Andrea Sherrel Ellis

Kansas City Public Library, Director of Strategic Learning

Lincoln College Preparatory Academy, 1990

Andrea Sherrel Ellis is an educator, producer, storyteller, and organization leader. As Director of Strategic Learning for the Kansas City Public Library she has leveraged that diverse expertise to create innovative programming that supports youth development. A primary initiative was designing, implementing, and building the Kansas City Digital Media Lab (KCDML). Part of the national YOUmedia Network, KCDML is a maker space that utilizes project-based, interest driven learning, and supportive adults, to help youth level up both personally and professionally. Andrea also leads the library’s efforts to connect Kansas City youth to regional out-of-school time opportunities. Most recently, the team secured a National Science Foundation grant to pilot the findings from that work.

Prior to joining the Library, Andrea produced nationally broadcast television and radio spots for BET, served as founding Executive Director for the DC Film Alliance, directed the MHz Shortz Student Film Festival, and was a media production trainer, outreach specialist, and content producer at Arlington Independent Media. She is a Kansas City native who received her bachelor’s in Marketing from Rockhurst University before completing a master’s in Media Ecology at New York University.  Andrea serves on the Keystone Innovation District Governing Board, the KC STEM Alliance Advisory board, and the Parent Power Lab Board of Directors. Travelling and family – by blood and by choice, are her happy place.

You are an alumnus of public schools in Kansas City: what were your experiences in school? Who were your mentors or inspirations?

Overall, my experience as a student in the Kansas City Public School District was good. I attended Lincoln Academy, which was a school where the educators held high expectations for the students while also genuinely caring about their well-being. I won’t pretend that I got along with all the teachers and administrators, but I would wager a bet that most of the students in our school had at least one, if not two, adults they could count on. My two were Mr. Hill, because he was hilarious, and he had a way of holding me accountable while allowing me to be a teenager that made mistakes. Then there was Ms. Skillman, the teacher I hated in ninth grade, but by my senior year was by far my favorite. She challenged me and demanded excellence in a way that made me want to be better.

Why did you decide to work in education and / or student-centered work?

In my early 20s, I was hired as the Program Manager for the City of Kansas City’s Youth Ambassador program. The mandate of the initiative involved hiring teenagers, providing them with professional development workshops, and then placing them at local businesses to serve as city ambassadors. This was my first time leading a youth-focused program, and the only reason I took the position was because it gave me complete autonomy over how to execute it. I was enamored with being able to create skill development training and to have the opportunity to either deliver it myself or to bring in other professionals. I did not expect to fall in love with the process of working with youth. It was a challenge. They drove me crazy just by being themselves – young, hormone ridden, rebellious – but they also brought a lot of joy and profound satisfaction into my life. From that point forward, I was hooked in by any opportunity to design and implement pathways for learning and growth.

Which Black leader has been the most influential to you in your work?

I have always been a reader. I mean, books are my kryptonite. So, I’ve had a lot of experts, leaders, and guides influence how I think about the work, but there are two women who’ve been a part of my life directly that have had the most influence. One, my mother, the first Black leader in my life. She taught me the value of allowing a person’s journey to unfold at its own pace and in the ways that are most useful for that individual. That value manifests in my work when I intentionally create spaces that encourage learners to play, to try new things, and to learn both what works for them and what does not. It’s about creating a container that is safe enough for students to learn how to fail upward. Number two is Pat Jordan, President of Pat Jordan & Associates, who is the Queen of bringing something into existence that did not exist before. I learned from her that you never know where a good idea might come from and that there is always a way. It may take time, and a whole lot of patience, but persistence wins in the end.

How do you think that the education system in Kansas City has changed since you were in school? What opportunities do you think exist for students now that did not exist previously?

The education landscape has changed dramatically, primarily because of the increase in school options – a change which brings with it both pros and cons.

In terms of opportunities, one that I find most interesting is better connecting the learning that occurs during the school day with that which occurs outside of school. I’ve talked with enough students to recognize that many of them struggle with seeing the relevance of their schoolwork to their life and future goals. It has also recently become even more clear that no single entity can provide all the learning support that our students need. Therefore, being more strategic and collaborative in how we create a network of support for our youth is an opportunity that lies before us. I sincerely believe that collectively thinking about education across the various spheres of influence in a student’s learning will create deeper and more relevant learning experiences, which would lead to better outcomes for all students.

What are your aspirations for education in Kansas City? What would you like to see made possible for our students

My aspiration for education in Kansas City is creating a learning ecosystem that puts the well-being and development of youth first. It does not frame solutions for students in terms of adult politics and short-sightedness, but rather thinks holistically and intentionally about partnering with parents to help grow their babies into adults who have a sense of purpose, hope and excitement about life. I want to see an educational system that lets our children know that they are valued and valuable to our community. Creating a network of diverse organizations working together to make sure all students have access to high quality learning, as well as opportunities to play and fail safely, is paramount to the realization of that vision.