By Janna M. Hall | CEO, Leap Innovative Group
www.LeapInnovativeGroup.com

On Wednesday, November 15, faculty, staff, and students joined together for a surprise assembly at Lucille M. Brown Middle School. Some suspected it was an assembly regarding the $100,000 STEM lab grant the school won in 2015, as Mayor Levar Stoney, Governor Terry McAuliffe, and other city officials gathered in the gym alongside administrators and Lucille M. Brown herself. To everyone’s surprise, the assembly made a quick shift, transitioning into a more personal ceremony honoring not a STEM lab nor the school at large, but one person in particular.

“I’ve come here to present a Milken Educator Award to a teacher who is characterized by compassion, commitment, and dedication,” said Lowell Milken of the Milken Family Foundation.

That teacher was none other than Ryan James, an 8th grade history teacher who’s spent the past seven years dedicating his late nights and early mornings to building the next generation of leaders.

“When I heard my name, I felt a rush of emotions,” James recalls. “I kept thinking, ‘How? Why me?’”

For those who know James, the “how” and “why” go without saying. His career is marked by viral videos of his teaching style and the 2016 Richmond Public Schools Teacher of the Year award. His impact truly extends far beyond the classroom, and though the journey isn’t always as glamorous as prestigious awards and $25,000, he’s just getting started.

The timing of the Milken Educator Award could not have been more perfect. “I’ve wanted to teach since I was 13 years old, but so many times I’ve thought about giving up or wondered if this is the right career for me,” James admits. “Teachers don’t make the most money and the job is stressful, but I truly feel like I’m doing God’s work.”

What makes James so impactful isn’t his ability to craft impeccable lesson plans; instead, it’s the authentic way in which he builds relationships with each student, from the class clown to the introvert. He makes a valiant effort to connect with each of them in order to identify their strengths and understand their struggles, and pushes them to dream beyond any perceived limitations. James recognizes that his presence in Richmond Public Schools is two-fold: he teaches, yes, but he also inspires. His mere presence serves as an example of the professional options available for young Black men at a time when many believe their only path to success is through celebrity.

“A lot of my Black male students have aspirations to be a rapper, entertainer, or athlete,” explains James. “I take pride in being not only a Black professional, but also a Black educator. It opens their eyes to other paths, especially when the media only shows them a limited view of the Black man. I look at my job as being a role model. Young Black boys don’t have enough professional role models that look like them.”

James understood at an early age how critical it is to be represented in every career field. Growing up, he only had two Black teachers, neither of which finished out the year. He knew then and believes now that representation matters, especially in the more formative years. This idea is further driven home during his more casual conversations with the students who treat him like the big brother in the classroom. They often tease James, asking why he feels the need to dress up every day, something he notices they never ask his female counterparts. But to him, that’s the benefit of being a Black man teaching Black boys: students feel comfortable enough to ask questions about professional appearance, and get the added bonus of gaining tangible advice that extends beyond the lesson of the day.

“My students feel like they have someone who looks like them and understands where they’re from,” James says. “They open up to me about things they may not even be comfortable talking to family about, and that’s all because I build genuine connections.”

He took building those connections to another level last September when he welcomed his students back to school with the popular #SoFarGoneChallenge. The video, which shows James incorporating key Back to School pointers over Monica and Missy Elliot’s 2003 hit “So Gone,” went viral, showing teachers everywhere just how much of an impact you can make when you meet students where they are.

James credits Ms. Scott, a fellow Lucille Brown Middle School teacher, with pushing him to act on his idea as the 2016-2017 school year commenced.

“Ms. Scott has been teaching for 16 years now, and I came in as a fresh 23-year-old teacher. She has my back. When I told her about that challenge, she immediately told me I should do it on the first day.”

Despite his apprehension and fears that he’d be setting the wrong tone for the first day of school, James introduced his version of the #SoFarGoneChallenge. Students sat quietly and listened to each word, and at the end grew excited for the start of their 8th grade year with Mr. James as their teacher. That excitement persists today; he makes it a point to incorporate music and social media trends as a tool to keep them engaged and eager to learn.

“When your students enjoy you as a teacher, they work harder because they don’t want to disappoint you,” James says. “That’s why I do teach the way I do. Lesson plans are necessary, but relationships are crucial.”

Whether he’s keeping his “knuckleheads” in line or allowing them to explore their creativity, James says that teaching has undoubtedly changed his outlook on life.

“It’s made me more empathetic to people’s lifestyle,” he explains. “No two students are the same. Some have one parent, others have both. Students could live across the street from one another and live different lifestyles. As a history teacher, I’ve learned that we have to understand our students’ history. Every kid is different, and we have to show them that we see them as human.”

James says that when it comes to Richmond Public Schools, he’s not alone in this purview. RPS is full of teachers who work long before the bell rings and well after students are dismissed for the day. They’re driving students home or staying late to wait for their parents. They invest their all into these future leaders, despite their pay not being a direct reflection of their impact. And that’s the image of RPS James wants the masses to see, and that’s the legacy he hopes to leave long after he leaves the classroom.

But for now, the work’s just begun.

“The Milken Educator Award refocuses me and reassures me that I’m on the right path. My students were so excited, but I had to let them know that progress doesn’t stop at this award. It’s back to business. We have to keep excelling for the City of Richmond. I know God has a plan for me; it may not always be clear, but I’m pushing forward.”