Name: Seth Feldman

Title: Executive Director

Organisation: Bay Area Technology School

Dr Feldman joined BayTech in January 2019. He leads the school’s strategy development and works directly with the Board of Directors. Dr. Feldman is an expert in the assimilation of assistive technology throughout the school curriculum.

Prior to joining BayTech, Dr. Feldman was the principal of Cunha Intermediate School in Half Moon Bay, CA. He holds an EdD in Curriculum and Instruction from Oakland City University (IN), JD from the Illinois Institute of Technology (IL), MA in Forensics and Fraud Examination from West Virginia University (WV), Masters Degree in Public Administration from East Stroudsburg University (PA) and the following CA Clear Credentials: Administrative Services, English, Civics, and Multiple Subject with ELD endorsement.

Dr. Feldman is also CASBO (California School Business Officer) certified and graduated from the University of Southern California with a special CA designation in this area. Prior to starting his career in education, Dr. Feldman was an attorney and non-profit executive working in organizations located in London, UK, Paris, France, Rehovot, Israel, and Chicago, IL.

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

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

Cheers,

Jonno White

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

One of the most significant challenges I have faced as an educational leader is keeping the focus on the core mission of schools—educating students to become informed, engaged, and capable citizens. In California and across the country, schools have increasingly taken on the role of full-service social service agencies, providing a vast array of support beyond academics. These include mental health counseling, medical services, year-round food distribution, parenting classes, and various wraparound services designed to address the needs of students and their families.

While these services are undeniably critical, especially in communities where families face economic hardship, food insecurity, and limited access to healthcare, the expansion of these responsibilities often comes at the expense of our primary objective: ensuring that students receive a high-quality education that prepares them for college, careers, and civic life. Educators and school leaders frequently find themselves navigating complex social and economic issues, diverting time, attention, and resources away from instructional excellence, curriculum development, and academic achievement.

Balancing these demands requires strong leadership, strategic partnerships, and a clear vision for what schools should prioritize. I have worked to address this challenge by advocating for policies and practices that maintain a strong academic focus while leveraging community organizations, government agencies, and nonprofits to provide essential services without overburdening schools. By establishing collaborative partnerships, schools can still serve as a hub for support, but in a way that ensures educators remain focused on teaching and learning rather than becoming social workers, healthcare providers, or case managers.

Ultimately, the role of schools should not be diminished or overshadowed by the weight of external demands. Instead, we must reaffirm our commitment to education while ensuring students have the necessary support to thrive, without losing sight of our fundamental purpose.

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

I came to education as a second career, entering the field later in life after initially pursuing law. My path toward teaching and educational leadership began while I was in law school, where I spent my last two years as a hotline attorney with First Defense Legal Aid. In this role, I represented individuals in the pre-charge and arraignment phases of their cases. It was during this time that I had a profound realization—an overwhelming majority of my clients were African American males between the ages of 11 and 16. What became painfully clear was that the school system had failed them long before they found themselves entangled in the criminal justice system.

This realization stayed with me. I saw firsthand how these young men had been pushed to the margins, often without the support, resources, or opportunities necessary to change their trajectories. When the economy collapsed in 2008-2009, I decided it was time for a career shift, and my experience as a hotline attorney led me toward education. I knew that real change had to happen long before a young person entered the legal system—it had to happen in classrooms, schools, and communities.

Since making the transition into education, I have had the opportunity to teach in a variety of settings, each one offering unique insights into the challenges and possibilities within our education system. I have taught at a Catholic school, inside a juvenile detention center, at a public military school, and in an affluent district serving English language learners. Each of these experiences was incredibly rewarding, but they also reinforced a powerful truth: the scale of impact matters.

Teaching in a single classroom allowed me to influence the lives of 30 students at a time. Running a school expanded that impact to 1,000 students, along with their teachers and families. But I came to understand that leading a school system has the potential to affect tens of thousands of lives, not just students, but also teachers, parents, community members, and all stakeholders invested in the success of education.

This realization has shaped my leadership philosophy. Education is not just about academic achievement; it is about providing the structure, support, and opportunities that allow young people to build meaningful futures. It is about ensuring that schools do not merely serve as pipelines to the legal system but instead become launchpads for opportunity, civic engagement, and social mobility. My journey from law to education has reinforced my belief that leadership at the systemic level is where real transformation happens—and that is where I have committed my career.

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

My workday is anything but ordinary! I don’t know many other educational leaders who are super-commuters like me. I split my time evenly—50% of the month physically on-site as a school leader in Oakland, CA, and the other 50% working remotely as our superintendent of this small, but mighty district, 3,500 miles away.

My day typically starts at 6 AM and doesn’t wrap up until around 6 PM—though with my phone constantly ringing (parents included), it often feels like a 24/7 job. Despite the whirlwind schedule, one non-negotiable part of my day is from 9 to 10 AM, when I dedicate time to visiting classrooms and meeting with students. We’re a small school, so everyone wears multiple hats—including me. In addition to my leadership role, I also serve as our college counselor, working with students daily around 10 AM to ensure they’re set up for success after graduation.

Afternoons from 2 to 5 PM are often spent writing grants, chasing funding opportunities to provide our students with a world-class education. As a small but mighty school, we take pride in our nearly 100% graduation rate. Despite 90% of our students qualifying for free or reduced lunch, we make sure they have access to the best opportunities, resources, and experiences available. It’s a demanding role, but every moment is worth it to see our students thrive.

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

I was recently reminded just how closely people listen to every word a leader says—and that they don’t forget.

When I first started at my school, I was appalled by the rundown, unsafe, and unsanitary conditions our students and staff had to endure. During my first week on the job, our office manager asked me about my vision for the school. Without much thought, I casually responded, “To build a school that shows our kids we care about them, love them, and want to offer them a great place to come every day.”

Fast forward seven years, and we are now on the verge of opening a brand-new campus, one with all the modern amenities and opportunities typically found in elite private schools. Our students will walk into a space that makes them feel valued, our staff will work in a safe and inspiring environment, and the building will stand as a symbol of progress and investment in the community’s future.

At a recent open house, a parent asked one of our longtime staff members why she had stayed at the school for so many years. Her response floored me. She said, “The first time I heard Dr. Feldman talk about building us a home, I knew he meant it. I believed him when he said he would take us out of here, and I wanted to stay long enough to see it happen. I stayed because I trusted that he would take care of us.”

I barely remembered that conversation, but for her, it had been a defining moment. She had held onto my words, trusted them, and held me accountable for them. It was a powerful reminder: People hear everything you say, and they remember it. As a leader, your words create expectations, build trust, and shape the future.

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?

Tuesdays with Morrie has had a profound impact on my journey as an educational leader because its core message: that life is meaningful when lived with love, friendship, and purpose—aligns deeply with my philosophy on leadership and education.

The book is a powerful reminder that relationships matter, that investing in people is what truly leaves a lasting impact, and that even in the face of challenges, we must continue to live and lead with intention. Morrie’s wisdom about embracing life, valuing human connections, and finding fulfillment in serving others has been an anchor in my work.

In education, there are endless obstacles—funding issues, systemic challenges, and the ever-growing responsibilities placed on schools. But Tuesdays with Morrie reminds me why I give 100% every day: because education is about more than just academics. It’s about shaping lives, instilling purpose, and making sure every student and educator feels seen, valued, and empowered. That lesson continues to fuel my commitment to this work.

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?

If I could give one piece of advice to a young educator aspiring to be a leader, it would be this: Educational leadership is a profession, not just a passion.

Passion is important—it fuels your drive, keeps you motivated, and reminds you why you started. But passion alone isn’t enough. Leadership requires strategy, resilience, and a deep understanding of systems, finance, policy, and people. It’s about making tough decisions, balancing competing priorities, and ensuring that students, teachers, and communities thrive, not just survive on idealism. Plus, we run schools for kids, not for competing adult interests.

Treat educational leadership as the profession it is. Study it, refine your skills, build your network, and learn from both successes and failures. Passion will get you started, but professionalism, preparation, and perseverance will sustain you.

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

One of the most defining and challenging moments of my career as an educational leader came in the aftermath of the 2022 Oakland school shooting—the latest mass shooting on a school campus in California history. It was an incredibly traumatic event for our students, staff, and families, but what stands out most is how our school community responded. Despite the devastation, we were able to reopen within five days—far sooner than the other schools on our shared campus.

The key to this swift recovery was trust. Because I had spent years building honest, transparent relationships with parents, staff, and students, they believed in our leadership. Even when I didn’t have all the answers, I was upfront about it, saying things like, *“I don’t know the answer to that right now, but I’ll find out.”* That honesty mattered. Our parents trusted me enough to send their children back, our teachers returned, and our administration stood firm.

That experience reinforced three critical leadership lessons:

1. **Build trust before you need it.** Leadership is about making deposits into a trust bank with your community—one day, you will need to make a withdrawal. If you’ve built enough goodwill through honesty, transparency, and integrity, your community will stand with you when it matters most.

2. **Speak plainly and with authenticity.** What set our response apart from other schools on campus was communication. I avoided bureaucratic or “district speak” and instead used clear, direct, and compassionate language. People don’t need polished statements in times of crisis—they need clarity and reassurance.

3. **Take care of yourself, too.** In the midst of leading, supporting others, and carrying the weight of a traumatized school community, I forgot to take care of myself. I ignored my own well-being, and the toll became clear—60 pounds later, I realized the price I had paid. Now, more than two years later, I am finally prioritizing my own healing, but I should have started much sooner. Leaders must extend themselves the same grace and care they give to others.

This experience was a defining moment, not just for our school but for me as a leader. It reinforced that leadership isn’t just about policies or procedures—it’s about people, trust, communication, and resilience.