Jean Luna-Vedder, Director of Schools, Clarksville-Montgomery County School System

In an interview with Invest:, Jean Luna-Vedder, director of schools for Clarksville-Montgomery County School System (CMCSS), said that strategic planning, innovation, and equity are at the heart of the district’s approach to managing rapid growth and advancing student success. “I believe that when we have the right administrative teams in place, they will ensure every classroom has the right teacher, and that’s where progress begins.”

What changes to the education landscape have had the greatest impact on your organization over the past few years?

As we look at Montgomery County, we’ve continued to grow within the community. Over the past several years, that growth has led us to add an entirely new educational complex, including Kirkwood Elementary, Middle, and High School. A big part of what we’ve been doing is being intentional about long-term planning, especially when it comes to land, which we know is a limited resource. So not only have we completed the Kirkwood complex, but we’ve also secured land for another new school, Freedom Elementary, which is set to open in the 2026 school year.

While working through these expansions, we had a unique opportunity to rethink how we use our resources. As a result, we repurposed two former elementary school buildings, one of which now serves as a pre-K hub — our Early Learning Center — housing about 500 pre-K students. Though we still have preschool classrooms at some elementary schools on the outskirts of town, this centralized hub has been a significant addition to our early learning efforts.

We also relocated our Middle College program, previously hosted at Austin Peay State University, into one of these repurposed buildings, now known as the Burt Innovation Center. Burt had been an elementary school with deep historical roots in the community, and we’re proud to give it new life. The Innovation Center not only houses our Middle College students but will also launch an entrepreneurial program we’re excited about, starting next school year. The program will be called Founders Inc., and it’s designed to pair students with business mentors and community leaders to support their innovative ideas and encourage entrepreneurship.

How are you balancing the development of STEM and STEAM programs with other educational programs across the district?

We’re proud to say that we have one of the first STEM-designated elementary schools in the state to receive STEAM certification from the Tennessee Department of Education. This school operates as a magnet and is open through an application process, offering families a choice in specialized education.

Beyond that, we have a strong Career and Technical Education (CTE) program. We’ve expanded CTE into our middle schools because we recognize how important it is for students to engage hands-on with career pathways early on. Every middle school student now participates in CTE, helping them make more informed choices in high school.

At the high school level, our CTE offerings have grown significantly. For example, we’ve introduced aviation programs in several schools. Students in these programs are already working toward their pilot licenses while still in high school. We also have an Early Technical College at TCAT, where students can earn industry certifications in areas like HVAC. We’ve even had students offered high-paying jobs straight out of high school. One student, in particular, chose to work with our district’s operations team because he wanted to give back to the system that supported him.

We believe CTE is essential for students who may not be pursuing traditional four-year college degrees. We’ve also created pathways through initiatives like Greater Together in partnership with Austin Peay and Nashville State, connecting students with a variety of post-graduation opportunities, whether it be military service, two-year or four-year institutions, or direct entry into the workforce.

What is your approach to supporting early reading and literacy development?

Ensuring students are reading at grade level by third grade is a major goal for us, and that work begins early. Our investments in early literacy include the expansion of our pre-K programs, but we’re also focused on parent education. Many parents aren’t sure how to support literacy at home, especially if they don’t have a background in education.

Our communications team has partnered closely with our academic and instructional departments to provide parents with resources. They can go to our website to find guidance based on their child’s age, whether they have a three-year-old, a kindergartner, or a first grader. We also host literacy nights where families can come and learn more in person.

We’ve also worked on building partnerships with local hospitals, caregiving facilities, and daycares to ensure they have the resources they need to promote early literacy. It’s all about starting as early as possible.

What role do you see technology playing in the classroom, especially now that CMCSS has achieved a 1:1 student-to-device ratio?

We are fully 1-to-1 in grades 3 through 12. For grades K through 2, we’re being more intentional. Coming out of the pandemic, we’ve learned a lot about age-appropriate technology use. A five-year-old doesn’t need a personal device for daily use in the same way a high schooler does.

That said, we still have devices readily available in K-2 classrooms, and teachers check them out as needed. The key is finding the right balance, using technology as a tool without overreliance. In the upper grades, we’re also beginning to engage with artificial intelligence in a responsible way, focusing on how AI can enhance learning without detracting from students’ critical thinking or creativity.

What are your priorities for ensuring equity across the district, especially given the high number of economically disadvantaged and military-connected students?

Equity is one of our top priorities. Currently, around 27% of our students are military-connected. We are very intentional about ensuring that every student, regardless of background, has access to the resources they need.

Recently, we received news that our district is once again rated a Level 5 district, which is the highest growth designation in Tennessee. We also have 17 schools that earned Level 5 status. What’s most exciting is that many of these schools are in high-poverty or high-minority areas — schools that might not historically be seen as top performers. It shows our intentional investment is paying off.

Much of this starts with strong school leadership. I believe that when we have the right administrative teams in place, they will ensure every classroom has the right teacher, and that’s where progress begins.

We also pay close attention to resource distribution. Affluent schools often have strong PTOs that can fund special opportunities, but many schools don’t have that financial support, even though their parents care just as much. Our Education Foundation, which is approaching $1 million in annual donations, helps fill that gap by connecting schools with business partners. These partners fund school events, student incentives, and more.

One of my favorite examples is a Title I school that partnered with a local pizza shop to host an arts and crafts night. Families came in and decorated pizza boxes. When they ordered pizza later, it was delivered in their child’s custom-decorated box. It was a creative way to support family engagement and raise funds for the school.

How are you supporting student well-being as part of your district’s overall academic vision?

We take a multi-layered approach to student well-being. First, we meet or exceed counselor-to-student ratios at all of our schools. We also partner with Care Solace, a service that connects students, families, and staff with mental health providers in our community. It’s accessible online or via a hotline, and families can reach out independently or be referred through a school counselor using a “warm handoff.”

We know we’re not mental health professionals, but we want to ensure families can access the support they need. We’ve also heavily invested in our behavioral and special populations teams. For example, we’ve developed behavior teams to support students, especially those in early grades, whose academic struggles may begin with behavioral issues. Addressing behavior early helps prevent long-term academic setbacks.

In addition, we’ve hired certified social workers to further support students across the district.

What do you see as the biggest opportunities for public education in Tennessee over the next five to ten years?

I think the biggest opportunities lie at both ends of the educational spectrum. On one end, we need to strengthen the bridge from high school to post-secondary life, ensuring students leave us not only academically prepared but with the work ethic and social skills to succeed. That includes expanding CTE and aligning programs with Tennessee’s evolving job market, especially as industries like AI grow.

On the other hand, we must continue investing in early childhood education. Research shows that reading proficiency by third grade is a major predictor of future success. Years ago, I learned that some prison population projections are based on third-grade reading data — that’s chilling. We’re working hard to change that trajectory by prioritizing kindergarten readiness and literacy for all students, not just those in special education programs.

What are the latest developments regarding educational leadership?

Montgomery County was the first registered teacher apprenticeship in the nation. We’ve seen amazing outcomes through our Grow Your Own model. One of our very first cohort members is now a kindergarten teacher, and she’s thriving.

We’re also focusing on leadership development. As we grow our teaching pool, we’re building leadership pipelines through partnerships with Austin Peay, Lipscomb, and Nashville State. We’re funding administrator prep programs, offering mentorship, and ensuring that strong teachers can transition into leadership roles. We’ve even created leadership programs for classified staff, like HVAC technicians or custodians, who want to take on supervisory or coaching roles. Leadership is key at every level.