Brandie grew up just outside of Washington, D.C. and stayed close to home to earn her bachelor’s degree in public policy analysis at the College of William and Mary in Williamsburg, Virginia. After graduating, she moved to Louisiana to teach second grade as a Teach For America corps member. In recognition of Brandie’s success in the classroom, the state Board of Education president selected her to serve on the state’s advisory committee on educator evaluation. As one of the committee’s only teachers, Brandie was a vocal advocate for increased accountability and a racial equity lens in developing Louisiana’s teacher and administrator evaluation program.
This experience sparked her interest in education policy, which Brandie pursued further by joining the Louisiana Department of Education as an education reform fellow. As a fellow, Brandie continued to ensure the successful implementation of the state’s newly adopted educator evaluation system. She then found her home in the Office of Portfolio, where she developed and implemented an evaluation protocol for charter schools in the New Orleans Recovery School District. Most recently, Brandie worked as the managing director of policy for Educators 4 Excellence-Connecticut. In this role, she supported teachers to get involved in education policy to improve teaching and learning, just as she had earlier in her career.
Although Louisiana and Connecticut—states where Brandie first discovered education policy and met (and married) her husband—will always have a special place in her heart, she loves her new home in the Twin Cities and contributing to the vibrant, local education advocacy movement.
I aspire to be like Nina Simone. Here’s why:
In addition to being one of the greatest American musicians and vocalists, Nina Simone was also a lifelong activist for racial equity. While many are familiar with her protests songs in which she openly criticized the racial inequality prevalent in the U.S. in the 1960s, few people know how early Simone’s activism started. At only twelve years old, she protested the preferential seating for whites at her first piano recital, refusing to perform until her parents could relocate to the front of the auditorium.
I admire Nina Simone and aspire to be more like her because of her acceptance of the unfortunate truth that with activism comes discomfort. As I work to be a better activist—on issue of racial equity, feminism, education reform or anything else—I strive to remember that sometimes activism will be uncomfortable for me, and that from my discomfort comes progress.
With all of the wonkiness in policy, it’s easy to lose sight of “the why” behind our work: removing barriers to a high-quality education for kids. Fortunately, my team at MinnCAN actively places students and families at the forefront of our work. It is easy to fall in love with a job when “the why” is clear and compelling, and at MinnCAN I have that.
Growing up in Virginia, I attended K-12 public schools and a public university. Although I initially struggled in school, I was fortunate to have teachers who believed in and pushed me. My favorite teacher, Ms. Nester, even inspired me to become a public school teacher myself. Due to my experiences as a student and later as a teacher, I believe deeply in public schools. I also know how important it is that each and every child have what I had: teachers who believe in them.
Speaking softly, because I’m a naturally loud talker. This problem is especially problematic when I’m on conference calls. So when you meet me or have a call with me, know that I’m not screaming—that’s just my normal talking voice.
As an education policy influencer, I believe my work must be grounded in the needs of families and students. I chose a picture of headphones to represent the importance of listening. I believe creating strong education policy starts by listening to those closest to the classroom: parents, students and teachers.