Bruce Lolling has dedicated over 3 decades to education, including 12 years in administrative leadership. His career has spanned multiple school districts, offering him diverse experiences in both AVID and non-AVID environments. Since 2007, Bruce has been actively involved with the AVID program, initially as a teacher and later as an administrator, where he has supported student achievement and college readiness through strategic implementation and leadership.
How has being part of the AVID community strengthened you as a leader?
I have used AVID methodologies as a teacher and now as an administrator, even when I have been in non-AVID districts. The clarity of purpose and consistent language that AVID provides enables schools who implement it to have all staff on the same page. I have witnessed it first-hand and seen the dramatic impact that AVID has on a school. Unfortunately, I have also seen the lack of clear focus and common language in schools and district who have not implemented AVID. When the leadership team uses AVID methodologies to provide a clear focus and establish common mission and visions, student performance increases dramatically. As an AVID educator and staff developer, I learned effective methods for driving student success. As I worked as a teacher to become an AVID staff developer, I developed skills for leadership that drove me to pursue becoming an administrator.
What has been key to successfully implementing AVID in your school?
In the schools that I have been a part of leading, support from the district leadership has been tantamount to successful implementation. Unfortunately, when the support for AVID is not a driving force from the district office, the success of AVID and the student success that comes with it is limited.
What impact has AVID had on your school community—from staff to students?
When AVID is properly implemented, teachers and students rise to new heights. When students are empowered to challenge their teachers, teachers step up to meet the challenge. When teachers are provided resources and AVID strategies, the level of instruction rises. Because of my experiences in both AVID and non-AVID schools, I can testify that AVID drives better instruction through engagement and collective educator agency. When the teachers believe that their efforts make a difference in student achievement, students, in turn, believe that they can reach their dreams and the impact is huge.
