Suggestions
Meredith Mehra
Deputy Chief at The School District of Philadelphia
Meredith Mehra is the Deputy Chief of Teaching and Learning for The School District of Philadelphia, a role she has held since 2014. Her career in education has been marked by a commitment to improving instruction and creating opportunities for both students and educators in Philadelphia.
Career Path
Mehra's journey in education began after a change of heart during her senior year of college. Initially planning to attend medical school, she instead chose to pursue teaching:
- Started as a math teacher at Thomas FitzSimons High School in Philadelphia through Teach for America
- Moved to a KIPP charter school to gain leadership skills
- Advanced to principal at KIPP over five years
- Returned to The School District of Philadelphia in 2014 as director of teacher coaches
- Rose to her current position as Deputy Chief of Teaching and Learning
Responsibilities and Initiatives
In her current role, Mehra oversees several key areas:
- Teacher professional development for the district
- Curriculum implementation, including the recent adoption of a science of reading-based curriculum
- Oversight of instructional coaching and teacher leadership programs
She has been instrumental in revamping professional development practices within the district, focusing on:
- Providing opportunities for educators to reflect on their experiences
- Implementing data-driven progress monitoring
- Enhancing new hire orientation to include equity, classroom management, and instructional practices
Educational Background
Mehra holds a degree from Penn GSE (Graduate School of Education), which she obtained in 2007 through a partnership with Teach for America.12
Philosophy and Approach
Mehra's work is characterized by:
- A focus on creating choices and opportunities for students
- Emphasis on high-quality professional development that models effective teaching practices
- Belief in the importance of reflection and data analysis for educators
- Commitment to improving instruction to accelerate student achievement
Her approach to education leadership is driven by a sense of urgency to improve outcomes for urban students, while also recognizing the need for educators to have time to process and reflect on their experiences.23

