Andrew Bishop (MPP ’20) is advancing innovation in Richmond Public Schools, where he is director for Data Systems and Research in the district’s Talent Office. Bishop leads efforts to improve technological infrastructure across the district, working to strengthen internal systems that support educators and staff. 

A major focus of his recent work is the implementation of a new enterprise resource planning system that will centralize budget data, employee records, and personnel operations. With responsibilities that touch nearly every aspect of the organization, Bishop plays a key role in optimizing how the district uses data and technology to support its mission.

He joined Richmond Public Schools full-time in January 2020 following internships there and at EdPolicyWorks, a joint research center of the Batten School and UVA’s School of Education and Human Development. Before stepping into his current role, Bishop served in a variety of other positions within the school system, including on the enrollment team, where he worked at the intersection of student and faculty services. 

Through every position, Bishop has continued to apply the interdisciplinary skill set he built at Batten, drawing on leadership, data analysis, and systems thinking to drive organizational change. Prior to attending Batten, Bishop completed his undergraduate degree at Drew University and served in both the Teach For China and Teach For America programs.

Q: How did your time at the Batten School inspire you and prepare you for your current position? 
A: One of the main reasons I pursued an MPP at Batten was because of the curriculum’s emphasis on professional development. I came in with a strong foundation in writing, but I wanted to grow in areas like data analysis. I went from never coding to being able to do advanced statistical analysis, something I still rely on every day in my work.

During my time at Batten, I also had the opportunity to work at EdPolicyWorks, where I applied classroom skills to real-world education policy questions. I still think back to one project in particular, where I helped analyze school finance trends across rural and urban districts in Virginia. That experience showed me the power of combining leadership, research, and technical expertise, all things Batten helped prepare me for.

Q: Was there anyone at Batten, faculty or peer, who particularly stands out for their impact on your experience at the school?
A: Professor [Dan] Player really stands out. His Intro to Policy Analysis course was foundational, and during the 48-hour project, he took the time to meet with me one-on-one to help me problem-solve through coding issues. That project gave me a chance to showcase everything I’d learned that year, and it reminded me that in the real world, you often have far less than 48 hours, sometimes not even 48 minutes, to find solutions.

Professor [Andy] Pennock also had a big impact, especially his Leadership in the Public Arena course. It was a tough class at first, but once I leaned into the challenge, it became the highlight of my week. It really pushed me to look at myself and my peers through new lenses and develop my leadership in a deeper way.

I also worked closely with a core group of classmates who came from all different backgrounds and stages of their careers. We leaned on each other’s strengths and grew together. That kind of collaboration defined my Batten experience.

Q: What advice would you offer our current Batten students?
A: Don’t be afraid to take risks, especially when the assignment feels open- ended. Some of the best parts of Batten’s coursework come from that open-endedness—it gives you space to be innovative. That’s how real-world work often is. You won’t always have clear instructions or detailed guidance, so it’s important to own your process and trust your instincts.

Take the 48-hour project, for example. The instructions for the project are intentionally minimal and open-ended, which allows for students to take liberty in shaping their project in a way that reflects their strengths and interests. I would encourage students to step outside of their comfort zones. That’s where the growth, and the fun, really happens.