By Tiyya Geiger

High school second chair in clarinet, avid lover of self-help books, and dedicated to power hour, Dr. Keith Miles Jr’s disciplined and active lifestyle allows him to be an effective leader, and keeps him busy.

I caught Dr. Keith Miles after a superintendent student cabinet meeting, now referred to as Listening and Learning sessions. As we sat in the freezing room B123, we began to talk about what led him to the School District of Lancaster, ultimately returning to his favorite novel, A Tale of Two Cities. More than a beloved classic to the new Superintendent, the book demonstrated to him how your environment impacts your perspective and the socioeconomic factors that shape your community. The theme of the novel rings true to Dr. Miles’s life, a life he has devoted to equity in education since his career began in a Washington D.C. elementary school. 

Born to young parents, Dr. Miles attended primary school in an urban area of Washington D.C. He was raised in a non-traditional household with his loving Grandmother, who taught him how to read, have manners, speak proper English, and “never take more than you give.” 

Generally overlooked as a young student, Miles’s potential was ultimately seen by his middle school teacher, who encouraged him to apply to a competitive science high school. This push from dedicated educators in his life allowed him the opportunity to have a greater impact on students when he became an elementary school student mentor in college. Finally feeling like he found meaningful work, he believed the classroom was where he could “focus on having a positive impact on as many students as possible.” 

Dr. Miles encountered the concept of inequity at an early age. Looking around at his classmates, he began to understand that they were not on an equal playing field. Many of his classmates had private tutors to aid with the SAT and college applications. Dr. Miles was the first in his family to go to a 4-year college, a feat that compelled him to do better despite his lack of resources. This challenge only fostered his determination to pursue a career in higher education– one characterized by equity work rooted in his  belief that “someone’s zip code and how much money they make should not dictate their levels of success.”

Dr. Miles attended Eleanor Roosevelt High School, a competitive high school outside of DC. During this time, he took AP classes and focused on STEM subjects. He was a diligent student, applying himself to academics with discipline, a value that only increased in value during his adult life. After a short high school internship as a lab researcher in the US Department of Agriculture, Dr. Miles quickly realized that lab work wasn’t his passion. Craving more human interaction, he decided to become a high school biology teacher rather than a research scientist- solidifying his philosophy emphasizing peer competition as important for success.  

Dr. Miles attended George Washington University, obtaining an undergraduate degree with a Spanish and biology double major. Following a quick stint as a pre-med major, he decided to enter public education after tutoring students from under-resourced elementary schools. “I wanted to be a part of supporting the school system and a part of solving challenges.”

Beginning his teaching career straight out of college, Miles had his start as a Spanish teacher in Prince George’s County. He eventually became a biology teacher for English language learners and won the countywide Teacher of the Year award. That year, 2010, would be his final year in the classroom. He would go on to become assistant principal at one of the most demanding schools in the district before progressing to being a co-principal at a Philadelphia high school. In this new administrative role, Dr. Miles began to coach teachers, preside over professional development for his colleagues, and mentor teachers to help them pass their PRAXIS exams after school. 

After an extended period as the principal of a Camden, NJ high school improving their graduation rate from 48% to 78% in 3 years, Miles began to think about where he could take his skills. With a history of improved student retention rates and standardized testing scores, he received a 3-year contract as a superintendent at another New Jersey district, a job he got during the pandemic.

He remembers entering the interview process in an N95 mask, evidence of education’s uncertainty. At the end of his contract, he applied to be superintendent of the School District of Lancaster, drawn in by our small city charm and proud diversity. 

“I really wanted to work in a district that brought people together.” Dr. Miles was excited to get to work on equity and engage in our supportive community. To narrow achievement gaps, Dr. Miles searches for solutions driven by educational equity policy and theory. He does this by asking students and staff what they think will make our district a better place in his Listening and Learning sessions. 

While constructing his 3-5 year strategic plan, Dr. Miles was excited to speak at the State of the District Address to rally a city already excited about education. His work strives to underscore the importance of parents, businesses, staff, and stakeholders by empathetically engaging with the community to understand their challenges. As an administrator, he appreciates “getting the opportunity to influence and work with the vast group of stakeholders and convince all of them that this is a worthwhile cause.”

Outside of school, Dr. Miles spends considerable time practicing mindfulness. Every morning he engages in a “power hour,” before heading to work, a sacred time during which he journals and exercises. His favorite form of exercise is tennis, a game that unites his love for strategy and challenge. As a health enthusiast, if he isn’t at work he is enacting the structure and discipline that helps him in his professional life by staying active and healthy in his personal life. After all, as he told me: “you can’t be everything for everybody if you are not healthy.”