Indy Standard

In the IPS Employee Spotlight, Matthew Radcliffe, an equitable supports coordinator, shares insights about his dedication to education. Now in his fifth year with Indianapolis Public Schools, Radcliffe collaborates closely with PK-5 learning community schools and administrators, fostering a positive and inclusive school culture and ensuring students and teachers have the necessary tools to succeed.

Radcliffe provides strategic support in areas such as social-emotional learning, discipline, positive behavior interventions, and attendance. His goal is to enhance the strength, support, and equity of IPS schools through various means, including professional development and hands-on coaching.

When asked about his background and path to education, Radcliffe revealed personal struggles with ADHD during his academic years, leading him to flunk out of college initially. After working a year at Walmart, he studied physical education at Purdue University, inspired by Dr. Susan Flynn, and began his teaching career.

Radcliffe's early experiences, including significant personal challenges during his youth, motivated him to become a positive role model for students. "I care so passionately about building relationships and the culture and climate of schools," he explained, emphasizing his understanding of the importance of a positive school environment.

Radcliffe chose to work at IPS driven by the prospect of supporting teachers with classroom culture. He finds rewarding moments in his role when he aids schools in establishing effective practices, resulting in improved student success. "Those are the rewarding moments that keep me coming back for more," he shared.

To maintain motivation and effectiveness, he relies on collaboration with a supportive team and colleagues like Sherlynn Martin, Rhuperdia Clay, Teresa Lee, and Eillen Ford. He believes in the power of surrounding oneself with "good people."

For new educators and staff at IPS, Radcliffe advises focusing on building relationships with students, which aids both in addressing behaviors and enriching the educators' experience. "Connection before Content, Maslow before Bloom," he emphasizes, advocating for a focus on what they want to see in student behaviors and skills.