BES Fellowship Testimonial 2023 BES Fellow Dr. LaTasha Adams (Columbus, GA)

For nearly 25 years, BES Fellows have been designing, founding, and leading K-12 public schools that reflect and respond to community needs. In a span of four or five years, BES provides them with training and post-authorization support to ensure their schools start strong and sustain excellence over time. 

In addition to BES partnering with local and national partners who give additional support, our coaches help to guide Fellows in school design, governance, finance, operations, and more. 

Dr. LaTasha Adams is a 2023 BES Fellow in the Build Track. Also supported by Charter School Growth Fund, she is the Founder & Executive Director of Dominion Purpose Academy, which was authorized and is projected to open in fall 2026 in Columbus, GA. Take a look below at what she had to say about her journey in the BES Fellowship. 

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Joining the BES Fellowship

“I was motivated to participate in and seek support from BES at a pivotal moment in the development of Dominion Purpose Academy. As we moved from vision to execution, it became clear that opening a high-quality charter school—particularly in one of the most economically marginalized communities in Georgia—would require not only passion and commitment, but disciplined systems, strong leadership habits, and a clear theory of action.

A defining challenge for me was balancing urgency with sustainability. I knew what our students and families deserved academically and culturally, but I also recognized the risks of building too quickly without the structures needed to ensure long-term excellence. BES stood out as the right partner because of its reputation for helping founders translate moral purpose into operational clarity—especially around instructional leadership, organizational design, and founder development.

My goal in engaging with BES was to sharpen my leadership practice, pressure-test our model, and build a school that is excellent by design, not by chance. BES’s emphasis on rigor, coaching, and continuous improvement aligned directly with my desire to lead a school that delivers strong academic outcomes while remaining deeply rooted in community and purpose.”

Key Learnings in School Leadership

“One of the most significant shifts in my leadership from the BES experience was moving from being a highly capable “doer” to becoming a more intentional designer and steward of systems. BES pushed me to slow down my thinking, clarify priorities, and ensure that every decision—from instructional design to hiring—was aligned to a clear theory of action rather than urgency alone.

I also deepened my understanding of what it means to lead with both high expectations and precision. Through coaching and feedback, I learned to name problems more clearly, separate symptoms from root causes, and address challenges with greater discipline and follow-through. This shift strengthened my ability to support staff without over-functioning or carrying too much of the work myself.

Another key learning was the importance of founder sustainability. BES helped me recognize that my leadership capacity is not limitless, and that building routines, guardrails, and decision-making protocols is essential not only for organizational health but also for modeling effective leadership for my team. I now approach leadership with a stronger focus on leverage—investing time where it has the greatest long-term impact on students, staff, and the school’s mission.

Ultimately, BES reinforced for me that excellent schools are built through consistent, intentional leadership practices. The experience sharpened my ability to lead with clarity, confidence, and coherence, especially in complex and high-stakes environments.”

Support from BES

“BES provided a combination of strategic, technical, and human-centered support that was critical to my growth as a founder and school leader. The coaching was particularly impactful—structured, honest, and grounded in real-world school leadership challenges. BES staff helped me clarify my theory of action, pressure-test decisions, and think more systematically about how leadership choices would translate into student outcomes.

Beyond the technical support, what stood out most was how the BES team showed up with consistency and care. Staff created spaces where I could be both challenged and supported—asking hard questions while also honoring the weight of leading a school in a historically under-resourced community. They did not rush solutions or minimize complexity; instead, they listened deeply, followed up thoughtfully, and held me accountable to high standards.

BES also supported me through moments of uncertainty and fatigue, helping me reframe challenges as leadership opportunities rather than personal shortcomings. Their presence felt like true partnership—walking alongside me as I navigated high-stakes decisions around planning, capacity-building, and sustainability. The trust, responsiveness, and belief BES staff demonstrated strengthened my confidence and sharpened my leadership practice.”

Proudest Moments

“One of my proudest moments as a school leader has been watching Dominion Purpose Academy move from a deeply held vision to a tangible reality rooted in community trust. Building a school in one of the most economically marginalized zip codes in Georgia has required persistence, clarity of purpose, and an unwavering belief in what our students deserve. Seeing families choose our school—often after years of feeling overlooked by educational systems—has been a powerful affirmation of the work.

Another proud moment has been my own growth as a leader. I am proud of the shifts I’ve made to lead with greater clarity, discipline, and sustainability. Learning to build systems, develop others, and make decisions grounded in long-term impact rather than urgency has strengthened both me and the organization. These changes have allowed me to model the kind of leadership culture I want our staff and students to experience—one rooted in excellence, care, and accountability.

Ultimately, my proudest moments are those that reflect alignment between mission and practice: when our planning, partnerships, and daily decisions clearly communicate to students and families that they are worthy of a high-quality, purpose-driven education.”

Empowering the Next Cohort of School Founders

“My advice to anyone beginning their leadership journey with BES—or considering whether to take the leap—is to come in open, reflective, and willing to be challenged. BES is not about quick fixes or surface-level strategies; it is about doing the deeper work of leadership. The more honest you are about your strengths, blind spots, and fears, the more transformative the experience will be.

One thing I wish someone had told me at the start is that the work can feel uncomfortable at times—and that discomfort is a sign of growth, not failure. BES will ask you to slow down your thinking, question long-held habits, and lead with greater intention. It can feel counterintuitive in moments of urgency, but learning to pause, clarify, and design systems is what ultimately creates sustainability and impact.

I would also encourage leaders to trust the process and the people. BES staff genuinely care about your success and your well-being, and they will hold you to high standards because they believe in your capacity to lead well. If your goal is to strengthen your leadership skills, inspire your team through clarity and consistency, and build something that lasts, BES is a powerful partner for that journey.”

Gratitude

“I am so grateful for the continued support of my coaches and cohort. A special thanks to Rebecca, Danalyn, Erline, and Salaam for their support of me as a leader and DPA as a movement.”

Learn more about the BES Fellowship at bes.org/fellowship.