you lose some implicit bias and prejudices. You become more tolerant and thoughtful.” This perspective on continuous learning shapes his leadership style throughout the district’s operations. As a graduate of Dayton’s Paul Laurence Dunbar High School with 27 years of educational experience, Lawrence brings professional expertise and personal investment to his role. “What I find most rewarding about education is that overwhelmingly, most people come to work with a purpose,” Dr. Lawrence reflects.“I worked in banking before, and it’s a completely different environment when you’re working for shareholder values versus creating opportunities for children. I prefer the latter.” Even as superintendent, Lawrence prioritizes student interactions across the district’s diverse student population, understanding that such relationships create lasting impact beyond academic metrics. “I was walking into a store recently and ran into a former student who’s now 36. He works for Apple in their logistics department and has a wife,” Dr. Lawrence recalls.“It’s those moments where students remember you and the impact you had on them.You know you’ve been part of a child’s journey in their life.” LOOKING AHEAD WITH A TWO-YEAR ROADMAP “Looking ahead, our top initiative involves Next Generation Learning and creating a work-oriented environment for all students starting in preschool,” Dr. Lawrence outlines. “We want children thinking about potential careers early, with guaranteed pathway exposures at each grade level. By freshman year, students will have experienced 20 to 30 career options, allowing them to make informed decisions by 10th grade.” This career pathway framework represents a fundamental shift in educational philosophy, 9 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 06 DAYTON PUBLIC SCHOOLS
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