In this episode, we welcome Charles Small, a flight instructor from Richmond, Virginia — and a Black Educators Matter first. Not only is Charles our first aviation instructor featured on the podcast, but he is also the son and brother of two previous podcast guests, making this a true family affair. His journey into aviation began with a single tour of Embry-Riddle Aeronautical University in 10th grade, where one encounter changed the trajectory of his life. What followed was years of grinding, working multiple jobs, playing rugby, and even fighting professionally, all to fund the $130,000 path to becoming a certified flight instructor.

Charles is passionate about what his presence in the cockpit means for the next generation. In a field dominated by a "boys' club" culture where Black instructors are rare, he understands that visibility is everything. His call to action is encouraging other professional pilots to return to their communities and speak to students directly, showing them that aviation is within reach. His teaching philosophy is rooted in safety, patience, and letting students grow through the process. And while the skies may not yet be equal, Charles Small is doing his part to make sure more Black students look up and see themselves there.

“My joy is my responsibility”

Roosevelt Smith

Student Manager; Program Director

“So I like to say, I went to college and I never came out,”

In this episode, we sit down with Roosevelt Smith, a student manager and program director at York College in Queens, New York, whose career has been built on one core belief: students deserve to be ready for the opportunities waiting for them. From co-founding a mentoring program as a college student to managing wraparound support services, Roosevelt has spent his career closing the gaps that keep Black students from reaching their full potential.

“A future where students are ready.”

Roosevelt pulls no punches when assessing the state of Black education, calling for an "acceleration mandate" to address deep readiness gaps in academics, financial literacy, and goal-setting. Through mentorship, personal mission statements, and intentional storytelling, he is equipping students with the tools to seize every opportunity in front of them. He speaks on the intentional practice of scheduling rest, how he cultivates joy, and what he hopes his legacy as an educator will be.

"I think that's really what education is about, you know, providing opportunity."

Dr. Jonathan Quash

Executive Director, Music Educator

"I just happened to really believe in the power of the arts and how the arts can help transform a person's life. "

In this episode, we sit down with Dr. Jonathan Quash, University Executive Director for the Black Male Initiative at CUNY, whose roots in Jamaica, Queens shaped a lifelong belief that education is a communal responsibility. From the church pews to the Cub Scouts to the classroom, Dr. Quash was surrounded by Black educators who modeled the "lift as we climb" philosophy, and he has spent his career doing exactly that. As a music educator and administrator, he has faced doubt and resistance at every turn, only to respond by creating his own stages and opportunities for students to shine.

"I think the challenge right now for us in education and in Black America is finding real leadership and making sure we follow that because that's the hard part."

Dr. Quash is sounding the alarm on the current state of Black education, where funding is being cut, Black history is being removed from curricula, and culturally focused programs are quietly being rebranded out of existence. But his vision for the future is clear: education must evolve to meet students where they are, equipping them with financial literacy, life skills, and mentorship from day one. For Dr. Quash, Black educators are not just teachers — they are lifelines.

I didn't want to become an assistant, to be honest with you. It's people that just see something in me…

Keshia Smith

Assistant Principal

And so we as educators, it might not necessarily be by a book… but it is where we did what we had to do and we figured it out. And I think that's the beauty of us, is we're going to figure it out.

In this episode, we sit down with Keshia Smith, an assistant principal from North Carolina whose journey into education was God-given, God-ordered and God-directed. As a preacher's kid, Keshia moved constantly and found herself in a system that was quick to label her before it understood her — diagnosed with ADHD long before anyone recognized she was academically gifted. It wasn't until her third grade teacher said "let's test her" that the full picture emerged. She blew it out. What carried her through wasn't just talent, but an incredible curiosity and a refusal to stop until she figured things out — a quality she brings to her work with students every single day.

My joy is seeing kids that I've touched succeed, and I have seen many kids.

Her road to the classroom was winding, but once she arrived, her impact was undeniable. Students who weren't even on her roster would linger in the hallways just to be near her space — and Keshia would pull them right in, email their teachers, and hold them to the same standard as everyone else. Her classroom was a place where kids felt seen, held accountable, and welcomed all at once. As she puts it, "I'm just Keshia" — no pedestals, no performance, just genuine care. That authenticity is ultimately what led her principal to spend four years convincing her to step into administration, and it remains the cornerstone of her legacy today.

“I think that there was a catalyst moment in my life, and so, life took me into education, but if I had been paying attention, I would have known that this is where I was supposed to be all along.”

Ms. Shanelle Smith

Principal

https://www.hbcuwalkingbillboard.org/

“My new message became y'all can accomplish a whole lot more together than apart.”

In this powerful episode, we sit down with Principal Shanelle Smith of Lincoln College Preparatory Academy — her very own alma mater — to explore the profound impact Black educators have on their students and communities. Shanelle opens up about her unexpected path into education, from navigating personal loss after her mother's passing to discovering a deep passion for working with underserved youth. She reflects on what she calls the "learning behind the learning" — the cultural wisdom, code-switching skills, and sense of belonging that Black teachers uniquely provide, and why their presence in schools remains as vital as ever.

“I think that in order to really break down the state of education in Black America, we got to look at it in America as a whole.”

Shanelle also shares the inspiring story behind her nonprofit, HBCU Walking Billboard, which started with something as simple as wearing an HBCU shirt and grew into a full 501(c)(3) organization dedicated to bringing awareness of historically Black colleges and universities to Kansas City. From scholarships and college tours to annual send-off celebrations, the initiative reflects Shanelle's belief that students deserve to see every door that is open to them. As she puts it, her life's work is about liberation — giving students the tools, the pride, and the pathways to chart their own futures.

“And so for us right now, in urban spaces, in cities, we have a beautiful opportunity as a group of educators right now.”

Terris King, II

Founder, Temple X Schools and Baltimore Forest School, former Kindergarten Teacher

https://www.baltimoreforestschool.org/

“I’m all about birth to eight years old. I believe it’s the most important time of a young person’s life.”

In this week’s episode, Terris King II, founder of Temple X Schools and Baltimore Forest School, makes a bold case for reimagining early childhood education, especially for Black boys. A former kindergarten teacher shaped by faith, community, and mentorship, King has built a nature-based, trauma-informed model that moves children from screens to forests. Grounded in experiential learning and powered by public private partnerships, his work challenges the politics of traditional schooling and centers the sacred responsibility of getting the early years right.

“So for us, it is our responsibility to guard the children from the chaos, create joy pathways for experience that mobilizes them to know that, like, I am empowered.”

King shares how outdoor learning, participatory science, and community collaboration are transforming Baltimore by reducing crime, strengthening neighborhoods, and giving children real agency. From students speaking before lawmakers to partnerships with hospitals prescribing nature, his five-year-old movement is proof that innovation rooted in culture, faith, and joy can create systems change. For King, this moment is a beautiful opportunity for Black educators to lead boldly and build environments where children don’t just learn, but thrive.

“The future of education has got to be innovative.”

Tannette Elie

“I come from a family of educators and I never ever thought that I would be a teacher, never.”

Tannette Elie’s path to the classroom began as a longtime journalist and business columnist before transitioning into higher education. Now an adjunct associate lecturer at a Wisconsin institution, she turned a part-time teaching opportunity into a full-time calling, earning her master’s degree and bringing decades of real-world media experience into her courses. Her unconventional route and determination to navigate academia as a Black woman without a PhD shaped the confident, career-focused educator she is today.

“I don't treat them like they're just these students or kids; they're professionals to me.”
With 20 years of print media experience followed by 16 years in the classroom, Tannette approaches her communications courses like an editor, requiring rewrites, interviews, elevator pitches and emphasizing industry standards that prepare students for real careers in the field of communication. She is especially passionate about mentoring Black students, helping them build confidence, sharpen their skills, and access opportunities they may not have imagined for themselves. She also speaks about the declining presence of Black male students in her classes and the broader implications for Black education. Her legacy is rooted in representation, rigor, and results—ensuring her students leave not just inspired, but equipped to do amazing things.

“There is a special level of comfort and communication that happens between educators of color and students of color, and I have been privileged to experience that in every single space of my career.”

Ms. Tymia Morgan

ELA / IB Teacher, Teacher Mentor

“I'm proud of the way that I've been able to show up and be authentic and genuine in front of my students.”

Tymia Morgan brings 20 years of lived experience to the classroom as an IB English teacher, department lead, and mentor in Kansas City, Missouri. Raised in a family of educators (#shoutout to her mom’s 42-year career in education), Tymia’s path was shaped by strong Black teachers and a deep belief in representation. She shares how Black educators create spaces of trust, cultural understanding, and guidance that extend far beyond academics, helping students feel seen, safe, and capable.

“I really am excited for the community to really own education again, to make it more than just a school thing, to make it a home thing, to make it a church thing, to make it a community center thing.”

During our conversation, Tymia reflects on the realities of burnout, protecting one’s peace, and navigating systems that don’t always value Black women’s labor. She offers powerful stories of student joy, honest insights on mentoring with respect and transparency, and a vision for education rooted in community. Grounded in love, authenticity, and care, Tymia’s legacy is a reminder that showing up fully, with heart and honesty, is transformative for students and educators alike.