Meet Charles Keller, Ed.D.
Charles Keller, Ed.D. , Instructional and Leadership Coach. Renaissance Academy Charter School
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Charles: I am a career-changer. After college, I primarily worked in mental health research. After a number of different job changes, I started to grow weary of restarting over and over. So I sat myself down and analyzed what I liked most about the roles I had worked so far. What emerged was a feeling of satisfaction and purpose when I was guiding someone, helping them understand or learn something, and watching them build success for themself. Soon after, I decided to apply to teacher education programs. I graduated from La Salle University with certification in elementary and special education. I've been in education ever since. I have worked at charter schools, private schools, boarding schools, and single-sex schools. I have taught grades three through twelve, and even some graduate students! Recently, I decided to go back to school myself, and completed my Ed.D. in Educational Leadership with an endorsement in Teacher Leadership.
MSA: Thanks for sharing that with us. What motivates you to work in the field of education?
Charles: There are many motivators for the career I have chosen. What consistently rises to the top is a desire to ensure opportunities for all students, not just the ones who would probably be ok anyway. There are students with significant trauma in their background. Students who do not look the way that society has taught us they should look. Students with learning differences who need educators that can help them on their journey. Marginalized members of our society who do not readily experience the same opportunities as their non-marginalized peers. Everyone deserves a strong education as a stepping stone into a fulfilling life. I hope to contribute to that in any way I can.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Charles: My dissertation looked at the indicators of psychological safety for LGBTQIA+ educators in K-12 schools. I interviewed teachers who identify as LGBTQIA+ about their experiences, including their sense of psychological safety, their sense of belonging in their school community, and the degree to which they can be their authentic selves in their K-12 schools.
There were obstacles I faced as a researcher, but nothing compared to the obstacles and challenges faced by these educators. Especially in today's political atmosphere, speaking up and speaking out feels perilous, and may not only endanger one's employment but also their personal safety.
I am pursuing the distribution of my results through conference presentations and publication in the scientific literature. I feel this is a way in which I can promote understanding, empathy, and improved practices in our schools.
MSA: What author / book / podcast has played an important role in your development? What are 1-2 valuable nuggets of wisdom you have gleaned?
Charles: A pivotal influence in my understanding of psychological safety and its relevance for LGBTQIA+ teachers has been the work of Amy Edmondson, particularly her book "The Fearless Organization." Edmondson’s research illuminated for me how true innovation, learning, and wellbeing happen when people feel genuinely safe to bring their whole selves to work and to voice dissent, concerns, or new ideas without fear of negative consequences. One essential nugget from Edmondson’s writing is the idea that psychological safety is “literally mission critical”. Leaders can no longer lead in a Machiavellian manner. Fostering a safe climate is foundational for high performance and true inclusion.
Another powerful insight is Edmondson’s emphasis on leaders actively inviting input with humility and openness. Leaders can explicitly communicate that every voice matters, through intentional questions and authentic engagement. This creates a culture where marginalized individuals, including LGBTQIA+ teachers, feel seen and valued. The notion that “psychological safety is greater when people feel authentically seen,” and that inclusivity flourishes when all team members feel their contributions matter, continues to shape my thinking about leadership.
MSA: What is one thing about the current state of education that worries you or excites you?
Charles: One thing that excites me about the current state of education is the growing emphasis on learner-centered design. I am enthused about how frameworks like Universal Design for Learning (UDL) are empowering teachers to honor individual variability rather than defaulting to a one-size-fits-all model. This shift holds promise for making learning more equitable, engaging, and authentic for every student.
Universal Design for Learning (UDL) supports growth for members of marginalized communities by proactively designing learning environments that minimize barriers and honor individual differences, leading to greater equity and inclusion in education. Rather than treating diverse needs as exceptions, UDL intentionally plans for variability among all students. Whether differences stem from race, language, ability, socioeconomic status, or other factors, UDL helps teachers build belonging and community.
MSA: Thank you for sharing your change story with us Charles!
Contact: charles.keller@rak12.org