Located fifteen miles south of Los Angeles, Lynwood Unified School District serves approximately 17,500 students. The student body is 90 percent Hispanic, 8 percent African-American, 1.5 percent Pacific Islander or Filipino, 0.4 percent Caucasian, and 0.1 percent other.

Johnson and her staff maintain focus on California state standards, pacing guides, ongoing assessments, classroom teaching, learning, and the unique needs of a diverse population. However, it's what Johnson does outside the classroom that has made the most dramatic impact on her students' achievement levels.

BTB: Setting high expectations is critical in every learning environment and in life's pursuits as well. Tell us how you have encouraged your students to strive for higher levels.

BJ: It's easy to become closed-off from the world outside our own district, and that can lead to low expectations. Many of our students don't get out of our local community and, therefore, don't get to experience the things that other students do. Some have never even seen the Pacific Ocean, which is just fifteen miles away. If our students remain isolated within their own district, they will find that although they have received high grades in Lynwood, they are far behind their peers academically in other districts. They've got to realize there's a bigger world out there, and it's fiercely competitive.

BTB: How do you broaden their horizons?

BJ: We offer students the opportunity to participate in competitions with other districts such as mock trials, math field day, pentathlons, spelling bees, poetry and music festivals, and anything that exposes students to what students in other districts are doing. It's all about encouraging students to achieve higher levels of academic expectations and pushing them to their maximum potentials. Without exposures to other school communities, students will become complacent.

BTB: So, tell us, how have your extracurricular teams fared?

BJ: We've performed quite well against some of the rigorously performing schools in Orange County, including many private schools. We've won the county mock trial competition three times at the high school level and twice at the middle school level. We've also placed first in the Orange County Pentathlon History Super-Quiz. I'm most proud of these accomplishments. Some may initially feel that our success is a fluke, but as the students continue to compete with other schools, they realize that they are extremely respected for their accomplishments in the greater California community. We are more than our test scores.

BTB: How do these experiences affect students' attitudes?

BJ: These types of activities not only give students an opportunity to apply their classroom skills to real-life applications, but it also gives them career aspirations for which to strive. Many of our students in the mock trial program develop an interest in becoming lawyers. In fact, one of our former mock trial participants, Alfonso Morales, went on to earn a law degree and was twice voted L.A. County and California State Lawyer of the Year. I'm proud to say that late last year, Alfonso was elected to our Board of Education, and remains a great example of the importance of fostering students' aspirations. Recently he told me, "The single event that made the greatest impact in my life was being a member of the mock trial program that you created. You instilled in me a self-confidence that, academically and professionally, I can compete with everybody and anybody."

BTB: How does this taste of success affect the academics in your district?

BJ: The real problem in most schools is that students are not the only ones who have set low expectations for themselves. Early on, some teachers identify those students who they believe will not succeed, and they tend not to set high expectations for those students. There are also many parents who don't understand their children's potential. However, the success these students eventually demonstrate makes believers out of both teachers and parents. When these kids come back to school hoisting a first-place trophy, some teachers say, "Our kids did that?" And that's when it hits them: perhaps it's not the children who have low expectations. Those teachers are forced to take a look at themselves and realize that if low expectations are set, we may be restricting students from life's opportunities.

BTB: How can teachers help open doors to opportunity for their students?

BJ: First of all, you need to have teachers that are committed. Not every teacher will be the type of leader you need. So, you must identify those outstanding teachers, support their growth, and give them opportunities to work with students as much as possible—as instructors, coaches, and faculty advisors to student organizations.

You need to help teachers understand and appreciate their unique role as mentors and supporters. These students have a lot of interruptions at home and in the community, and parents are often apathetic to the high expectations required. The connection between student and teacher is critical, and teachers must remember that they may be the only shining light in their students' lives.

Most importantly, teachers must never give up. They need to remember that someone inspired and unlocked opportunities for them, allowing them to shine. Someone gave them the support, love, and care necessary to be successful. We need to give back that support and model the same things for our students.

There is a quote, "The race is not always won by the swift, but by those who endure until the end." The same holds true when mentoring children. You'd be surprised to see those students—especially the problem children—come back to you years after graduation to show you how they've turned themselves around. We must help kids understand the steps they need to take to succeed, and help them realize that we are here to shine a light on their path.

BTB: How would you describe your leadership style?

BJ: I try to lead by example and work with a high standard of excellence. I believe that talk is cheap, so you must let your work speak for you. This holds true when leading teachers and students. I grew up in the inner city and was educated in an inner-city school. I tell these children, "I know you can do it because I've been there, and I have done it." In addition, being a graduate from the University of Southern California has inspired me to help, mentor, and encourage others.

I believe that leadership means offering your team outstanding support. I try to be a resource for teachers and get them the tools they need to succeed, as well as the guidance and support necessary to tackle their daily challenges. One of the most beautiful commendations I received from a teacher was, "I feel your support in my classroom."

I also believe that leadership for all educators requires us to be role models for structure, discipline, honesty, and integrity. We must maintain high expectations and never be tempted to water things down.

BTB: What is your source of inspiration for your work?

BJ: I believe in God, and I feel we have a mission and purpose. My purpose is to serve children. I make it my mission to see that everyone around me is held accountable, not just to the superintendent but to our obligation to serve the children. Their lives are in our hands, and we have the responsibility to ensure that they succeed in life.

BTB: Aside from rigorous instruction and high expectations, what does this responsibility to help children succeed mean to you?

BJ: One of my favorite quotes is, "To those who have been given much, much is expected." Several years ago, we had an African-American student who was number one in his class. He was sought after by Harvard and several other Ivy League schools. His mother and father were separated, and he didn't have the means to apply to these schools. As a result, he didn't plan on applying and was resigned to settle for whatever opportunities existed locally.

This young man had so much potential and so many opportunities ready to be unlocked, and it was my responsibility to ensure that he seized those opportunities. I paid college application fees for a number of the top schools that were actively recruiting him. He was accepted to Harvard and received a partial scholarship. When his parents told him they did not have the means to send him under a partial scholarship, I appealed to our superintendent who called Harvard and helped secure enough funding for the student to attend and graduate with honors.

BTB: That is extraordinary. Was this a difficult decision for you?

BJ: No, and it's one I've made at least a half-dozen times since. Like that young Harvard student, most students don't think of going to college outside California. However, it is so important for those admissions counselors to meet these students. As I told the Harvard student, "How else will they know? How will they ever know that an African-American from our working class community can succeed at Harvard? You must show them."

Years later, he told me, "Ms. Johnson, had it not been for you, I would not have made that trip to Harvard." For me, that would have been heartbreaking. When I see kids with great potential, I try to give them the means to see what else is out there and to learn where their potential can take them. They can't do that by remaining isolated in our little community. And when they return, they end up moving mountains for their families and the community.