Awards Award Winners Superintendents to Watch Honorees Bradley Roberson

Exemplifying Excellence

Bradley Roberson exemplifies excellence and leadership through his steadfast commitment to continuous improvement and innovation within the Oxford School District (OSD). Over his 24 years in public education, Bradley has served as a mathematics teacher, coach, principal, assistant superintendent, and now superintendent. His leadership is guided by two core principles: using improvement science to refine systems and developing a community-based accountability model that prepares students for college, career, and life. His leadership is centered on empowering others, fostering a collaborative culture, and driving measurable progress.

Under Bradley’s leadership, OSD has seen substantial improvements in key student outcomes. From 2021 to 2024, proficiency rates in ELA, math, and history saw significant increases, with ELA rising by 12.1%, math by 13.7%, and history by an impressive 27.1%. These gains are noteworthy given the district's 28.1% poverty rate and the growing number of students receiving special education or English Learner (EL) services. Bradley’s focus on creating equitable learning environments has ensured that all students, regardless of background, have access to high-quality instruction and the support they need to succeed academically and personally.

A key aspect of Bradley’s leadership is his strategic integration of Plan-Do-Study-Act (PDSA) improvement cycles from the boardroom to the classroom. This approach empowers students, teachers, and administrators to take ownership of their learning and work, creating a culture of continuous improvement. Students, from pre-K through high school, actively participate in setting goals and tracking their progress, developing critical thinking and problem-solving skills essential for the 21st century.

Bradley is deeply committed to equity, particularly in closing achievement gaps for underserved student populations. Under his leadership, OSD has implemented strategies to support non-English speaking students and those with special needs. For example, the district has reduced the math proficiency gap for non-English speakers by nearly 10% since 2021 through system wide standards-based learning practices and integrated language instruction. Additionally, Bradley’s focus on special education has led to a remarkable increase in the graduation rate for special education students, from 34.7% in 2020 to 78.3% in 2023. These efforts reflect Bradley’s belief that every student, regardless of background or learning needs, deserves the opportunity to succeed and thrive.

Beyond his leadership in OSD, Bradley serves as the program coordinator for the National Center for School-University Partnerships at the University of Mississippi. In this role, he leads eight other Mississippi school districts and collaborates with national partners to apply improvement science to address educational challenges, such as improving math proficiency for students with special needs and reducing chronic absenteeism. His work extends his impact beyond Oxford, demonstrating his leadership on a national level.

Bradley’s excellence and leadership have been widely recognized. He was named Mississippi Administrator of the Year Runner-Up as a high school principal and received the University of Mississippi’s T.P. Vinson Educator of the Year award. His commitment to continuous improvement and equity has made a lasting impact on the students, staff, and communities he serves.

Bradley Roberson’s implementation of a robust communication program within the Oxford School District is a testament to his leadership and understanding of the vital role communication plays in building trust, engagement, and transparency. Under Bradley’s direction, the district has adopted a multi-faceted communication strategy that includes both modern and traditional communication vehicles, ensuring all stakeholders are informed and connected.

A central element of Bradley’s communication program is the district’s comprehensive digital presence. Social media platforms such as Facebook, Twitter, and Instagram are used to share important updates, celebrate achievements, and tell the ongoing story of the district. The OSD Facebook page, with over 22,000 followers, saw a 39.3% increase in reach over the past year, resulting in more than 64,000 interactions. This platform allows the district to engage with families and the broader community in real-time, keeping them informed about key events, student accomplishments, and district initiatives.

Complementing social media is the district’s website, which serves as a centralized hub for vital information such as school calendars, board meeting minutes, and academic resources. With over 1.6 million visits annually, the website is a go-to resource for stakeholders. Bradley has also ensured that the site remains accessible to all community members, maintaining a 95.9% accessibility score, with features for individuals with disabilities. The website is regularly updated and provides a clear, easy-to-navigate structure to keep the community informed. Additionally, it serves as a vital link between families, staff, and community partners, ensuring timely and consistent communication across all district activities.

Bradley also embraced SchoolStatus, a platform that facilitates direct, two-way communication between school staff and families. This tool has been instrumental in fostering personalized communication, with over 1.3 million text messages, 28,593 phone calls, and nearly 320,000 emails sent in the past year. Families can reply directly to messages, creating a dialogue that ensures communication loops are closed and families feel heard, even those who may not engage through traditional methods.

In addition to digital tools, Bradley has strengthened internal communication through monthly rounding, a traditional method that involves face-to-face conversations between leaders and staff to gather feedback, identify barriers, and celebrate successes. Rounding feedback is documented in stoplight reports for follow-up, ensuring that communication loops are closed and staff concerns are addressed. This practice has created a more transparent and responsive internal communication environment, improving staff morale and engagement.

The district also continues to prioritize traditional external communication methods. Over the past year, OSD released 231 editions of its “OSD News” newsletter, reaching nearly half a million contacts. Regular board meeting notices and YouTube updates further extend communication outreach in multiple formats.

Through Bradley’s leadership, the district’s communication program has strengthened connections with the community, ensuring transparency, engagement, and trust. By combining modern technology with traditional communication methods, Bradley has created a dynamic system that keeps all stakeholders informed and involved in district initiatives.

Integrating communication goals into the Oxford School District’s strategic plan has been a priority for Bradley Roberson since the beginning of his superintendency. Recognizing that clear, consistent, and transparent communication is essential for building trust and collaboration, Bradley has aligned the district’s communication efforts with its broader continuous improvement goals. This ensures that communication is not just an operational function but a key driver of the district’s long-term success, fostering both internal engagement and external community trust.

One way Bradley has embedded communication into the strategic plan is through the district’s scorecard system, which includes metrics related to communication. Each school and department has a scorecard tracking performance indicators such as parent engagement, student feedback, and employee satisfaction. These metrics are reviewed regularly to assess the effectiveness of communication strategies and make data-driven adjustments where necessary. For example, the district’s parent satisfaction survey has consistently improved, with the overall mean score rising from 3.96 in 2021 to 4.14 in 2024, reflecting the positive impact of refined communication strategies.

Bradley brings the district’s strategic plan to life using a scorecard and action plan process that ensures alignment and accountability from the boardroom to the classroom. This process begins with the district’s overarching goals, which are broken down into measurable objectives for each school and department. Every school leader, teacher, and staff member works from an action plan that aligns with the district’s communication goals, ensuring that all stakeholders are moving in the same direction. The regular use of scorecards and action plans makes it easy to track progress and identify areas needing improvement, allowing Bradley and his team to adjust strategies as needed. This system not only supports effective communication but also ensures that district-wide goals are translated into actionable steps at every level of the organization.

A critical element of Bradley’s communication strategy is his commitment to closing communication loops. This process is embedded in the Plan-Do-Study-Act (PDSA) cycles that drive the district’s continuous improvement efforts. For example, the district conducts an annual “start of school” survey using a plus/delta format to gather feedback from families on the opening of the school year. The district team analyzes the results, implements changes, and shares outcomes with families, ensuring that feedback is both heard and acted upon. This feedback loop ensures ongoing responsiveness and adaptation to the needs of students and families.

Bradley’s commitment to internal communication is reflected in the district’s employee engagement survey results, where the mean score rose from 4.01 in 2021 to 4.25 in 2024. This increase demonstrates the success of regular feedback loops, timely follow-ups, and improved transparency between district leaders and staff, fostering a stronger connection and greater morale within the organization.

By integrating communication goals into the strategic plan, Bradley has created a system where communication is proactive, data-driven, and aligned with the district’s overall mission. This approach has strengthened trust within the community and ensured that all stakeholders are engaged in the district’s success.

Bradley Roberson’s leadership in communication extends far beyond strategic planning and technological innovations within the Oxford School District. He is a hands-on leader, actively engaged in the district’s communication efforts, modeling the importance of transparent, consistent, and open dialogue with all stakeholders. His presence and engagement with students, families, staff, and the broader community demonstrate his commitment to building trust and fostering collaboration.

One of Bradley’s core approaches to communication is direct, face-to-face engagement with families and staff. He regularly hosts and participates in community forums, listening sessions, and school events where stakeholders can voice concerns, ask questions, and receive timely updates on district matters. These forums provide a space for open dialogue, allowing Bradley to hear firsthand the needs and concerns of the community. His presence at these events reassures families that their voices are heard and that district leadership is responsive.

In addition to formal meetings and forums, Bradley makes himself accessible and approachable. Whether attending sporting events, concerts, or classroom activities, he ensures he is a visible presence in the schools. His engagement goes beyond formal duties, interacting with students and staff in informal settings to build personal relationships and create a sense of approachability that strengthens community ties. He is often seen chatting with teachers in hallways or stopping to speak with students, reinforcing his connection with those he serves.

Bradley is also highly responsive to media requests and inquiries from the public. He works proactively with local media outlets to ensure accurate and timely reporting on district news, initiatives, and decisions. Whether addressing a district-wide concern or clarifying a complex issue, Bradley’s quick and thoughtful responses demonstrate his commitment to transparency and openness. His responsiveness ensures that both the community and the media are informed in real-time, fostering trust and credibility.

Internally, Bradley models good communication practices through regular interactions with staff. He employs monthly rounding, where he and district leaders engage in face-to-face conversations with staff to gather feedback, identify barriers, and celebrate successes. This approach ensures internal communication loops are closed, and any issues raised are addressed. Feedback from rounding sessions is documented in stoplight reports, which are shared with staff to show progress and actions taken.

Bradley also sets the tone for the district’s communication culture by maintaining a strong presence on social media. He uses platforms like Facebook and Twitter to share professional updates and personal moments, creating a more authentic connection with the community. Whether posting about district achievements or sharing personal moments, Bradley’s active engagement on social media has helped break down barriers and humanize his role as superintendent.

Through his visible involvement in communication efforts, Bradley has cultivated a culture of openness, transparency, and trust within the Oxford School District. By being actively engaged, approachable, and responsive, he models the communication practices he expects from others and strengthens relationships critical to the district’s success.