Rachel Skerritt

The Work I do: I serve as a chief strategy officer for Attuned Education Partners, where I have the opportunity to support district leaders with strategic planning that prioritizes equity and excellence. I recently completed a five year tenure as the 28th Head of Boston Latin School (BLS) and the first person of color in this role.  I returned to BLS, my alma mater, where I had spent the first six years of my career as an English teacher.  After transitioning from my role as a classroom teacher, I was headmaster of a small pilot high school in Boston, later joining former Boston Public Schools Schools Superintendent Carol Johnson as her chief of staff. I then moved to Washington DC where as principal, I led the turnaround work at Eastern Senior High School for five years before moving to central office as Deputy Chief of Leadership Development for District of Columbia Public Schools (DCPS).

In addition to my work with Student Achievement Partners, I currently serve on the Board of the Steppingstone Foundation and on the Massachusetts 21st Century Education Advisory Council.

I hold a Bachelor’s degree in English and a Master’s degree in Secondary Education from the University of Pennsylvania, a Master’s Degree in Education Administration from the University of Massachusetts Boston, and a Master’s Degree in Leadership from McDonough School of Business at Georgetown University.

I am grateful that my work has allowed me to learn and lead in such varied and dynamic settings, including a selective high school, a turnaround school, and district level teams. In every context, my goal to affirm, educate, and leverage support to help all students reach their potential is constant.

My connection to the work of Student Achievement Partners: Our daily work as teachers and administrators consists of reflecting upon and refining meaningful content so that through strong instructional practices, students are engaged and also developed to their full potential.  I’m excited to work with Student Achievement Partners as they commit to achievement for all students, particularly those with less for whom we must do more.

The perspective I bring to this Board: As a Black woman, daughter of immigrants, and first generation college student, I have led school communities with the belief that providing access to rigorous and engaging learning is a critical component of ensuring equity. As the leader of the oldest public school in America as well as a solo parent to a four year old beginning his journey as a public school student, I bring the perspective of an educator who, in collaboration with families and community partners, deeply values and prioritizes students’ preparation for academic and social emotional post-secondary success.