Kat Clark - Teachers in Their Power

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Kat Clark - Teachers in Their Power

Storytelling for social impact. I recently left Apple, where I was a senior manager focused on K-12 education. Most of all, I value children.

I'm currently working on a storytelling project called Teachers in their Power. Over the past ten years, I worked at four schools before moving into tech to help educators buy homes in expensive cities. I was the 11th employee at Landed, a startup now valued at over $100M, where I was the first marketing hire. At Apple, I pitched and launched Apple Learning Coach — a free professional learning pro

gram that trains instructional coaches, digital learning specialists, and other coaching educators to help teachers get more out of technology. I led development of the learning experience design as well as the marketing strategy and built out the program with a talented team. I value community, compassion, decisiveness, empathy, honesty, and joy.

08/01/2026

(9/9) “I’m intentional with all my lessons. I take my time to put work into them. One lesson, the kids were doing the work, going through task by task, and one kid shouted out, ‘Mr. Franklin, you had some time this weekend to do some work!’ I was like, ‘I did. I’m glad you realized that.’ When the kids notice the work you put in, and when they actually do the work because they know you didn’t just print it offline somewhere, they know you took your time to tailor it to them, that’s the story I want to share: kids will notice the work that you’re doing as an educator, when you actually put the work in and don’t try to cut corners.

When I taught sixth grade, the Great Migration was a big thing that we discussed. We were preparing to write a document-based question, a high school-level task that we have middle school students complete. I gave them the background knowledge, readings that weren’t too long or too short, and questions directly related to the reading. Then I had them create journal entries as if they were migrating during that time, introducing them to the music, the scenes, the clothing, and what families looked like. Painting that picture gave them the aha moment: ‘Oh, I get it. That’s why we are doing those various things in class.’

When we covered the transatlantic slave trade, I had them create a mural. Each group had a different segment, from the Middle Passage to arriving in America, and an essay to tie to that mural. I tell them the history all the time: the founder of Alabama A&M was sold into slavery and came back to that very land to found an institution where Black people could go and learn.

The work that I’m doing is nothing new. It goes back to standing on the shoulders of our ancestors and our giants who have done that work. I’m just picking their work up — from Carter G. Woodson, from Malcolm X, from Dr. King — and continuing it in the classroom today. I’m blessed beyond measure to do the work that I’m doing.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/31/2026

(8/9) “The youngest I’ve worked with is pre-K, and I’ve taught up through eighth grade. I’ve learned kids are innocent. I think we take away kids' innocence sometimes as they mature. But they’re all still kids. They’re still sponges, and it’s never too late to provide support for a child.

No matter what the data says, each child can receive support and get the help they need at any point in their life. It’s about who is there to intervene when they get to that point. Every child can learn, no matter who they are, no matter what their challenges are, and they’re willing to learn if you allow them to learn. And don’t forget that they’re still children. We can’t keep removing their innocence early on — especially as Black males, we’re forced sometimes to grow up so fast, because we look more mature, we look older. But we’re still kids at the end of the day.

Teaching seventh and eighth grade, I’ve learned middle school boys need something consistent in their life, and someone being that positive role model — someone there to say, ‘Yes, that is a great idea. You might need to change that.’ Oftentimes, they don’t have anyone to go to for that. I have to listen, observe, not judge, and determine what the child needs. The most challenging child comes to me, and I don’t see those challenges in my classroom. Because I respect them. When they’re doing what they’re supposed to do, I highlight that just as much as any other behavior.

We have to flip the narrative. The narrative has been spun to say that our Black boys can’t learn, they don’t want to learn — all they want to do is play sports, all they can do is rap a song. But they can do much more if we allow them to and give them the space to do all the things they want, without judging them. The biggest thing is exposure — taking my students to different environments: a conference room, a sports arena, a gala. That’s when they start to become those model citizens we hope them to be.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/22/2026

(7/9) “How do I keep doing it? One, early mornings and late nights. But two, I think you have to set boundaries. Everyone knows after 9:00 I’m unavailable. Don’t call me, don’t text me, don’t look for me, because I’m taking that time for myself. Having friends who support you in the work you’re doing is key. My friends know I’m not ignoring them because I want to — I’m literally in the middle of teaching a class. Having those friends keeps me grounded, and so do the people I work with. We have phenomenal teachers here at the school, and we’re there for each other. You need water, you need candy, you need this — I got you. And they back me up and support me.

I appreciate the admin team I have. With my Academy Director, Mr. Cameron, it’s never a no. It’s, ‘Okay, let’s try.’ With Mr. Lawson, it is a ‘Yes and…’ It’s respect. We’re all humans, and we’re going to make mistakes, but when I see you doing the work to support us, I don’t mind that mistake. I want to be the hardest-working person in the room, and when I see an admin working just as hard, that’s when I can back you, and I can do whatever is necessary, with the kids in mind.

I’m the most constant thing in some kids’ lives. When they don’t have consistency anywhere else, they look for the consistency in me. They know I’m going to be there no matter what — to hold them accountable, to love them, to give them the support they need, to tell them happy birthday. That’s what keeps me in it.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/15/2026

(6/9) “Teaching is not a single task where people just walk into a classroom and read from a book. It’s multifaceted. Not everyone can do it, no matter how intelligent you might think you are, no matter how many things you think you can do. It requires a gift to really be a great teacher. That’s why when I came to education, I didn’t tell many people — I knew the phone calls I was going to receive: ‘Why become a teacher? You don’t get paid much. You’ll get stressed out by kids.’ But I’m doing it because it was in my path to do.

I wish people understood that teachers need all the support possible, because we’re the ones carrying a heavy load when it comes to changing our society and changing our neighborhoods. We’re shaping the kids who are growing up to become our doctors, our lawyers, our basketball players — we’re the ones shaping them as they go through school.

My day starts at five o’clock, and I’m thinking about the work I’m doing for someone else’s child. School ends at three, at 3:30 I’m going to after-school, I leave here at six o’clock — and guess what? I have to go home and still do more work. I teach 120 kids, two courses, with very limited planning time. We’re meeting with parents, calling parents, logging it — all these little tasks on top of having the knowledge ready to answer any question that might come about, and remembering every single child and their needs.

And there are the many roles that we play: the counselor, the nurse, the mentor, and more. So many weekends, I’m washing clothes for kids — they didn’t come to school because they didn’t have washed clothes, so I wash their clothes, and they’re there for another week. Teachers are the ones picking up the slack. The community used to be there to support, but we’re fading away from that, and teachers are the ones who still ground themselves in supporting the kids and meeting the needs of many kids. It’s our gift to do it.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/14/2026

(5/9) “I have many moments that reinforced my commitment to teaching. But there was a particular moment in the classroom when the kids told me, ‘Mr. Franklin, you talk too much. Let us do it.’ I’m a person who can talk all day, and I’m learning to find that balance where the kids have a voice in the classroom.

That moment when the kids said, ‘Okay, Frank, you can sit down now’ — that meant I did my job, right? Because they’re able to teach themselves without me. I’m there physically, but they’re able to take it and go — learn and engage with each other, have those conversations with each other. That was an aha moment that reinforced why I do this work.

Even though you might not see your teaching making an impact from moment to moment, it always comes about when you are committed to it. I don’t have to correct kids anymore, because one of their classmates is going to correct them; they know my expectations for them. Seeing the kids do it pushes me and keeps me grounded as I do this work, because it’s very challenging. Even the food they eat — I’ll challenge them: ‘Why do you eat that?’ And then they come in with a smoothie, like, ‘What? I got much better!’

Seeing them make those small little changes — it’s not that I’m controlling their lives. I’m just showing them what different looks like. Once they experience that difference, they’re able to use it as a guide to keep improving their lives as they go throughout life.

How do I stay so positive? My mom makes me drink positive energy tea, so that works. And my joy comes from my grandmother. No one can ever steal joy from my grandmother. No matter how many challenges she endures, there’s always that smile, always her being there for someone, always her working hard, ensuring that we have what we need. When she wakes up, the first thing she does is pray, and then she’ll go to the porch and shout: ‘Thank you, Lord!’”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/09/2026

(3/9) “There are a few people who inspired me to become an educator, but none more than Mr. Washington, my band director from fifth grade through twelfth grade — who now serves as principal of the high school we attended.

Mr. Washington was the model father that we all yearned to have; when I say us, I mean my friends and my twin brother. Mostly, in our households, we didn’t have that male figure. Mr. Washington was that male figure for us. He was there for us as we matured, from fifth grade through high school and even through college — he’s the one who drove my twin brother up to Howard University. Watching him go through his challenges, but still keep focused on serving us and also serving his family, showed us what it looks like to be the kind of Black father we often don’t see in our neighborhood.

Mr. Washington taught us far more than music. He taught us what leadership, consistency, and service looked like. He celebrated our birthdays, encouraged us when we struggled, and showed up for us every single day. Watching him lead students while caring for his own family gave us a model of excellence that challenged many of the stereotypes we often saw in the media. He showed us that Black men could lead with strength, compassion, and integrity.

One of the greatest gifts he gave us was exposure. Through the band, we traveled across the country and around the world. My first plane ride was with our band. We performed throughout the United States, visited the Bahamas, traveled to Trinidad and Tobago, and even to South Africa. Those experiences taught us that our dreams didn’t have to be limited by our ZIP code.

Mr. Washington believed every student deserved to see a world bigger than the one they grew up in. He expanded our horizons long before I realized how important that was. Today, I strive to do the same for my students — because great teachers don’t just prepare students for the next test; they prepare them for a bigger future.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/07/2026

(2/9) “Attending school in metro Atlanta, my teachers were predominantly Black. Having Black educators who inspired me to keep achieving academically and to be a positive role model in the community was the biggest thing that drove and inspired me to become an educator.

When you think about how you can change the world, so many things come to mind. My mom was a nurse. My grandmother dedicated her life to helping people. Their examples taught me that a meaningful life is one spent serving others. For me, education became that calling.

Working for C5 Georgia Youth Foundation, a year-round youth leadership development program, confirmed that education was where I was meant to be. The first group of students I worked with became my inspiration and reinforced my desire to dedicate my career to serving young people. Black boys need more support. All kids need support, right? But I think Black boys in particular need a positive male role model to be there as inspiration and as a guide as they navigate school and life. That belief stemmed from my mom, who had four boys. But then, of course, through experience you learn: ‘Girls need help too, Mr. Franklin!’

My innate ability to inspire others and help them through challenging times is what has kept me committed to this work. During the school year, I support students and teachers in schools. During the summer, I continue that work as a camp director. It’s a year-round thing: seeing young people both inside and outside of the classroom gives a broader perspective on who they are and what they need, allowing me to make better-informed decisions in how I support them. All of my experience is my guide as I keep achieving my dreams and reaching for the stars.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

07/06/2026

(1/9) “I was born and raised in Atlanta, Georgia, a city shaped by the legacy of the Civil Rights Movement and generations of excellence. Growing up in that environment, I learned that leadership was about service. Inspired by Congressman John Lewis, I naturally stepped into leadership roles in my school and community.

By middle school, my twin brother and I started living with my grandmother, and we attended KIPP Atlanta Schools for middle and high school. At KIPP, the expectation was always ‘to and through college,’ and that mindset helped me earn a full scholarship through the 5 Strong Scholarship Foundation to attend Alabama A&M University.

When I got to undergrad, I majored in political science. My idea was to work on Capitol Hill and fight for education policy. But education was always a passion, and I eventually decided to become a teacher. Teaching was the thing I wanted to do. After my first year in college, I started working for a summer camp and youth programs.

At that point, I had to decide: do I want to go back home to start the work — something I know, something comfortable — or do I want to challenge myself in a new city? I chose the challenge. That’s what led me to Washington, DC.

Since starting my career in education, I’ve taught students from high school through elementary and middle school. The range of experiences has given me a deeper understanding of how students grow and develop at every stage of their educational journey.”

–Caleb Franklin
Teacher at Friendship Public Charter School
City Teaching Alliance Fellow, Cohort 2021

Since this interview, Mr. Franklin has transitioned to the role of Humanities Instructional Specialist at Friendship Southeast Academy.

04/10/2026

(8/8) “The more time I spend in the classroom, the more I realize that this work isn’t just about what I give to my students. It’s also about what I’m learning from them.

They reflect things back to me I might not have seen otherwise. My assumptions. My reactions. My habits. The ways in which I show up, especially in moments that feel challenging or uncomfortable.

Teaching has a way of making you more aware, if you let it.

It asks you to pause and sit with harder questions. Why did I respond that way? What am I bringing into this space? How do my own experiences shape what I see, and what might I be missing?

Because every student walks into the classroom with their own story. And the way I meet them in that story matters.

My students push me to do that. To confront the parts of myself that are still learning. To notice when I default to what’s familiar instead of what’s intentional.

There’s no finish line with this work. No moment where you’ve fully arrived. Just a continual process of learning, unlearning, and adjusting.

My students are growing every day.

And if I’m doing this right…

I am too.”

–Elizabeth Wallin
Teacher at Paramount Cottage Home
Indianapolis Teaching Fellows, 2023 Cohort

teachersintheirpower.com

04/09/2026

(7/8) “But not every student is given the same space to make mistakes.

Too often, students who are labeled early are pushed out of classrooms instead of pulled deeper into them—removed, suspended, excluded. Over time, those patterns extend beyond school; they begin to shape life trajectories. Consequences have their place, especially for safety and a strong learning environment. But it’s important that philosophy drives practice. And if we want to live in a less punitive world, we need less punitive practices.

We talk about the school-to-prison pipeline like it’s abstract. But it isn’t. It’s built through everyday decisions. In who gets a second chance, and who doesn’t. Who has the opportunity to resolve conflict, and who is left to carry it. And while those moments happen in classrooms, they don’t start or end there. They’re shaped by larger systems—by policy, by resources, by the communities schools are a part of.

Making mistakes is part of learning. It always has been.

While some students are given the chance to learn from them, others are left to live from them, carrying those moments forward as identity, as record, as limitation.

That’s something I think about often as a teacher. Not just how I respond to behavior, but what I’m reinforcing in those moments. Whether I’m contributing to a pattern, or helping interrupt one. Maybe it’s shaped by my own experiences, but it continues to guide how I see education and its role in building a more just, more human world.”

–Elizabeth Wallin
Teacher at Paramount Cottage Home
Indianapolis Teaching Fellows, 2023 Cohort

teachersintheirpower.com

Address

Kensington, MD
20895

Website

https://katclark.org/, https://teachersintheirpower.com/

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