for more of the adults than the students,” Gordon says. “That’s not the business we’re in.” From student achievement and workforce readiness to capital investment and staff development, Suffolk City Public Schools is intentionally building a district that supports the whole child while also strengthening the community’s long-term economic future. Under Gordon’s leadership, the district is leaning into three priorities with clear urgency: deeper community partnerships, stronger teacher support and retention, and a K–12 STEM model designed to meet real workforce demand. A CULTURE BUILT AROUND STAFF SUPPORT AND RETENTION Like districts nationwide, Suffolk City Public Schools is confronting a reality that threatens student success more than any curriculum debate: staffing stability. Gordon points to research showing that nearly half of teachers leave the profession within the first three years. His response has been to build layered supports that help teachers grow, feel valued, and remain in the classroom. One key addition is a new teacher development coach, a district-level position created to provide targeted coaching for early-career teachers, especially around classroom management. Gordon is candid about the gap many new educators face: classroom management is often not taught deeply in teacher preparation programs, and with the rise of career-switcher teachers, many new staff have not experienced traditional student teaching.The coach provides practical tools, strategies, and guidance that can make the difference between burnout and success. Suffolk City Public Schools also supports teachers through mentorship structures within buildings, often pairing new educators with experienced colleagues and providing additional compensation for staff who take on that role. Beyond mentorship, Gordon emphasizes the importance of professional development that actually produces innovation. He strongly encourages conference participation, but with a clear expectation: teachers should bring back ideas that can be discussed and implemented, not simply attended and filed away. Just as important is voice and accountability. Gordon holds monthly meetings with employee associations across staff groups, ensuring concerns are heard and communicated back with follow-through. He also makes these conversations visible to the school board, reinforcing a culture where feedback is not ignored or buried. To further ensure teacher leadership remains central, Suffolk uses teachers as practitioners in district development work. Teachers help build pacing guides, develop curriculum maps, and contribute to instructional planning so the system reflects classroom reality rather than being driven solely from the central office. 439 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01 SUFFOLK CITY PUBLIC SCHOOLS
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