Name: Cynthia Rachel

Title: Director of Communications and Development

Organisation: IEM Charter School

Cynthia Rachel has been with IEM Schools for 16 years and is currently the Director of Communications and Development. She began her time here as an Education Specialist for South Sutter Charter School. She has a background in classroom-based instruction and has enjoyed the transition to the charter school, non-classroom based instruction world. Cynthia has earned her Masters Degree in Education with a focus on Curriculum and Instruction and also holds an Administrative Credential. She lives in Northern California with her two children. Through her time with IEM she has grown to understand and embrace the concept of parent-driven education with a student-centered focus. Together with staff, students and families, Cynthia’s goal for the schools is to develop life-long learners. Her department helps with this goal by providing oversight in areas of charter compliance, governance, political relations, communications, social media and developing relationships with the authorizing school districts.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Cynthia's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

As an Educational Leader, the most challenging aspect has been ensuring that students remain at the center of all discussions and decision-making. Often, the adults in the conversation—whether staff, parents, or other stakeholders—bring their own motives or priorities that don’t always align with the best interests of the students. It takes intentional effort to refocus on what truly serves the students' growth, learning, and well-being.

2. How did you become an Educational Leader? Can you please briefly tell the story?

My journey to becoming an Educational Leader feels both long and short. I've often been told I was a born leader—likely directing people from the womb! More recently, my leadership skills became evident during contentious board meetings, where I applied my knowledge of Robert's Rules of Order and parliamentary procedure to navigate conflict with a level head. This experience highlighted a skillset I developed during college, where I held various positions within my sorority. It’s been rewarding to see how those early lessons in leadership have translated into making a meaningful impact in education.

3. How do you structure your work days from waking up to going to sleep?

My workdays are dynamic and flexible, reflecting both my remote work lifestyle and my preference for variety. My friends and I jokingly refer to ourselves as "feral employees" because we thrive working in different settings—whether it’s from home, a coffee shop, a restaurant, or on days when I get to collaborate in person at the office. While I’m not naturally a structured person, my day reliably begins with my favorite beverage—a homemade latte—while I check emails and plan out my tasks. I’m always exploring tools and strategies to stay organized and manage my workload effectively, but it’s definitely a work in progress!

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

A recent and impactful lesson I’ve learned as an Educational Leader is about "Default Success Strategies." These are the skills and strategies that come naturally to us and have brought us success so far—but they often aren’t enough to take us to the next level. They work, until they don’t. This concept has been invaluable to me because it reminds me to push beyond the comfort zone, both for myself and for my team, in pursuit of the greatness that’s possible for us and the students we serve. Growth requires intentionality and a willingness to embrace new challenges.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

One book that has profoundly impacted my journey as an Educational Leader is The Great Engagement by Tom Willis and Brad Zimmerman. The book highlights how extraordinary organizations are built on extraordinary cultures, where team members find personal meaning in their roles and are driven by a shared sense of purpose. This resonates deeply with me because, as an Educational Leader, I see parallels in fostering a culture where staff feel accountable, engaged, and motivated to contribute their strengths to our shared mission of serving students. The book’s emphasis on personal development as a driver of organizational growth has inspired me to prioritize creating an environment where my team feels supported and empowered to grow. Especially in the wake of challenges like the Great Resignation, it’s a powerful reminder that cultivating an engaging culture is not just important—it’s essential. By unlocking the full potential of every team member, we can achieve not only organizational success but also create a meaningful, high-performance culture that ultimately benefits the students we serve.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

My advice to a young educator aspiring to be an Educational Leader is simple: always keep children at the center of every decision you make. When your focus remains on what’s best for the students, above all else, you will not only make the right choices but also build trust and credibility with your team and community. Staying student-centered is the foundation of meaningful and impactful leadership in education.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

One meaningful story that stands out from my time as an Educational Leader is about a student who faced challenges in every educational environment he encountered. His mother decided to homeschool him through my school, and many difficult conversations left me unsure if he would ever find success.

When he reached high school, he began taking a few classes at the community college, and we were all anxious about how he would handle the increased rigor and new setting. To our amazement, this experience completely transformed him. He embraced the responsibility, dived into his studies, and earned straight A's in both his college and high school classes. Over the next four years, he continued to thrive, eventually completing community college and graduating from a university.

This experience reminded me of the power of offering students opportunities, even when success seems uncertain. You never know what might ignite a love of learning and unlock their potential—it’s about being willing to make the offer and believing in their ability to rise to the challenge.