in addition to working with educators, like myself, also the opportunity for them to work with practitioners to work with, you know, a public defender on, you know, a project around youth rights to work with a metal sculptor on a project around, you know, welding and metal sculpting to work with a geologist on a geological survey, both for their expertise, but also to understand that actual process, like what does it mean, to be a biologist or to be a dancer, an actual practitioner? And how does your process work in, in your professional space. So I knew that those were were essential elements that had to be there. And then and then I also knew that that that explicit peace and justice focus had to be there, too, that there was a collective responsibility for the well being of others, and that that had to be foundational. You know, we don't need to veer into politics. But the the sort of genesis of this project arose around the same time as the increasing divisiveness and lack of goodwill in our political sphere. And so there was a recognition that we needed to be explicit and intentional in, in not just hoping for, but enacting an institution that reflected a different sort of values, values of equity and justice, peace, you know, that it this, this project can't just result in young people who are prepared to go out and do anything, it really should be young people who are prepared to go out and make the world a measurably better and more just place. And then the third thing that I knew is really essential, was that the student voice and agency needed to be central to what we did, when I talked to young people, I, you know, I'll say to them, you know, I've, I've already been to school, for many, many years, lots of letters after my name. So this, this school experience is really your experience, and it needs to prepare you for the future that you want, not the future that I envisioned for you. And so we have spaces on our board of trustees for students, and our curriculum committee has spaces for students, because their voices are really essential. We've been holding design meetings with youth and community members to get their input into what it's actually going to look like. So those were the sort of foundational things that I laid out. And then there was a lot of talking to other people and asking them, asking them for help. And you know, what, in their wisdom, there's a lot of wisdom asking,
Jerrid Kalakay 20:33
yeah, absolutely. And that's not always easy to do, especially as you know, as professionals who have been had been at this for 20 years, to reach out and sometimes, you know, be the novice, and be the be the student, right. So, I love I absolutely love the emphasis on the students involvement. And then also the, the applicability of the education to show students how to do things, you know, in the, quote, real world, you know, right. Because that's one of the things that's, that's always really difficult, you know, what we do within a classroom, we, we try to do our best inside a classroom, but the classroom at the same time is somewhat limited, right, there's four walls. And so that's always a difficult thing, regardless of what level of education were involved in, talk me through at some point, you would kind of these ideas on a paper and I imagine you probably spoke with your wife, who you mentioned is was, is or was a teacher as well, she is an educator as well. And at some point, you said, Honey, I'm going to go and do this really crazy thing, and I'm going to create a school. And and I think it's going to be great, and it's going to be wonderful for for the city and, and for the future. But that's that's got to be a somewhat of a scary prospect beginning anything new, is always some scary. So how did that conversation go with? You? Had you already kind of figured it out? Like, I'm going to do it now I just need to talk to my wife and get her on board? Or was it like, I'm thinking about this? Let me see if it's super crazy.
Randy Bartlett 22:12
I mean, it's, it's a great, it's a great question. And I you know, I have an advantage that, that some people other people may not have, and that I have a partner, not only who is in the same profession that I am, in, so understand the nature of it, she and I actually taught together in New Hampshire for a while as well, which was wonderful. We met in college, but taught together New Hampshire. And she and I had been talking about starting a school for a long time. I mean, the other sort of pressure that that was there and that existed is that our own, you know, daughter is reaching high school age. And so the conversations about high school choices we're, we're already going on. And so in many ways, it was an It was a natural, a natural progression. I mean, it sounds crazy that because it was like, Well, you know, we could move.
We could homeschool or we could start a high school.
Which sounds ridiculous. But at the same time, it's not just like for our own children, we have three. But But knowing children all over the city, and frankly, it's been affirmed over and over again, as parents and young people have said, we do want a different choice, you know, City of bridges will never be a school that, you know, takes on all the thousands of students in Pittsburgh, it's a it's a choice, and it's a choice that will serve the needs of, of, you know, a certain group of students. But you know, you're right, I have this a posted here that's stuck by my computer. I know your listeners can't see. But it says everything created must first be imagined. Right. Awesome. And that's what this is that it is, you know, we had to imagine this and then make it you know, I always have admired. You know, they're they're sort of places those institutions that you go, gosh, what a like, amazing place. Antioch, I guess fits into that category. But, you know, also for me, like the Highlander folk school, and summer Hill, which is in England, and Schumacher college, which is in England, something about England, I guess. Sudbury Valley, the Putney school youth initiative, high school, these places I mentioned before, I would say well, you know what great places. And then you have to remind yourself that all of those places had a Genesis they had a, an origin, they haven't existed in perpetuity. And so I think that made that conversation for both of us more of a natural progression and less of a like, Oh my goodness, that's not to say it wasn't, you know, scary and terrifying.
Unknown Speaker 25:08
And it still is.
Randy Bartlett 25:10
Totally, still is. But all good things are a little bit terrifying.
You know, and and through the, you know, generosity and hard work of some of the other city of bridges, team members and my board. We've gotten to this point, you know, where we have, you know, our opening on the horizon, which is, again, incredibly exciting and terrifying, because it should be?
Jerrid Kalakay 25:37
Yeah, absolutely. Absolutely. Yeah, you know, somebody. So we talked to most mostly social entrepreneurs and people that kind of in the social impact sector, you know, and there's always that one, you know, everything they're doing, because they're doing something different. You know, there's a lot of models out there, but at the same time, there has never been a city of bridges, right. in Pittsburgh. So, you know, there's, there's things that will work, and you can pull from all the great schools that are around that you've been, they've been mentioning, but at the same time, you're still drafting a new and forging a new path for the city and for, you know, for the school and so forth. And so there's, there's some, obviously, there should be some fair in there. If you weren't afraid, I'd be worried for you. Yeah, me too. And I'd be worried, I'd be worried for the school. So if you know, let's say everything goes exactly the plan, which we know probably won't, but it's going to go with, there's no doubt you're, you're more than more than accomplished. And I know you You're great, a great board and so forth. But let's say, you know, four years down the road, the school's been operating everything's everything's going exactly the way that you originally imagined would go, what what does the city of bridges school look like? What is what is the impact on the city of Pittsburgh look like? What is the impact on your own your own kids look like?
Randy Bartlett 27:01
Yeah, it's it's a great question. And we actually, we recently did an activity as a board, where we sort of asked that same question of, what will we look like when we're doing our best work,
just to sort of look into the future. And
you're absolutely right, also that, that there will be unforeseen challenges and that there will be changes in in, in direction and things like that, that we can't foresee until we're actually up and running. But I would hope that city of bridges can be in, you know, the number of four or five years, a real hub for young people, and, frankly, community members in general, who are exploring and finding ways to build lives and pathways for themselves, that not only support them, you know, in sort of the sort of less exciting things about building a life for yourself, but also support them in making the community a better place, making the community a more peaceful place, and a more a more just place, I also, one of the things that we sometimes don't talk about when we talk about schools is it also I really should be a joyful place, I would hope that, you know, if you, you should come visit us in a couple of years, when we're up and running, I'm always happy to have you here in, in Pittsburgh, but I hope it's um, you know, I hope it's a joyful place, I hope it's a, a place with a lot of laughter and a lot of excitement about about possibilities. I hope it's a place where young people are able to pursue their passions with guidance and support from adults, but at the same time, with the ability to really take their, their interests in their, in their, their sort of developing curiosities into, to run with them, and to be able to explore what that what that can look like, you know, we we really don't want to have a school that holds young people behind walls, you know, schoolhouse walls, that gets them out into the community and gets the community in, into the school as well. So that it really can be a center for
the sort of educational and community values that we have.
That's what I would hope for and for my own children, you know, the same thing my daughter will be in high school. Shortly, she wants to be a writer. So I hope she's able to pursue that. My boys are a little bit younger, who knows what they will bring, but lot, they're twins. So they're lots of excitement with them as well. Yeah,
Jerrid Kalakay 30:09
yeah. How old? Are They Now? Yeah,
Randy Bartlett 30:10
they're 10. The boys are 10. Gosh, yeah, right. Yeah, it's crazy.
Jerrid Kalakay 30:16
But so so you're doing all this with with three kids? Yeah, it's a wife? And, you know, and all of the things that go along with all of that, and that family? And so, I mean, how do you how do you find balance in that? How do you? I mean, I know, obviously, your heart's in this, and you probably gain a lot from the work itself. But the same time, you know, Randy, as a human still has a lot of things going on that have nothing to do with city of bridges. How do you manage it all? How do you keep going?
Randy Bartlett 30:46
Yeah, I mean, it's, it's a, it's a great question, because you do have to find balance. I think it's one of the I mean, it's also one of the lessons of city bridges, hopefully, is that, you know, we as human beings need to find balance, and we need to have a holistic understanding of, of, you know, what it means to be a human being Tom little, who was the who unfortunately passed away, what was the head of the park Day School, for many years visited all these progressive schools, and, you know, like attention to children's emotions, as well as their intellect, reliance on student interest to guide their learning, involvement of students and real world endeavors, support for children to develop a sense of social justice and become active participants in democracy. Those values, there are a couple more, but I don't have them in front of me at the moment. But there are a couple, you know, sort of require you to have a work life balance. You know, personally, it's, it's a, it, it is an adventure in these years like this. I mean, frankly, right now, I have, in some ways a more flexible schedule, because the school is not open yet.
And that allows me to
sort of be be more flexible, but also with the recognition that when you're doing something you really love, it's always going on.
Jerrid Kalakay 32:20
Yeah, yeah, there is no real nine to five aspect of it when you're building something you love or working in something you love. Yeah.
Randy Bartlett 32:28
And I think that's, that's such a different feeling than
not having a nine to five, when you're doing something that you don't love as much.
Because there certainly are plenty of other situations where the expectation is, you're going to, you know, grind your fingers down to the bone. But if you don't love it, that's a very different feeling than than loving it. And, and recognizing that it's, it's good work that makes a real difference in the world. Yeah, we should hopefully.
Jerrid Kalakay 33:00
Well, it comes down to motivation versus being forced to do it, right. If you're, if you're being forced to grind your fingers down to the bone, that's a very different and force not, you know, not necessarily in slavery sense. But rather than a, you know, you've got this is your job, and you've got to make it work and your family's depending on you verse a, you know, now I'm working on this project that I really feel committed to, that I feel has a real give back to the world. And and I love it, you know that that's a very different prospect. Yeah, yeah. So, Randy, what are the things that social entrepreneurs and social innovators do is they make that leap into the unknown, and you kind of talked a little bit about how you've gone there and how you're doing it. And granted, you've got 20 years of experience in education, and so forth. You know, but you're starting to, you're starting the school with kind of a impetus to help the students find their thing, and then go out and make their thing be, you know, better beneficial to the world. What would you say to someone that's listening today to this episode? that's struggling, they have an idea, but they're struggling to implement it, or they're struggling? They feel like, well, I don't have 20 years of experience in this exact work. You know, I don't, I don't feel like I know everything I need to know, before I start, what would you What would you encourage
them to do?
Randy Bartlett 34:21
Yeah, that's a great question. And I would encourage them to talk to people. Because yes, I, I had, you know, I've been working in education a long time. I've been a school leader, right? You know, I have a doctorate in, in leadership and change. But there are lots of things I didn't know how to do. And there are lots of people who who know how to do those things. And people are incredibly generous with their wisdom, if you go out and ask them. So I started talking to people, you know, I'm them. I called them. And I said, you know, sometimes I knew them. Sometimes I didn't. And I said, Hey, here I am. Here's what I'm doing. I see all that you have done in whatever this area might be, can we get coffee? Can we get lunch? I'd love to, like, get your advice, and learn and learn from what you from what you have accomplished. And then at the end of every one of those conversations, I say this is incredibly helpful. Can you like who else should I talk to? Can you like me, like three more people to talk to.
And, you know, that has been
essential to this project is to recognize what you know, and what you don't know. And then ask people who have had success with the things that you don't know about? And then ask them who you should ask after you ask them. It has been has been critical. And I think that's the you're right before when you said that city bridges will be a unique school. And it's a unique we're a 501 c three nonprofit, it's a unique non profit.
Randy Bartlett 36:19
is it is informed by other institutions, other organizations, and I think any, any endeavor that you undertake doesn't exist entirely in a vacuum. Absolutely. And there are people out there and particularly in this world of social justice work and sort of positive change work, people are happy to share you know, this, we're, I don't think anyone here is developing like, you know, top secret pharmaceuticals that they you know, they have company secrets that they're not going to share. Like the, your listeners, I would imagine in the folks that you work with. And the folks that I work with are doing this because they want to see the world, you know, improve and become a better place. And those people are
happy to share their expertise.
Jerrid Kalakay 37:18
You've been listening to the teaching change podcast where we explore issues of social entrepreneurship, education and innovation. On today's show, we're talking with Randy Bartlett, headmaster of city of bridges High School, coming to Pittsburgh, Pennsylvania, in the fall of 2019. Till next time, be nice and change some stuff