Introducing the FCI Team: Embracing Change and Leading with Purpose
Change is a constant in education, and it is how we navigate it that defines our impact. At the Florida Charter Institute (FCI), merging with the Charter Support Unit (CSU) isn’t just about combining organizations—it’s about uniting our strengths, experiences, and visions to build something even greater.
Three Questions for Our Leaders
Meet Kathryn Perkins
At FCI, we believe that leadership is about connection, purpose, and the courage to make a difference. Each month, we’ll feature a member of our team, offering a glimpse into the passion and dedication that drives our work. As we move forward, let’s focus on the opportunities ahead and continue to lead with purpose and commitment. Here at FCI, we are not just navigating change—we’re driving it, together.
In this edition, we are delighted to spotlight Kathryn Perkins, Executive Deputy Director of Teaching, Learning, and Leadership at the Florida Charter Institute. Kathryn joins FCI following over a decade with Uncommon Schools, a network of 54 schools serving more than 20,000 students. Most recently, she held the role of Director of Strategy and Operations within the Curriculum & Assessment Team. Before that, Kathryn served as Dean of Curriculum & Instruction, a literacy teacher, and a Teach for America corps member at one of Uncommon’s highest-performing middle schools.
What motivates you most in your work with charter schools, and what keeps you passionate about this field?
I entered this profession out of a profound love for school and the realization that every student deserves to be part of a transformative school. Today, there are far too many students without access to a world class education and world class teachers – and charter schools can be part of this solution. Working to bring research-backed and clinically-proven best practices to schools to help them realize their vision is endlessly exciting and inspiring.
In your opinion, what is the most critical challenge facing charter schools today, and how can leaders effectively address it?
Leaders are asked to do so much! They manage operations, budgets, and facilities, they’re called on to put out daily fires facing their teachers, students, or parents – and they’re supposed to set an instructional vision and develop their teachers at the same time! The sheer number of things thrown at the typical school leader on any given day makes it extremely challenging to separate the important from the urgent and to prioritize accordingly. The most successful leaders are those who intentionally build a rounded team, develop a sense of shared ownership wherever possible, and keep themselves fixated on the two or three most important inputs that drive student success.
Can you share an experience or initiative from your career that you are particularly proud of, and what impact did it have on students or schools?
A few years ago, I was part of a network of charter schools that expanded into a new area of its state as part of a “renaissance schools” initiative that allowed high-performing charters to apply to take over failing schools. One of our new school sites was home to a student population where 91% could not read or do math on grade level – a truly shocking metric – and I had the opportunity to be part of the team to envision and implement an instructional program to close those learning gaps. In just three years, the percentage of students who met or exceeded proficiency standards in English language arts soared from just 3 percent to 60 percent, and Math scores rose from 4 percent to 50 percent. While the journey isn’t yet over, I’m proud to say that these schools are now the highest-performing of all renaissance and district schools in the area, and I’m confident that this growth represents real change in the lives of students.