Randy Romero is one of few individuals who has experienced both facets of the Partnership’s work to transform and strengthen school systems. He was formerly a teacher and principal at two network schools, Math, Science, and Technology Magnet Academy at Roosevelt High School and Hollenbeck Middle School, and currently serves as the chief schools officer at Partnership.

“I started as a math teacher, also served as a math coach, and moved into administration because I wanted to enable people to do good work and support them in finding improvement,” he said. “One thing I always share with people is that the work I am doing is my mission, not my job. It is who I am as an educator, serving my life mission.”

Reflecting on his leadership experiences, Randy expressed appreciation for the Partnership’s strategies that empower school communities through shared management and transparent decision-making. Randy discussed how personal connections to the school’s performance by administrators, teachers, parents, and students inspire action among those directly impacted. These approaches are particularly important in schools where student needs are high and everyone must play their part to ensure that scholars have the support they need to succeed.

“Working in high-need neighborhoods is no small challenge as the conditions facing our students outside of school can come in and impede their progress,” says Randy. “But with equitable investments of people, time, and money, nothing is insurmountable.”

To address these challenges effectively and develop the capacity of adults supporting students in schools, the Partnership provides a range of programs and professional development opportunities. From institutes dedicated to strategic planning to monthly leadership conferences and level-like gatherings, these spaces foster collaboration and the sharing of best practices among schools. By equipping school leaders with the necessary skills and knowledge, Partnership empowers them to create welcoming school cultures, set high expectations, and implement strong systems of instruction to support all students, particularly those traditionally pushed to the margins.