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: My primary area of concern stemming from my research is the systemic failure to establish authentic psychological safety for LGBTQIA+ educators, which jeopardizes the quality of K-12 education. We know that highly skilled teachers are two to three times more effective than any other factor in determining students' success, influencing outcomes well beyond achievement. Yet, my findings reveal that these valuable educators are subjected to unsustainable emotional taxation and burnout. Many must engage in continuous "code-switching" where they modify their language and behavior. They might also feel the need to maintain a "mental flowchart" of self-disclosure, which creates an exhausting disconnect between their personal and professional selves. Furthermore, the study highlights the gap between individual administrative support and a broader, genuinely inclusive school culture. Often, schools prioritize a "balance game" to avoid conflict with conservative stakeholders, resulting in a culture of silence. This not only makes teachers feel unsafe but also exposes visible advocates to the "real risks" of community backlash, including harassment and threats, confirming that mere visibility or "homotolerance" is insufficient for true belonging.
Despite these concerns, I am excited by the clarity and urgency of the solution this research provides. True equity is an achievable goal for every school leader. The research functions as a call for educational leaders to move beyond passive tolerance toward concrete, systemic cultural transformation. When leaders choose to lead with courage and conviction, they have the power to create environments where authenticity thrives. This means prioritizing visible commitments like displaying inclusive symbols and implementing clear anti-discrimination policies, as well as dedicating resources to meaningful, long-term change. If school leaders commit to assessing staff perceptions and championing diversity, they establish belonging for all educators, regardless of identity. Ultimately, this strategic focus on psychological safety lays the foundation for thriving schools where teachers flourish, students succeed, and communities prosper.
MSA: Thank you for sharing your change story with us Charles!
Contact: charles.keller@rak12.org
