Jason Lilly

Some school decisions open doors, while others quietly close them. Jason Lilly has spent much of his career asking whether those decisions need to be permanent. At Lower Merion School District, he helped lead mathematics pathways with intentional on-ramps and off-ramps, allowing students to accelerate when ready or move to a different pathway when appropriate. The experience shaped a leadership philosophy that now extends to his work as superintendent of Blue Mountain School District: build strong systems while leaving room for students and educators to shape what comes next.

Lilly spent 13 years in the classroom before moving through mathematics supervision, building administration, curriculum and instructional leadership, and eventually the superintendency. His classroom experience continues to shape how he approaches district decisions, which he understands will ultimately reach teachers and students. Two priorities remain central: student safety and student achievement.

At Lower Merion, Lilly applied that perspective to a district already performing at a high level. The challenge was moving from great to exceptional. He helped lead an integrated mathematics approach emphasizing student-centered instruction, engagement, and flexible pathways. Mathematics achievement across grades 4 to 8 ultimately reached number one in Pennsylvania.

For Lilly, however, the significance went beyond mathematics achievement. The redesign gave students greater flexibility in how they progressed, allowing them to move ahead when ready or adjust their course when a different level proved more appropriate. An early placement decision no longer had to determine a student’s opportunities for years to come.

That philosophy now informs his work at Blue Mountain. A dual-enrollment partnership with Lackawanna College gives students multiple routes to college credit, including online courses and direct enrollment through the college. Beginning in fall 2027, qualified Blue Mountain teachers are also scheduled to teach college courses within the high school. Students may take individual courses, accumulate credits, or work toward an associate degree, expanding options around their readiness, interests, and goals.

“ Innovation does not require abandoning evidence. It requires being willing to create some evidence of our own. “

Greater choice, however, does not mean less accountability. Lilly frequently asks, “How are we doing?” followed by “How do you know?” and, ultimately, “Show me how you know.” Evidence should inform decisions about instruction, professional learning, programs, and resources rather than be collected.

That expectation also shapes his approach to innovation. Lilly believes educators should be willing to test thoughtful ideas rather than waiting for another district to prove them first. If an approach falls short, they can learn, adjust, and try again.

For Lilly, instructional leadership and financial stewardship cannot be separated: major financial decisions ultimately become educational decisions. Blue Mountain must balance operating costs with longterm facility and infrastructure needs. He distinguishes between what a district would like to do, should do, and must do, while asking what problem an investment solves, what evidence supports it, and how it advances student safety and achievement.

Lilly also emphasizes shared ownership. The mathematics redesign succeeded because teachers and leaders made the work their own, and he carries that philosophy into Blue Mountain by creating space for educators and administrators to contribute, innovate, and lead. He prefers to give credit to the people who turn an idea into successful practice. Through “Lilly on Leadership,” he periodically shares a quote, meme, or reflection with his administrative team to encourage reflection and continuous growth.

As a first-generation college graduate whose doctoral research examined the gender gap in high school computer science enrollment, Lilly has also seen how access to educational opportunities can shape a student’s trajectory.

For Lilly, leadership is not about having every answer or attaching his name to every accomplishment. It is about keeping priorities clear, examining results honestly, and building a district where people can contribute and students have meaningful paths forward.