Eric Baugher: Strengthening Systems That Support Student Success

UC TI

Eric Baugher

What Leaders Do Today, Students Carry Forever.

DearReaders.

Educationdoesnotchangebecauseofpolicyalone.Itchangesbecausesomeonedecidestostayinthework,to listenharder,tobuildwhatthemomentrequires,andtokeepgoingevenwhenthepathaheadisnotfullyclear Acrossschooldistricts,charterschools,andcommunityprogramsthroughouttheUnitedStates,anew generationisprovingthatcommittedleadershipisamongthemosttransformativeforcesinayoungperson’s life.“The10InspiringEducationLeaders”bringstogethertenindividuals,eachshapingthefutureof learningthroughcourage,clarity,andgenuinecare.

OurcoverstorythiseditioncentersonEricBaugher,DirectorofNorthernOperationsforNewLeaf Organization,adropoutpreventionandcreditrecoverynetworkinOhiobuiltontheprinciplethatschools shouldmeetstudentswheretheyare,notwherethestructureexpectsthemtobe.Baughercametothiswork throughyearsofexperienceinalternativeeducationsettings,includingtwelveyearswiththeNorthCentral OhioEducationalServiceCenter AtNewLeaf,thatexperiencefounditsfullestexpression.Morethan5,500 graduateshavecomethroughthenetwork,eachonanindividualizedpathshapedaroundtheircircumstances. Flexibleschedules,workplacelearningprograms,andopenenrollmentmeanthatthedoorisnevertrulyclosed. HisworktoearnNCAAhighschoolportalapprovalfortheMarioncampuswidenedcollegiateaccessfor studentswhorarelyseethosepathways.ForBaugher,leadershipisnotaboutauthority.Itisaboutbuilding systemsthatstayhonest,responsive,andcenteredonwhatstudentsneedtosucceed.

ThiseditionalsofeaturesDr.IraWentworth,SuperintendentofIndianValleyLocalSchools;Dr.Damon Davis,SuperintendentofReadingCommunityCitySchoolDistrict;EdwardGomes,SuperintendentofSelma UnifiedSchoolDistrict;Dr.SueA.Mariani,SuperintendentofDuquesneCitySchoolDistrict;Dr.Antonio Castro,SuperintendentofVenturaUnifiedSchoolDistrict;Dr.NadiraJack,CEOofJerseyCityGlobal CharterSchool;SalvatoreM.Constantino,SuperintendentofMendhamTownshipSchoolDistrict;Jeremy Mangrum,SuperintendentoftheElkinsSchoolDistrict;andDr.DanielCastagna,Superintendentof ChartiersValleySchoolDistrict.

Eachoftheseleadershasmadeachoice,oftenmorethanonce,toputstudentsbeforeconvenience,torebuild systemsratherthanaccepttheirlimits,andtoleadinwaysthatleavealastinglegacy Thiseditionhonorsthat choice.

Sincerely,

Simran Khan Managing Editor

From The Editor’s Desk

People Behind This Issue

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Cover Story

Eric Baugher 10

Dr. Antonio Castro

Dr. Damon Davis

Dr. Sue A. Mariani

Edward Gomes

Jeremy Mangrum

Eric Baugher www.newleaforg.org

Dr. Damon Davis www.readingschools.org

Dr. Antonio Castro

www.venturausd.org

Dr. Daniel Castagna www.cvsd.net

Dr. Ira Wentworth www.ivschools.org

Dr. Nadira Jack www.jcgcs.org

Dr. Sue A. Mariani www.dukecitysd.org

Edward Gomes www.selmausd.org

Jeremy Mangrum www.elkinsdistrict.org

Salvatore M. Constantino www.mendhamtwp.org

Director | Northern Operations for New Leaf Organization

Eric Baugher

Strengthening SystemsThat Support Student Success

Leadershipineducationrarelybegins withasingledefiningmoment.More often,itdevelopsthrough experience,throughlistening,adapting,and stayingcommittedtotheworkevenwhenthe pathforwardisnotyetfullyclear.ForEric Baugher,thatpathhasbeenshapedbyasteady focusonmeetingstudents’needsand strengtheningsystemsthatsupporttheir success.

AfterearninghisMasterofEducationfromthe UniversityofFindlayinOhio,Baugher,a nativeOhioan,waspreparedtoteachsocial studies.Butlocalopportunitieswerelimited, andstayingclosetohisfamilyfarmmattered justasmuchasstartinghiscareer.Heaccepted along-termsubstitutepositionatTiffin ColumbianHighSchoolinOhio,steppinginto aCareer-BasedIntervention(CBI)classroom.

Itwasnotmeanttolast,yettheexperience shiftedsomething.Thestudentsheworked withdidnotalwaysfitwithinthetraditional system,andtheworkdemandedmorethan standardteaching.Itrequiredpatience, adaptability,andadeeperunderstandingof whatholdsstudentsback.

Whentheprogramwasdiscontinued,Baugher chosenottowalkawayfromthatspace. Instead,hejoinedtheNorthCentralOhio EducationalServiceCenter,beginninga twelve-yearstretchthatwouldshapehis approachtoalternativeeducation.Overtime, hemovedacrossrolesasaCBIteacher,an educatorinanalternativeschool,andlateran InterventionSpecialist.Eachsettingrevealed thesamepattern.Somestudentswerenot failingthesystem;thesystemwasfailingthem.

AvisittoNewLeaforganization’sschoolin Mansfield,partofitsBuckeyeCommunity SchoolsnetworkinOhio,broughtthat realizationintofocus.TheNewLeafdropout preventionandcreditrecovery(DOPR)model feltalignedwiththeworkhehadbeenmoving towardallalong.Hejoinedsoonafter,firstin Marion,thenasPrincipalinMansfield,and laterasDirectorofNorthernOperations.There wasnosingleturningpoint.Justaseriesof decisionstostayclosetothework thatmattered.

BuildingSystemsThatMeetStudentsWhere TheyAre

Leadership,inthiscontext,islessaboutoversightand moreaboutalignment.AsDirectorofNorthern OperationsforNewLeafOrganization,Baugher worksacrosscampusestosupportschoolleaders, strengthenprograms,andensuresystemsremain responsivetotheneedsofeverystudent.

Thescaleofthatworkshowsinitsoutcomes.More than5,500graduateshavecomethroughtheNewLeaf system,eachwithapathshapedaroundtheir circumstancesratherthanagainstthem.Thatmilestone standsasoneofthemostmeaningfulindicatorsof impactnotsimplybecauseofthenumberitself,but becauseofwhatitrepresentsforstudentsandtheir futures.

TheNewLeafmodelitselfchallengesconvention. Ratherthanaskingstudentstoadjusttorigid schedules,programsaredesignedtomeetthemwhere theyare.Learningextendsintoworkplaces,schedules remainflexiblewithexpandedhours,andplansare builtaroundindividualgoals.

Partnershipswithlocalemployersplayacentralrole. Programsrangingfromautomotivetrainingto boutiqueservicesofferhands-onexperience,creating directandpracticalpathwaysintotheworkforce, ensuringthatlearningconnectsdirectlytoopportunity.

StrengtheningSystemsThatMoveWiththe Student

Growth,inmosttraditionalschoolsystems,comes withlimits.Enrollmentwindowsclose,structuresstay fixed,andstudentsareexpectedtoadjust.Themodel Baughersupportsoperatesdifferently.Here, enrollmentneverreallystops.Onestudentmay graduateinthemorning,andanothermaybeginthe sameday.Thatfluidityismatchedbyhowstudents completetheirjourney Abouthalfgraduatethrough traditionalstatetesting,whiletherestfollowcareer pathwaysbuiltaroundtheirstrengths.Notwoplans lookthesame,andthatisbydesign.

Tosupportthislevelofpersonalization,operational systemscontinuetoevolve.Staffingexpandsand internalprocessesarestrengthenedtokeeppacewith growthwhilemeetingstatecreditrequirements.

Arobuststudent-trackingplatformallowsNewLeaf educatorstodesignindividualizedcourseswhile maintainingstructureandaccountability

“One of our biggest priorities has been building flexibility without losing rigor,” heexplains.

Thatbalanceisreflectedinmeaningfulmilestoneslikethe MarioncampusearningapprovalfortheNCAAhigh schoolportal,anachievementthatopenednew opportunitiesandexpandedaccesstocollegiatepathways.

RethinkingWhatSuccessReallyLooksLike

Planningforthefuture,inthiscase,beginswith questioningthemetricsthatdefineit.ForBaugher,the nextphaseisnotjustaboutexpandingprograms,but aboutmeasuringsuccessinawaythatreflectstherealities ofthestudentstheyserve.

Traditionalsystemstendtorelyonafour-yeargraduation window.Itisacleanmetric,butnotalwaysanaccurate one.Manystudentsenteringdropoutpreventionand creditrecoveryprogramscomewithinterruptedlearning, makingtheirprogresslesslinearandoftenlongerin duration.

Thefocusnowistobuildamodelthattracksoutcomes beyondthatfixedtimeline.Byfollowingstudent cohortsoverextendedperiods,theaimistocapturea fullerpictureofpersistence,growth,and long-termachievement.

Thisshiftcontinuestoevolve.Systemsare beingexploredtotracktheseextended outcomesinameaningfulway Thegoalis simple,butsignificant.Tomeasureimpactnot byhowquicklystudentsfinish,butbyhow fullytheyarepreparedforwhatcomesnext.

ClosingGaps,NotJustMeasuringThem

Equity,inmanysystems,istreatedas somethingtoimproveovertime.Here,itispart ofthefoundation.ForBaugher,thefocus beginswithstudentswhooftencomein withoutequalaccesstoresourcesor opportunities.

Theapproachisstraightforward.Everycampus offersthesamecourses,thesamecareer pathways,andthesamelevelofsupport,no matterwhereitislocated.Accessdoesnotshift basedongeography

Newschoolsdopassthroughashortsetup phase,wherestaffingandsystemsarebuiltout. Thatperiodisexpected,butitisnevertheend goal.Theaimisalwaystoreachaconsistent standardacrossallcampuses.

“Equity means every student has access to the same opportunities, no matter which of our schools they walk into,” hesays.Acrossthe network,thatideaholdssteady.

Thestructureisdesignedsothatopportunitystays consistent,andnostudenthastorelyonchancetofindit.

MeasuringProgressinRealTime

Trackingprogresscannotrelyonfixedtimelinesorsimple benchmarks.Thestudentsservedoftenmoveatdifferent speeds,andtheirgrowthdoesnotalwaysfollowa predictablepath.Baugherbelievesthatrealityhasshaped howsuccessismonitoredacrossthesystem.

Insteadofleaningonlyontraditionalindicators,thefocusis onvisibility Aninternallydevelopedstudent-tracking platformsitsatthecenterofthisapproach.Itallowsstaffto followeachstudent’sprogressinrealtime,ratherthan waitingforperiodicassessments.

Theimpactispractical.Educatorscanspotearlysignsof struggle,adjustsupportquickly,andstayalignedoneach student’splan.Nothingislefttochanceoradelayed response. “We’ve built a system where no student slips through unnoticed,” hesays.

Thatconstantawarenesshasbecomeoneofthemost importantindicatorsofeffectiveness.Progressisnotjust measuredattheend.Itistracked,understood,and supportedeverystepoftheway

WhentheSystemDoesn’tHaveaBoxforYou

Someleadershipchallengesdonotcomefromwithinan organization,butfromthesystemsaroundit.Thattension becameclearforEricduringtheNCAAhighschoolportal enrollmentprocess.Theobstaclewasnotcapability,but compatibility Amodelbuiltonflexibleschedulesand individualizedlearningdidnotaligneasilywitha frameworkdesignedfortraditionalschools.Therewasno clearroadmaptofollowandnoprecedenttorelyon.

Baughersteppedintothatgapwithafocusonclarityand persistence.Programshadtobetranslated,structures documented,andoutcomesreshapedintotermsthatcould beunderstoodwithinaconventionallens.Itrequiredtime, coordination,andawillingnesstoworkthroughuncertainty

Whatcameoutofthatprocesswasmorethanaccess;itwas awaytobridgetwoverydifferentsystemswithout compromisingtheintegrityofeither.Theexperienceadded alayertohisleadership,groundedinthebeliefthatprogress oftendependsonmakingnewideasunderstandabletothose whowerenotbuilttoreceivethem.

ReimaginingHowSchoolCanBetterServe Students

Bigchangeineducationoftenbeginswithasimple question.Whatifthesystemweredesignedaround thestudent,notthestructure?Itwasaquestionthat stayedwithBaugherduringhisyearsbeforejoining NewLeaf.Giventhechancetoworkwithoutlimits, thefocuswouldnotbeonsmalladjustments.It wouldbeonscale.Expandingamodelthatalready worksintothebroaderpublicsystem.

TheNewLeafdifference,asheexperiencedit,was immediate.Classroomswerenolongerdefinedby rigidformats.Instead,everythingcenteredonthe student’sreality,bothacademicandpersonal. Decisionsbeganwithneed,notpolicy.Thatshift createdanenvironmentwheresupportfeltconstant andintentional.Staffworkedwithclarity,guidedby whateachstudentrequiredtomoveforward.

Theideaisnotabstract.Itisgroundedinwhathas alreadybeenproven.Asystemlikethis,applied morewidely,couldreachstudentswhoareoftenleft outandofferthemapaththatfinallyfits.

StayingGroundedBeyondtheRole

Leadershipatthisscalecaneasilybecome all-consuming.Stayingbalanced,however,comes fromhavingsomethingsteadytoreturnto.In Baugher’scase,thatcenterisrootedinfaithand family,shapingdecisionsandofferingaconstant anchorthroughthedemandsoftherole.Heandhis wifearetheproudparentsoffourchildren,who remaincentraltohissenseofpurposeandbalance.

Balance,though,isnotonlyfoundoutsideofwork. Itisalsobuiltintohowtheworkitselfis approached.Timespentinthefieldremainsan importantpartoftheroutine.Whetherworking alongsideschoolteams,engagingwithstudentsin real-worldlearningsettings,orcollaboratingwith localpartners,thosemomentskeeptherole connectedtoitspurpose.

Farmingcontinuestoplayapartaswell.Itisnot separatefromthework,butcloselytiedtoit.That hands-onrhythmoffersadifferentpace,onethat bringsclarityandmakesthebalancefeelnatural ratherthanforced.

LettingtheWorkLeadtheWay

Ambition,inmanycareers,istiedtotitlesand upwardmovement.Thathasneverquitebeenthe drivingforcehere.Baugherbelievesprogresshas comelessfromchasingpositionsandmorefrom steppingintoopportunitiesastheyarise.Thepath hasunfoldednaturally.Eachrolehasbeentaken onwithafocusondoingtheworkwell,rather thanaimingforwhatcomesnext.Leadership,in thatsense,hasbeenabyproductofconsistency ratherthanintention.

Whatremainsclear,however,isthedirectionof theworkitself.Thefocusnowisonexpandingthe reachoftheNewLeafmodel,bringingittomore studentswhocouldbenefitfromasystembuilt aroundtheirneeds.Thelargervisionissimplebut far-reaching.Tohelpmorestudentsnotonly graduate,butleavewithaclearsenseofwhat comesnextandthetoolstopursueit.

Setbackshaveawayoffeelingfinal.Abadyear,a wrongdecision,oramissedopportunitycanlinger longerthanitshould.Inreality,thosemoments rarelydefinethefullstory Thatperspectivehas beenshapedthroughexperience.Overtime, Baugherhascometoseethatprogressisnotbuilt onavoidingmistakes,butonhowtheyarecarried forward.

Eachseasonbringsitsownchallenges.Somego asplanned,othersdonot.Whatstaysconsistentis thechancetobeginagain.Anewyear,anew phase,anewattempt,eachofferingspacetoadjust andmoveaheadwithmoreclarity.

Thefocusremainsonlearningratherthan lingering.Misstepsarepartofthepath,notthe endofit.Whatmattersistheabilitytotakewhat theyofferandkeepgoing,onestepatatime.

Superintendent

Ventura Unified School District

Dr. A Journey Shaped by Classrooms and Community

Careersineducationoftenbeginlongbefore aformaljobtitleappears.Theytakeshape insmall,everydaysettingswhere responsibility,care,androutinecometogether.Inone suchsetting,ayoungstudentspenttimehelpingata family-rundaycare,takingonsimpletasksthatoffered anearlyviewofhowchildrenlearnandgrow

ThatearlyexposurestayedwithDr.AntonioCastro, SuperintendentofVenturaUnifiedSchoolDistrict, whowouldgoontobuildacareerspanningmorethan twenty-fiveyearsinpubliceducation.Dr.Castro beganinstudent-focusedrolesasaparaprofessional beforemovingintotheclassroomasbothageneral andspecialeducationteacher Thoseexperiences groundedhisunderstandingofhowsupportsystems andinstructionshapestudentoutcomes.

Overtime,hisresponsibilitiesexpandedacrossarange ofleadershiproles,includingassistantprincipal, middleschoolprincipal,anddirector-levelpositionsin specialeducationandstudentsupport.Helaterserved indistrictleadershiprolesbeforebeingappointed Superintendentin2022.

Dr.Castro’sacademicpathincludesabachelor’s degreefromArizonaStateUniversityandgraduate degreesfromCaliforniaLutheranUniversity, reflectingasteadycommitmenttothework hechoseearlyon.

LeadingwithFocusandSharedEffort

Theroleofasuperintendentextendsacrossclassrooms, campuses,andthewidercommunity.ForDr.Castro,it beginswithworkingcloselywiththeBoardofEducation tosetdirectionandkeepschoolsfocusedonimproving studentoutcomes.Hisresponsibilitiesincludesupporting instruction,overseeingoperations,andmaintainingstrong relationshipswithfamiliesandcommunitypartners.

Muchofwhathevaluesmostcomesfromcollective progress.“Ourteachers,staff,families,andstudentsare allpartofwhatmakesourdistrictstrong,”henotes. Risinggraduationrates,nowamongthehighestsince changestoCalifornia’saccountabilitysystem,reflect thatsharedeffort.Expandingacademicprograms,career pathways,andstudentsupportservicescontinuestocreate moreopportunitiesforstudentstogrowandpreparefor whatcomesnext.

ExpandingOpportunitiesandStrengtheningthe Foundation

Connectingclassroomlearningtoreal-worldoutcomeshas beenakeyfocusinrecentyears.Dr.Castrohasexpanded CareerTechnicalEducationpathwaysandincreaseddual enrollmentopportunities,allowingstudentstotake college-levelcourseswhilestillinschool.Theseefforts helpstudentsexploreinterestsearlyandunderstand possiblecareerdirections.

“

My journey in education has always been rooted in a deep belief that schools can change the trajectory of a student’s life.

campuses.Wellnessservices,social-emotionalprograms, andexpandedco-teachingmodelshavecreatedclassrooms wherestudentsfeelsupportedandreadytoengage.

Hisworkincludeslong-termplanningaswell.Through theMeasureEbond,campusesarebeingupgradedwith improvementstoinfrastructure,playgrounds,andathletic facilities.Hecontinuestoapproachthesechangeswith carefulplanning,keepingstudentopportunitiesatthe centerwhileaddressingenrollmentandfunding challenges.

PlanningforWhatComesNext

Lookingaheadrequiresbalancingambitionwiththe realitiesschoolsfacetoday.Dr.Castrohascenteredhis visiononensuringeverystudentreceivesa well-roundededucationthatpreparesthemforthefuture. Hecontinuestostrengthenacademicoutcomeswhile expandingaccesstoarts,athletics,andcareerpathways. Effortsincludebroaderaccesstocollegepreparatory courses,strongerdualenrollmentopportunities,andearly literacysupportattheelementarylevel.

Heisalsorethinkinghowprogramsare structured.Withdecliningenrollmentand financialpressures,heviewsthesechallenges asachancetoredesignsystemsmore thoughtfully.Insomecases,thisincludes consolidatingprogramssomorestudentscan accessstronger,better-supportedopportunities.

Hemeasuresprogressthroughamixof outcomes,includingacademicperformance, studentparticipation,attendance,andthe overallstrengthofschoolcommunities.

EnsuringAccessWhereItMattersMost

Classroomsoftenrevealwheresupportis neededlongbeforeitappearsinreports.

Dr.Castropayscloseattentiontothosegaps, usingstudentperformancedataand school-levelinputtoguidehowresourcesare distributed.Heworkswithcampusesto managebudgetsinwaysthatdirectsupport whereitcanhavethemostimpact,ratherthan spreadingitevenly

Hehasalsostrengthenedtargetedprogramsfor studentswhofaceadditionalchallenges,including Englishlearners,studentswithdisabilities,thosein fostercare,andstudentsexperiencing homelessness.Thesesupportsaredesignedto removebarriersthatcanaffectbothlearningand consistencyinschool.

Forhim,equityisnotanabstractgoal.Itisreflected inwhethereachstudenthasthesupport,access,and opportunityneededtokeepmovingforward.

MeasuringWhatMattersinSchools

Asetofnumberscanshowprogress,butitrarely explainswhatishappeninginsideaclassroom.

Dr.Castrolooksatbothsides.Hetracksgraduation rates,attendance,academicgrowth,accessto advancedcoursework,andstudentengagement, usingstructuredreviewsofdataacrossgradelevels andstudentgroups.Systemsarealsoinplaceto monitorearlyliteracyandmathematics,helping schoolsrespondbeforegapswiden.

Hedoesnotrelyondataalone.Regularvisitsto campusesgivehimaclearerpictureofhowstudents andstaffareexperiencingschool.“Numberstell partofthestory,butlisteningtopeoplecompletes it,”hesays.

LeadingThroughUncertainty

Decisionsbecomeharderwhenresourcestighten,but expectationsremainhigh.Dr.Castrohasnavigated periodsmarkedbyfundinguncertainty,declining enrollment,andincreasingstudentneeds,whilealso workingcloselywithstaffandunionpartners.Hehas focusedonclearcommunicationandsteady decision-making,ensuringthecommunityunderstands boththechallengesandthechoicesbeingmade.

Dr.Castroapproachesthesesituationswitha long-termview,weighingwhatwillsustainschools overtime.Evenwhendecisionsaredifficult,hekeeps studentaccesstostrongeducationalopportunitiesat thecenter.

ReimaginingWhatSchoolsCouldOffer

Asanaspirationalexercisereflectingabroadervision ofwhatcouldbeachievedifschoolswerefundedat thelevelmanybelievepubliceducationdeserves, Dr.Castrooutlineshowhewouldusethatexpanded supportwhereitmattersmost.Hewouldinvestin smallerclasssizes,individualizedtutoring,and strongermentalhealthservices,alongwithadditional supportforstudentsfacingfoodandhousing challenges.Earlylearningandextended-dayprograms wouldalsoseegreateraccess.

Hewouldalsostrengthenopportunitiesbeyondthe classroom,includingarts,athletics,andhands-oncareer experiences.Improvingeducatorpayremainsimportant toattractandretainstrongprofessionals.Expanding internshipsandmentorshipswouldhelpstudentsconnect theireducationtoreal-worldpaths,ensuringtheyfeel supportedandpreparedforwhatcomesnext.

StayingConnectedBeyondtheRole

Workineducationextendsbeyondschoolwalls.

Dr.Castroremainscloselytiedtothecommunitythrough serviceoutsidehisroleinthedistrict.Hecurrentlyserves ontheMoorparkCityCouncilandhasbeeninvolvedwith organizationssuchastheVenturaCountyUnitedWayand theMoorparkCollegeFoundation.

Theseexperienceskeephimconnectedtotheneedsand perspectivesofthewidercommunity.Heseesthis involvementasanextensionofhisworkineducation, reinforcingtheconnectionbetweenschoolsandthe communitiestheyserve.

LookingAheadwithaBroaderPurpose

Dr.Castrocontinuestofocusonbuildingschoolsystems thatstaycenteredonstudentswhileremainingclosely connectedtothecommunitiestheyserve.Heplaces importanceonstrengtheningacademicprograms, expandingcareerpathways,andcreatingopportunities thatsupportbothpersonalandacademicgrowth.

Healsoaimstoensurethatstudentsandfamiliesfeel preparedforlifeafterschool,whetherthatleadsto college,careers,orotherpaths.Hisbroadergoalremains steady:tocontributetosystemsthatopendoorsandcreate meaningfulopportunitiesforeverystudent.

APerspectiveThatGuidesLeadership

Dr.Castrobelievesleadershipisbuiltonlistening,trust, andclearintent.Hefocusesondecisionsthatbenefit studentsandstrengthentheconnectionbetweenschools, families,andthecommunity.Heseeseducationasaspace wherestudentsbegintounderstandthemselves,develop theirabilities,andprepareforwhatliesahead.Thatbelief continuestoshapehowheleadseachday.

At the heart of that vision is a simple idea. Every student deserves to feel seen, heard, supported, challenged, and inspired. “

DAVIS Dr.Damon

Building Coherence in a Community That Cares

Publiceducationdoesnotstruggle becauseofalackofeffort.Itstruggles whensystemsdriftapart.Classrooms moveinonedirection.Policiesmoveinanother direction.Communitiesfeeldisconnectedfrom decisionsthatshapetheirchildren’sfutures.In districtsthatthrive,someoneworksquietlyand deliberatelytobringalignment.Coherencedoes nothappenbyaccident.Itisbuilt.For Dr.DamonDavis,thatworkbeganlongbefore hesteppedintothesuperintendent’soffice.He didnotbeginhiscareerchasingtitles.Hebegan withasimpleintention.Hewantedtomatterin thelivesofstudents.Asaclassroomteacherand coach,hesawfirsthandhowpowerful relationshipscanbe.Studentsrespondedwhen theyfeltknown.Theypushedharderwhen someonebelievedinthem.

Thoseearlyyearsshapedhisunderstandingof leadership.Hewatchedadministratorswho balancedhighexpectationswithgenuinecare. Theyheldthelineonstandards,yettheymade timetolisten.Theymodeledconsistency Theymodeledservice.Thatprincipleguided hisnextsteps.Hemovedfromtheclassroom intobuildingleadershipandlaterinto districtleadership.

Witheachtransition,hisfieldofvision widened.Hefocusedonlisteningbefore leading.Hestudiedhowdecisionsatonelevel affectedexperiencesatanother.Helookedfor waystoconnectmovingpartssothatstudents didnotfeelthegapsthatadultssometimes create.

Whentheopportunitycametoserveas SuperintendentofReadingCommunity CitySchoolDistrict,Dr.Davisrecognized theweightoftheresponsibility.He understoodthatshapingsystemsrequires morethanmanagement.Itrequiresclarity.It requirestrust.Readingisadistrictmarkedby prideandresilience.Familiesshowup.Staff membersinvestdeeplyintheirstudents.The communityexpectsitsschoolstoreflectits values.Thatalignmentmatteredtohim.

InReading,hefoundaplacewherecoherence isnotaslogan.Itisanecessity.Hisworknow centersonensuringthatclassrooms, leadershipteams,andthebroadercommunity moveforwardtogether.Inadistrictthatcares deeply,histaskistomakesurethatcare translatesintostructure,opportunity,and belongingforeverystudent.

Superintendent

Reading Community City School District

Clarity,Accountability,andtheConditionsfor Growth

Superintendentscarrytitlesthatsound administrative,yettheworkreachesfarbeyond paperwork.ForDr.Davis,therolebeginswith vision.Heseeshisprimaryresponsibilityas ensuringclarityofdirectionandcoherencein execution.HeworkscloselywiththeBoardof Educationtosetpriorities,safeguardfiscal responsibility,andholdthedistrictaccountable formeasurableresults.

Eachdaybringsawidespanofduties.He supportsbuildingleaders,overseesoperations, monitorsacademicprogress,andengages familiesandcommunitypartners.Safetyand cultureremainconstantpriorities. “My job is to create the conditions for others to do their best work,” hesays.

Underhisleadership,ReadingCommunity launchedInnovationandMakerSpacestiedto careerpathways,strengthenedliteracyefforts, adoptedAItoolstoidentifylearninggaps,and implementedafive-yearstrategicplan.Yet Dr.Davismeasuressuccessinquietermoments, especiallywhenstudentsfindconfidenceand voice.

DrivingAcademicFocusandStudent Engagement

WhenDr.Davissteppedintothesuperintendent’s role,heresistedtheurgetointroducescattered reforms.Instead,hefocusedoncoherence.The districtaligneditsstrategicplanwithclearyearly prioritiesanddefinedquarterlyobjectives.The goalwassimple:concentrateonhigh-impact areasratherthanchaseeverynewinitiative.

Literacybecameacentralfocus.Thedistrict strengthenedcurriculummappingtoensure consistencyacrossgradelevels.Teachers adoptedstructured,research-basedpracticesto improvereadingoutcomes.Leadersintroduced cleareraccountabilitymeasuresandmadebetter useofformativedatatoguideinstructionin realtime.

Dr.Davisalsounderstoodthatachievement doesnotriseinisolation.Studentengagement requiredequalattention.Thedistrictelevated studentvoice,expandedwork-basedlearning, refinedthejuniorhighmodelforgradessix througheight,andstrengthenedcommunication withfamilies. “Academic growth and engagement are intertwined,” Dr.Davissays. “Students learn best when they feel connected and supported.”

AVisionAnchoredinFivePillars

Lookingtoward2026andbeyond,Dr.Davis framesthedistrict’sdirectionaroundfive pillars:AcademicExcellence,InclusiveSchool CultureandClimate,Communicationand FamilyandCommunityEngagement,Health andWellness,andFinancesandStewardship. Thestructureisdeliberate.Itkeepspriorities visibleandpreventsdrift.

Academically,thedistrictaimstoraiseliteracy proficiencyateverygradelevel,strengthen mathgrowth,andexpandpost-secondary readiness.Successmeanspreparingstudentsfor college,careers,militaryservice,ordirectentry intotheworkforce.Pathwaysmustberealand attainable.

Studentexperienceremainscentral.Leaders focusonbelongingandwellness.Dr.Davis oftenspeaksaboutasimplebenchmark. “Every student should be able to say there is at least one adult here who truly knows me.” Operationally,thedistricttracksstate assessmentgrowth,benchmarkdata,attendance, graduationrates,credentialattainment,climate surveys,andstaffretention.Numbersguide progress,butlivedexperienceconfirmsit.

EquitythroughIntentionalAction

ForDr.Davis,equitydoesnotbeginwith slogans.Itbeginswithclarity Thedistrict regularlydisaggregatesacademicand participationdatatoidentifyachievementgaps andpatternsthatmightotherwisegounnoticed. Decisionsfollowevidence.

Interventionresourcesareallocatedbasedon studentneedratherthanhabitortradition.

Accessalsomatters.Districtleadersexamine enrollmentinadvancedcoursework,extracurricular activities,andcareerpathwayprograms.When certainstudentgroupsarenotparticipatingat comparablerates,theresponseisnotanassumption. Itisaninquiry.Teamsaskwhy.Theystudybarriers. Thentheyadjustsystemstoremovethem.

Financialdecisionsreflectthesamediscipline. Everysignificantbudgetchoiceincoordinationwith ourDistrictTreasurerandBoardofEducationis evaluatedthroughthelensofstudentimpact.

“Equity is not about equal distribution,” Dr.Davis says. “It is about intentional distribution based on need.” Inpractice,thatmindsetshapesstaffing, programming,andsupportservices.Thegoalis simplebutdemanding.Everystudentreceiveswhat heorsheneedstosucceed.

MeasuringGrowthwithBalanceandPerspective

Dr.Davisapproachesmeasurementwithbalance. Proficiencyratesmatter,butgrowthcarriesequal weight.Astudent’sstartingpointshouldnever defineexpectations. “Growth tells us whether we are moving students forward,” hesays.Progress mustbevisibleforeverylearner,notjustthose alreadyahead.Thedistricttracksliteracyrates,math growthscores,graduationdata,attendancetrends, disciplinepatterns,andstudentsurveyfeedback. Leadersalsoevaluatetheeffectivenessofmajor initiativesandexaminereturnoninvestment. Programsmustdemonstrateimpact,notjust intention.

Still,Dr.Davisdoesnotrelyondashboardsalone. Hespendstimeinsideclassroomsandineach school.Heobservesinstruction,listenstostudents, andspeakswithteachersandprincipals.Those conversationsoffercontextthatspreadsheetscannot capture.

Datainformsdirection,butlivedexperience confirmswhethersystemsareworking.For Dr.Davis,institutionaleffectivenessmeansthat numbersanddailyrealitiestellthesamestory.

TestedinMomentsofUncertainty

Leadershiprarelyunfoldsunderperfectconditions.For Dr.Davis,thetruetesthascomeduringmomentsof publicuncertainty.Safetyconcerns,financialpressures, andsensitivepersonnelmatterscanquicklyheighten emotion.Inoneinstance,asafetyissuerequiredhimto balancetransparencywithconfidentiality.Information movedquickly.Misinformationmovedfaster.

Ratherthanreactimpulsively,Dr.Davischoserestraint. Heslowedthepaceofresponseandcommittedtoclear, consistentcommunication.Updatesweregroundedin verifiedfacts.Questionswereacknowledged,evenwhen fullanswerscouldnotyetbeshared.Empathyguidedthe tone.

“Leadership in those moments is about calm presence,” hesays. “It’s about ensuring people feel heard while still making principled decisions.” Theexperiencereinforced acentralbelief.Challengesdonotdefineleadersbythe pressuretheyface,butbythesteadinesstheybring.In uncertainty,valuesbecomevisible.

ReimaginingtheSystemwithUnlimitedResources

Whenaskedwhathewouldchangewithunlimited resources,Dr.Davisdoesnothesitate.Hebeginsatthe earlieststages.Significantinvestmentinearlychildhood education,hebelieves,wouldalterlong-termoutcomes. Strongfoundationsreducelatergaps.

Hewouldalsoexpandaccesstomentalhealth servicesandreduceclasssizesinfoundationalgrades. Youngstudentsneedattentionandstability Teachers needmanageableenvironmentstomeetindividual needs.Increasedcompensationandsustained professionaldevelopmentwouldfollow “We cannot expect excellence without investing in the people who deliver it,” hesays.

Dr.Daviswouldalsostrengthenpartnershipsbetween schoolsandlocalindustries.Studentsshouldgraduate withtangibleexperiences,practicalskills,andclearer pathways.Aboveall,hewouldprioritizeleadership developmentacrossthesystem.Schoolsriseorfall onleadershipcapacity.Strengtheningthatcapacityat everylevelwouldcreatelastingchange.

GroundedBeyondtheOffice

Thedemandsofdistrictleadershiprarelyfollowa schedule.Meetingsstretchintoevenings.Decisions lingerbeyondtheworkday.ForDr.Davis,balance beginswithintention,nottimemanagement.

Hehasbeenmarriedformorethantwenty-seven years,andhespeaksofhiswifeandfamilyashis foundation.Timewiththemofferssteadiness.It bringsaperspectivethatnoprofessionalsuccesscan replace. “Balance is not about equal hours,” hesays. “It is about intentional presence.”

Outsideofwork,Dr.Davisstaysactiveandmakes spaceforreflection.Hereadsleadershipbooks,thinks strategicallyaboutlong-termgoals,andvaluesquiet momentsthatallowideastosettle.Eachyear,he participatesinabackpackingtrip.Thedistancefrom dailynoisehelpshimreset.Thoserhythmsmatter Theysharpenhisfocusandremindhimthat leadership,atitscore,issustainedbyclarityand grounding.

LookingAheadwithIntention

Fornow,Dr.DavisremainsfocusedonReading.His immediateworkcentersonstrengtheningthedistrict asamodelofcoherence,fiscalresponsibility,and student-centeredleadership.Theaimisnotrapid expansionorheadlineinitiatives.Itisadisciplined alignment.Systemsshouldsupportclassrooms. Budgetsshouldreflectpriorities.Communication shouldbuildtrust.

Davisbelievesthatwhenalignmentand transparencytakeroot,outcomesfollow.Academic growthimproves.Culturestabilizes.Community confidencedeepens.Thoseelementsreinforceone another

Longterm,hehopestocontributetobroader conversationsaboutsustainabledistrictleadership. Publiceducationdoesnotlackideas.Itoftenlacks clarityandconsistency.IfReadingcandemonstrate thatstrategicfocusandcommunitytrustdrive measurableresults,thatexamplecanextendbeyond districtlines.

“Alignment matters,” hesays. “When people move in the same direction, progress accelerates.” For Dr.Davis,thefutureisnotaboutposition.Itis aboutprovingwhatsteadyleadershipcanachieve.

APhilosophyRootedinService

ForDr.Davis,leadershiphasneverbeenabout visibility.Ithasbeenaboutresponsibility Atits core,heseestheworkasservice,thesteadyeffort tobuildconditionswhereotherscanthrive.That beliefshapeshowhemakesdecisions,howhe communicates,andhowhemeasuressuccess. Whenpurposeisclearandexpectationsarealigned, confidencefollows.Teachersfeelsupportedintheir craft.Studentsunderstandwhatisexpectedof them.Familiestrustthedirectionofthedistrict.

Hebelievesclarityisnotamanagementtacticbuta formofrespect.Peopledeservetoknowthe ‘why’ behindthework.Theydeserveconsistency They deserveleaderswholistenbeforeactingandact withintentiononceacourseisset.

Publiceducation,inhisview,remainsoneofthe mostpowerfulinstrumentsofopportunityin society.Itchangeslifetrajectoriesinwaysthatare bothvisibleandquiet.Dr.Davisapproacheshis rolewiththatweightinmind.Heleadswith steadiness,awarethatthesystemsbuilttodaywill shapefutureslongaftermeetingsendand initiativesconclude

“

Superintendent

Chartiers Valley School District

DanielDr. Castagna

From One Pennsylvania’s Youngest Superintendents to Chartiers Valley’s Most Purposeful Leader

Thereisaparticularkindofpersonwhogrows

upinsideafamilyofeducatorsandstill chooses,freelyandfully,towalkthesame path.Dr.DanielCastagnaisthatperson.

Raisedinafamilywherepubliceducationwasnotjust aprofessionbutavalue,hegraduatedfromCenter HighSchoolin1994,earnedhisundergraduatedegree inElementaryEducationfromClarionUniversityin 1998,andcompletedgraduateworkinEducation AdministrationatYoungstownStateUniversityin 2001.In2008,theUniversityofPittsburghconferred uponhimhisDoctoralDegreeinSchoolLeadership.

Thearcwassteady.Deliberate.Andentirelyhisown.

FromtheClassroomtotheSuperintendent’sChair

Dr.Castagnabeganhiscareerasaclassroomteacherin theHopewellAreaSchoolDistrict,adetailworth pausingon.Heknowswhatitmeanstostandinfront ofstudents,andthatknowledgehasneverlefthim.

In2005,hesteppedintoadministrationasaprincipal atBaldwin-WhitehallSchoolDistrict.By2007,hehad movedtotheWestMifflinAreaSchoolDistrict,where hisrisewasswift.Injusttwoyears,hemovedfrom PrincipaltoDirectorofElementaryEducationto AssistantSuperintendent.

By2011,hewasnamedSuperintendentof WestMifflinAreaSchoolDistrict,becoming theyoungestpersontoholdthepositionof SuperintendentofSchoolsinthestateof Pennsylvania.HeheldthatpostuntilMarch 2019.

InJanuary2025,hebecamethe SuperintendentofChartiersValleySchool District,wherehenowserves.

ARecordBuiltonRecognition

Theawardsfollowedthework,nottheother wayaround.

InDecember2011,hereceivedtheWoody ClarkServiceKeyAwardforhis leadership,research,andserviceinpublic education.Thefollowingyear,the PittsburghPost-Gazettenamedhimthemost “Clued-InSeniorManager”inPittsburgh, recognizingamanagementstylekeenly attunedtostudentandfacultyconcerns.

InApril2014,thePennsylvaniaCongressof ParentsandTeacherscertifiedhimasan HonoraryLifetimeMemberofthe PennsylvaniaParent-TeacherAssociation.

Thatfall,hewasinductedintotheCenterHighSchool AlumniHallofFameforhispubliceducation advocacy.

Underhisleadership,theWestMifflinAreaSchool DistrictwasvotedoneoftheTopPlacestoWorkin Pittsburghin2012,2013,2015,and2016.

AVoicetheFieldListensTo

Beyondthedistrictoffice,Dr.Castagnahasbuilta reputationasasought-afterkeynotespeakeron data-driveninstruction,formativeassessments,and STEMcurriculum.

HehasaddressedaudiencesattheQualityClassroom Consortium,REL-MidAtlantic,andtheEducational LeadershipInitiative.Morerecently,hehasspokenat theComputerScienceforAllConferenceinSan Francisco,theFutureofEducationalTechnology Conference(FETC)inOrlando,andhastwice presentedattheworld’slargestroboticscompetition, hostedbyVEXRobotics,inDallas,Texas.

Forsixyears,heservedasanadjunctprofessorinthe DepartmentofSecondaryEducationandAdministrative LeadershipatCaliforniaUniversityofPennsylvania.He alsospentfiveyearsontheUndergraduateAdvisory BoardatPointParkUniversity.Hisprofessional affiliationsincludethePennsylvaniaAssociationof ElementaryandSecondarySchoolPrincipalsandthe AmericanAssociationofSchoolPersonnel Administrators.

WhattheWorkLooksLikeatChartiersValley

AtChartiersValley,Dr.Castagna’sresponsibilitiesspan thefullbreadthofdistrictleadership:settingthestrategic vision,developingtheleadershipteam,overseeing academicprogramming,managingfiscaloperations,and safeguardingthewell-beingofeverystudent.

Hisproudestaccomplishmentsreflectwherehis prioritiesgenuinelylie.Hehasexpandedcareer readinessandSTEMopportunitiesacrossallgrade levels,Kthrough12,ensuringthatstudentsfrom elementaryschoolonwardengagewithproblem-solving, innovation,andhands-onlearning.Hehasstrengthened mentalhealthandcounselingsupports,improved transparencywithfamilies,andsupportedcriticalfacility improvementsthroughoutthedistrict.

Notably,ChartiersValleyhasdevelopedwhatDr.Castagna describesasthemosthigh-techsecuritysystemin Pennsylvania.

“These accomplishments are not individual successes. They are the result of teamwork and a shared commitment to excellence.”

Visionfor2026andBeyond

Dr.Castagna’sstrategicvisionforthedistrictrestsonfour pillars:academicexcellence,studentengagementand belonging,careerandcollegereadiness,andoperational excellence.

Heisfocusedonstrengtheningliteracyandnumeracy acrossallgradelevels,expandingadvancedcoursework, growingdualenrollmentandcareerpathwayopportunities, anddeepeningpartnershipswithlocalbusinessesand highereducationinstitutions.

Successismeasuredthroughstudentachievementdata, graduationandattendancerates,engagementmetrics, participationinadvancedcoursework,stakeholdersurveys, andpost-graduationoutcomes.MAPtestingandbuilding assessmentsinformdecisionsattheacademiclevel.

“Data guides our decisions, but relationships drive our work.”

Equityiscentraltohowresourcesaredistributed. Dr.Castagnaandhisteamanalyzedataacrossdemographic groups,ensureaccesstoadvancedcourseworkforall students,anddirecttargetedacademicinterventionsand mentalhealthsupportswheretheyaremostneeded.

LeadershipWhenItIsTested

AskDr.Castagnaaboutthehardmomentsinleadership, andhedoesnotdeflect.Whetherthechallengeinvolves safety,staffing,oranunexpectedoperationalcrisis,his responseisrootedinthesameinstinct:bringpeople together

“Leadership is not about having all the answers. It’s about bringing people together to find the best path forward.”

Heprioritizesgatheringaccurateinformation,listeningto allstakeholders,communicatingclearlyandconsistently, andmakingdecisionsthatarealways,first, student-centered.

“ “

Strong schools are built when people come together with a shared purpose and a commitment to doing what’s right for every student.

A Philosophy, Simply Stated

Attheheartofeverythingisabeliefhedoes notdressuporcomplicate:educationis aboutpeople.

“Every decision we make should reflect what is best for students.”

Outsideofwork,Dr.Castagnafindsrestoration inthesimplestthings,gatheringwithfamily andfriends,sharingagoodmeal,tryinga newrestaurant,andbeingpresentwith thepeoplewhomattermosttohim.These moments,hesays,allowhimtoreturnto workgroundedandrenewed. Hisleadershipphilosophy,offeredwithout ornamentation,isthis:

“Listen first. Collaborate always. Lead with purpose.”

Heis,byeverymeasure,asuperintendentwho hasneverforgottenwhatitfeltliketobea teacher Andthat,morethananyaccoladeor title,iswhatmakesDr.Castagnaa leaderworthwatching.

Dr. IRA WENTWORTH

Publicschoolleadershipoftentakesroot longbeforeaformaltitleappears.It growsinlessonplans,inlongevenings spentgradingpapers,andinthesteadyworkof helpingstudentsgraspsomethingthatoncefeltout ofreach.ForDr.IraWentworth,Superintendent ofIndianValleyLocalSchools,thatjourney begannotinanoffice,butinahighschool mathclassroom.

Dr.Wentworthbeganteachinginthefallof1994. Overthenexteightyears,hemovedbetween proficiencymathcoursesandAdvancedPlacement Calculus,holdingthesameexpectationsforevery student.Theresultswereclear.Inthespringof 2001,eightoutofeightstudentspassedtheAP CalculusABexam.In2002,twelveoutoftwelve didthesame.Thoseaccomplishmentstookplace indistrictsoutsideIndianValley,yettheysetthe toneforthestandardhewouldcarryforward.

Administrationfollowedin2002,when Dr Wentworthacceptedanassistanthighschool principalpositioninaneighboringdistrict.Two yearslater,hebecameahighschoolprincipal.By 2007,hesteppedintoelementaryleadershipwithin IndianValley,gaininginsightintohowlearning beginsatagefiveandbuildsyearbyyear When theBoardofEducationappointedDr Wentworth assuperintendentin2013,theprogressionfelt earnedthroughexperienceratherthantitlealone.

StewardshipinaRuralDistrict

Leadingaruraldistrictof1,700studentsin oneofOhio’sfederallydesignatedAppalachian countiescallsforrangeandresolve.Dr Wentworth overseesacademics,communications,human resources,anddailyoperations.Inasmaller system,thesuperintendentdoesnotstandapart fromthework.Hestepsintoit.

Theresultshavefollowed.Underhisleadership, thedistrictearneda4-starstateratingin2023 and4.5starsinboth2024and2025.In2025,it rankedfirstinTuscarawasCountyandstood amongonlynineteenAppalachiandistrictsto reach4.5stars.Graduationreached97.8 percent.Collegeandcareerreadinesshit87.1 percent.Studentperformancecontinuestoclimb eachyear.

BuildingaCultureofContinuousGrowth

Overmorethanadecade,steadyreformhas reshapeddailylifeacrossthedistrict.Atthecenter sitProfessionalLearningTeams.Structuredtime eachweekallowsteacherstostudyinstruction, reviewstudentdata,andrefinepracticetogether. Dr Wentworthstrengthenedthatworkthrough partnershipswithaneighboringdistrictandMalone University,ensuringtrainingstayedpractical andongoing.

Superintendent

Indian Valley Local Schools

Newrolesfollowed,includingaDirectorofContinuous ImprovementandaCollegeandCareerNavigator. Standards-basedreportcardsnowguideearlygrades. Trade-Dayprofessionaldevelopmentrewardsinitiative. Evenextracurricularsexpanded,withbowling,eSports, andclaysportsbringingmorestudentsintothefold.

ASteadyCoursefor2026andBeyond

Aftermorethanadecadeofsteadygains,thequestionis nolongerwhetherimprovementispossible.Itishowto sustainit.Dr Wentworthbelievestheanswerliesin disciplineratherthandisruption.Teacher-developed quarterlybenchmarksandNWEAMeasuresofAcademic Progressremaincentraltools,givingstaffaclearviewof whoisproficientandwhoisreadytomoveinto acceleratedandadvancedlevels.

“Our work is not about chasing new initiatives,” hesays. “It is about tightening what we already know works.” Eightypercentmeetrigorousstandards.Seventy-five percentaremaintainingorimprovinggrowthpercentiles. Morethanhalfofthestatetestsareaccomplishedor advanced.Thegoalsaremeasurable,andthedirection issteady.

EquitybyDesign

Withonehighschool,onemiddleschool,andtwo similarlysizedelementarybuildings,thedistrictoperates onascalethatleaveslittleroomforimbalance.Structure itselfsupportsfairness.Dr.Wentworthpointstothat designasaquietstrength. “When you serve 1,700 students across four buildings, you know where every resource goes,” hesays. “There is no place to hide inequity.”

Comparableenrollmentacrossschoolsallowsstaffing, programming,andmaterialstoalignclosely.Needsto surfacequickly.Adjustmentshappenquickly.Inarural systemwhereleadersstayclosetodailyoperations, equityislessasloganandmoreamatterof dailyoversight.

MeasuringWhatMatters

Thedistrictdoesnotseparatestudentgrowthfrom institutionaleffectiveness.InDr.Wentworth’sview,they riseorfalltogether.Themissionstaysclear: to work together to personalize a rigorous, standards-based learning experience

ProfessionalLearningTeamsbuildcommon quarterlybenchmarks,thenstudytheresults closely.Fall,winter,andspringMAPdatasharpen thepicture,guidinginstructionandinterventionin realtime. “Data only matters if it influences what adults do next,” hesays.

Eachyear,stateassessmentresultsofferanexternal checkonprogress.Internalmeasuresguidethe dailywork.Stateoutcomesconfirmwhetherthe systemisdelivering.

LeadershipunderPressure

Nohandbookpreparesasuperintendentforaglobal pandemic.WhenCOVID-19closedschooldoorsin 2020,thetestwasimmediateandpublic.

Dr.Wentworthreturnedtothedistrict’smissionand askedasimplequestion:howdoweprotect learning,nomattertheformat?

Theanswercamethroughchoice.Forthe 2020–2021year,familiesselectedoneofthree paths:traditionalin-personinstruction, asynchronousonlinelearning,orliveremote classestaughtbydistrictteachers.Staffbuilt thesystemsquicklyandadjustedas conditionschanged.

“Our focus never shifted from student progress,” Dr.Wentworthsays.Familiesnoticed,andthey respondedwithtrust.

IfResourcesWereUnlimited

Ifgivenunlimitedresourcestoreshapepublic education,Dr Wentworthwouldnotbeginwith newbuildingsorsweepingmandates.Hewould beginwithpeople.Hewouldhireadditional teacherstocreatemeaningfulplanningtimewithin thecontractedworkday,drawinginspirationfrom systemssuchasFinland.

Thatprotectedtimewouldanchorsustained professionaldevelopmentgroundedin evidence-basedpracticeslinkeddirectlyto studentachievement.Teacherswouldstudythe scienceofinstruction,applyitdeliberately,and measureitseffectonstudentwork.Forhim, expandingadultcapacitywouldbethemost powerfulleverforlastingchange.

For me, being an impactful educator is a lifestyle. “

ABroaderPurposeBeyondDistrictLines

InruralAppalachianOhio,itcanbeeasytothinksmall. Dr.Wentworthresiststhatinstinct.Heseesthedistrict’sworkaspartofa muchlargerresponsibility.Thestudentsintheseclassroomswillshape localcommunities,certainly,buttheirinfluencewillnotstopthere.Ohio andthenationwillrelyontheirskillandjudgment aswell.

Dr Wentworthbelieveshigh-qualitypubliceducationremainstheclearest preparationforthatfuture.Strongacademicsandsteadyexpectationsare notoptionalinruraldistricts.Theyareessential.Hisvisionissimpleand demanding:ensurethatstudentsfromthiscornerofOhioarereadyto contributeanywheretheirpathleads.

LifebeyondtheSuperintendent’sRole

Thedemandsofleadingadistrictrarelyswitchoffat4p.m.For Dr.Wentworth,theworkblendsintodailylife.Conversations,challenges, andideasoftenstaywithhimlongafterheleavestheoffice. “Being an impactful educator is a lifestyle,” Dr.Wentworthsays. “I cannot separate what I do on the job from what I do at home.”

Experience,however,hastaughthimtheneedtoslowthepace.Herides morethan2,000mileseachyearonhisbicycle,carvingoutspacetothink withoutinterruption.Campingtripswithhiswifeofferaquieterreset. Thosepauseshelpsustainthefocushisroledemands.

KeepingtheMainThingthe MainThing

Publicschoolscarrymany responsibilitiesbeyondacademics.Meals mustbeserved.Mentalhealthmustbe supported.Coatsmustbefoundforcold morningsontheplayground.

Dr Wentworthdoesnotminimizethose needs.Heseesthemclearlyandtreats themseriously.

Atthesametime,hekeepsthepurpose inview “All of those supports matter,” Dr Wentworthsays, “but we address them so students are ready to learn.”

Social-emotionalcareandbasic necessitiescreatetheconditions. Academicgrowthremainstheaim.His philosophyissteadyanddirect:inevery decision,keepthemainthingthe mainthing.

Dr. Nadira Jack

Building Classrooms That See the Whole Child

InmanyAmericancities,publicschoolssitat thecenteroflargerquestions.Whatdoes opportunitylooklike?Whogetsaccesstoit? Andwhathappenswhenachildbeginstobelievein theirownpotential?JerseyCityisonesuchplace wherediversityisnotanideabutadailyreality insideclassrooms.

Dr.NadiraJackgrewupinsidethatreality.Raised andeducatedinJerseyCity,sheexperiencedits publicschoolsnotasanoutsider,butasastudent shapedbythem.Shesawmomentsthatworked.She alsosawwheresystemsfellshort.“Iwitnessed firsthandhoweducationcouldtransformliveswhen studentsweregivenaccesstoopportunity,”shesays, recallingtheteachersandenvironmentsthatmadea difference.

Herearlypathdidnotpointtowardeducation.She studiedcriminaljusticeandpoliticalscience,with planstopursuelaw.Theshiftcamelater,anditcame withclarity.Schools,sherealized,werenotjustabout academics.Theyshapedidentity,confidence,and leadershipinwaysfewotherspacescould.

ThatbeliefledhertoCEO/Co-Founder JerseyCityGlobalCharterSchool,aplace designedtoreflectthecommunityshecalls homeandtopreparestudentsforaworldfar beyondit.

TurningVisionintoDailyPractice

Leadingaschoolrequiresmorethanaclearidea. Itdemandsconstanttranslationofthatideainto dailydecisions.AsCEOandCo-Founder, Dr.Jackmovesbetweenstrategyandexecution withsteadyfocus.Sheoverseesacademics, operations,compliance,andstaffdevelopment, whileshapinglong-termplansthatguidethe school’sdirection.

WhatbeganasabeliefhasgrownintoaK–8 communityservinghundredsoffamilies.The school’sTier1recognitionacrossNewJersey andHudsonCountyreflectsthatprogress.Still, shepointselsewhere.“Therealrewardisseeing studentsfindconfidenceandteachersstepinto leadership,”shesays.

LearningThatFeelsLiketheRealWorld

Insidetheschool,learningdoesnotstayonpaper.One ofthemostdefininginitiatives,theMicroSociety program,turnsthecampusintoaworkingcommunity Studentsrunbusinesses,takepartingovernment,and managetheirownsystems.Theworkfeelsreal becauseitis.

“Mathematicsmattersmorewhenyouaremanaginga budget,”Dr.Jackexplains.Thesameholdsfor writing,whichcomesalivethroughpitchesand presentations.Alongsidethis,project-basedlearning andcommunitypartnershipsexpandthatexperience. Theaimstaysclear.Preparestudentstothink,lead, andmovewithconfidenceinaconnectedworld.

MakingEquityaDailyPractice

Withstudentsrepresentingmorethan28countries, equityisnotasloganwithintheschool.Itshapeshow decisionsaremadeeachday.Progressisclosely tracked,andsupportisadjustedsostudentsreceive whattheyactuallyneed,notjustwhatisstandard. Instructionshiftstomeetlearnerswheretheyare.

Thatapproachextendsbeyondacademics.Teachers aretrainedtounderstandculturaldifferencesandbuild classroomswherestudentsfeelrespectedand included.“Equitymeanseverychildhasaccessto opportunity,”Dr.Jacksays.Thefocusstayspractical. Makesureeachstudenthasthetools,support,and beliefrequiredtomoveforward.

MeasuringWhatTrulyMatters

Dr.Jackapproachesmeasurementwithawiderlens. Testscoresmatter,buttheydonottellthefullstory Sheensuresthatacademicdataalignedwithstate standardsisreviewedclosely,helpingherteam identifygapsandadjustsupportwhereneeded.

Atthesametime,shelooksbeyondnumbers. Engagement,leadership,andsocial-emotionalgrowth carryequalweightinhowshedefinesprogress. Throughregulardatameetings,shebringseducators togethertorefineinstructionandrespondinrealtime. “Successisnotjustperformance,”shesays.Forher,it showsupinconfidence,curiosity,andastudent’s abilitytothinkthroughtheworldahead.

LeadingThroughUncertainty

Intheearlydaysofbuildingtheschool, Dr.Jackfacedthekindofpressurethatdoesnot comewithaclearroadmap.Openinganew institutionmeantworkingthroughuncertaintywhile earningthetrustoffamiliesandcreatingsystems strongenoughtosupportbothstudentsandstaff.

Thosemomentstestedherpatienceandjudgment. Sheleanedoncollaborationandstayedanchoredin themissionshehadsetouttobuild.“Youhaveto believeinthework,evenwhenthepathisnot clear,”shesays.

Whatemergedfromthatperiodshapedhowshe leadstoday.Convictionmatters,butsodoes humility

RethinkingWhatSchoolCanBe

AskDr.Jackhowshewouldreshapepublic educationwithunlimitedresources,andher answermovesquicklybeyondscaletopurpose.

Shewouldshiftthefocustowardcreativity, real-worldlearning,andstudentagency.Inher view,manysystemsstillrelyonstructuresthat overlookhowdifferentlystudentsthinkandlearn.

Shewouldinvestinspacesthatfeelalivewithideas. Innovationlabs,entrepreneurshipprograms,thearts, andstrongcommunitytieswouldsitatthecenter.At thesametime,shewouldstrengthensupportfor educatorssotheycansustainthatkindoflearning. “Studentsshouldnotjustabsorbinformation,”she says.Theyshouldcreate,solveproblems,andlead.

AVisionAnchoredinWhatComesNext

Lookingahead,Dr.Jackisshapingthefutureofthe schoolaroundthreesteadypillars:innovation, equity,andstudentleadership.Herfocusisnotjust onkeepingpacewithchange,butpreparingstudents tomoveaheadofit.

SheplanstoexpandSTEMlearning, entrepreneurship,andproblem-solvingexperiences thatconnectdirectlytotherealworld.Partnerships withuniversities,communitygroups,andindustry leaderswillopenclearerpathstowardfuturecareers.

“Exposurechangeshowstudentsseewhatis possible,”shenotes.

Forher,successwillextendbeyondtestscores.It willshowinengagement,leadership,andthe long-termimpactstudentscarryintotheir communities.

ExtendingtheWorkBeyondOneSchool

Dr.NadiraJack’sworkisnolongercontained withinasinglecampus.Asanauthorandnonprofit founder,sheisnowshapingideasthattravelfurther thanclassrooms.Sheisdevelopingframeworks aroundleadershipandpresence-basededucation, exploringhowschoolscanbecomeplacesof transformationratherthanroutineinstruction.

Hernextchaptercentersonreachingother educatorsandleaderswhowanttorethinkthe systemitself.Throughwriting,speaking,and collaboration,sheisaddinghervoicetoawider nationalconversation.“Schoolsshoulddevelop bothintellectandhumanpotential,”shesays.The aimisnotexpansionforitsownsake,but deeperimpact.

StayingGroundedintheWorkand Beyond

Dr.Jacktreatsbalanceassomethingthat mustbepracticed,notassumed.Leading aschooldemandsconstantattention,but shemakesspacewithintention.Time withherfamily,especiallyherson,brings herbacktothereasontheworkmatters.It keepsthelargerpurposeinview.

Shealsoturnstoquieterhabitstoreset. Reading,reflection,andwritinghelpher stepbackandthinkwithclarity.“You havetocreatespacetorecharge,”she says.Thatrhythmbetweenresponsibility andrenewalallowshertoleadwithfocus whilestayingconnectedtowhatmatters most.

AClosingReflectiononWhat EducationMakesPossible

Afteryearsofbuildingandleading, Dr.Jackkeepsreturningtowhatfirst drewherintoeducation.Itisnotjust aboutoutcomesorachievement.Itis aboutwhatastudentbeginstobelieve aboutthemselveswhentheenvironment isright.

Shespeaksaboutschoolsasplacesthat shouldnurturecuriosity,confidence,anda senseofpurpose.Thatrequireseducators tomovepastrigidmodelsanddesign experiencesthatfeelhumanandrelevant. Atthecoreofherperspectiveisaquiet butfirmidea.Educationworksbestwhen ithelpsstudentsdiscovernotjustwhat theycando,butwhotheycanbecome.

nadirajack727@gmail.com

linkedin-drnadirajack

www.jcgcs.org

“

When
students
feel
seen,
supported,
and
inspired,
they
donʼt
just
succeed
academically,
they
discover
who
they
are
capable
of
becoming.

A. MARIANI Dr.Sue

Building

Systems That Help Every Student Succeed

INDuquesne,wherethechallengesfacing publiceducationareasrealasthe hopestiedtoit,leadershipisnotabout holdingatitle.Itisaboutshowingup,listening closely,andmakingdecisionsthatchangethe courseofachild’slife.Thepathtothatkindof leadershipisrarelysudden.Itisshapedoveryears ofworkinginclassrooms,solvingproblemsinreal time,andlearningwhatstudentstrulyneedto thrive.

ForDr.SueA.Mariani,thejourneyintoeducation grewoutofasteadycommitmenttostudentsand thecommunitiesaroundthem.Herearlyyearsinthe classroomweregroundedinimprovinginstruction andbuildingmeaningfulconnectionswithlearners. Thoseexperiencesshapedhowsheapproached teaching,withaclearfocusonengagementand consistencyratherthanquickfixes.

Overtime,herroleexpandedbeyondasingle classroom.Leadershipbecameawaytoinfluence broadersystems,addressgaps,andcreateconditions wheremorestudentscouldsucceed.Thework requiredattentiontoequity,opennesstonewideas, andawillingnesstorethinkhowschoolsoperate.

NowservingasSuperintendentofthe DuquesneCitySchoolDistrict,shecontinuestofocus onbuildingstructuresthatsupportbothstudentsand educators.Eachstepinherjourneyreflectsabelief thatthoughtfulleadership,groundedinrealexperience, canshapestrongerandmoreresponsiveschools.

SteeringVisionintoMeasurableProgress

Leadingapublicschoolsystemcallsforabalance betweenlong-termvisionanddailyexecution.As Superintendent,Dr.Marianimanagesbothwithasteady focus.Herrolespanssettingdirection,overseeing instruction,andensuringthatoperationsrunwithout friction.Sheworkscloselywitheducators,families,and localpartnerstokeepstudentneedsatthecenter,while alsoguidingplanning,budgeting,andschool improvementefforts.

Onemilestonestandsout.Afternearlyadecade,middle schoolstudentsreturnedtothedistrict,markingashiftin bothconfidenceandcapacity.Alongsidethis,academic programshavegrownstronger,STEMexposurehas expanded,andstudentengagementhasdeepened.She wasalsorecognizedastherunner-upforthe2024PA SuperintendentoftheYear

Superintendent

Duquesne City School District

RebuildingStructure,ExpandingPossibility

Changeatscaleoftenbeginswithstructure.Since 2018,Dr.Marianihasfocusedonreshapinghow learningisdeliveredacrossthedistrict.AfullK–8 modelbroughtcontinuitybackintothesystem, alongsidethereturnofmiddleschoolprogramming. Classroomsbegantoreflectnewpriorities,with studentsengaginginrobotics,coding,anddrone technology.

Instructionbecamemoredata-informedwithaclear emphasisonstrengtheningTierIinstruction,while MTSSframeworksandsocial-emotionallearning werewovenintodailypractice.PBISandaHouse Systemhelpedimproveschoolcultureandreduce disciplineconcerns.Atthesametime,earlycareer exposureandcommunitypartnershipsconnected learningtoreal-worldexperiences.

AClearPathToward2026andBeyond

For2026,thefocuswithintheDuquesneCityisnot justongrowth,butondirection.Dr.Marianiis shapingasystemwhereinstructionisconsistent, learningfeelspersonal,andstudentsseereal-world relevanceinwhattheydoeachday.Prioritiesinclude strengtheningcoreteaching,improvingliteracyand mathoutcomes,andexpandingaccesstoSTEMand careerexposure.

“My strategic vision centers on empowering every student through high-quality instruction, personalized learning, and meaningful real-world experiences,” sheexplains.Progressistrackedthroughachievement data,attendance,andschoolclimate,withongoing feedbackguidingeachnextstep.

DesigningEquitywithIntent

Equity,inpractice,islessaboutbroadstatementsand moreaboutprecisedecisions.Dr.Marianiapproaches itasasystemthatmustbebuiltandcheckedoften. Dataplaysacentralrole,helpingidentifywhere studentsneedmoresupportacrossacademics, behavior,andattendance.

Thoseinsightsguidetargetedinterventionsthrough MTSSframeworks,whilestrategicgrantwritingand programdevelopmentexpandaccesstotechnology, STEMlearning,andcareerexposure.Partnerships withfamiliesandthewidercommunityfurtherreduce barriersthatmaylimitopportunity.Thegoalremains steady:toensureeachstudentisnotonlyincludedbut giventhesupportneededtoreachtheirfullpotential.

MeasuringWhatMatters

Understandingprogressrequiresmorethanasingle score,whichiswhyDr.Marianireliesonalayered, data-drivenapproachtotrackbothstudentgrowthand systemperformance.Academicbenchmarksandstate assessmentsofferoneview,whileongoingprogress monitoringhelpscapturehowstudentsareimproving overtime,especiallyinliteracyandmathematics.

“I monitor student growth and institutional effectiveness through a comprehensive, data-driven approach,” shenotes.Attendance,behavior,and social-emotionalindicatorsaddfurtherdepth,ensuring afullpictureofeachstudent’sexperience.Climate surveysandstakeholderfeedbackalsoinform decisions,helpingrefinestrategiesandmaintain accountabilityacrossthedistrict.

WhenPlansMeetResistance

Noteverywell-builtplanreachesthefinishline.During hertenureatthedistrict,Dr.Marianifacedoneofher toughesttestswhileworkingtoreopenthedistrict’s highschool.Theeffortbroughttogethercareful planning,communityvoices,andasharedhopeto expandopportunitiesforstudents.Despitestronglocal backing,theproposalwasdeniedatthestatelevel.

Theoutcomewasdifficult,bothprofessionallyandfor thecommunity.Ratherthanpause,sheredirectedthat energy.FocusshiftedtowardstrengtheningtheK–8 systemandbuildingpartnershipsthatcouldstillcreate meaningfulpathwaysforstudents.Theexperience underscoredasteadyprinciple:progressdoesnotstop withonesetback;itadaptsandmovesforward.

RethinkingtheBoundariesofLearning

Imaginingeducationwithoutlimitsopensthedoortoa verydifferentsystem.ForDr.Mariani,itbeginsby movingbeyondtraditionalclassroomswithinthe districtandconnectinglearningtotherealworld. Schoolswouldfunctionashubswherestudentsengage inprojects,internships,andmentorshipstiedtotheir interests,whiletechnologyandcareerpathwaysare builtintoeverydayexperiences.

“With unlimited resources, I would redesign education to extend beyond traditional classrooms,” shesays. Personalizedplanswouldguideeachstudent,supported bystrongeducatortrainingandfamilyservices.The aimisclear:makelearningrelevant,accessible,and closelyalignedwithlifebeyondschool.

LifeBeyondtheRole

Sustainingademandingrolerequiresclearboundariesandastrong senseofpriority.ForDr.Mariani,timeoutsidethedistrictisshaped byfamilyandsimpleroutinesthatofferbalance.Evenwithafull schedule,sheremainsintentionalaboutsteppingawayandbeing presentathome.

Herhusband,Mark,providessteadysupport,whilecookingand bakingofferacreativepausefromdailyresponsibilities.Travel addsanotherlayer,givingspacetoresetandexplore.Muchofher time,though,centersonherdaughter,Kennedy,especiallymoments spentwatchinghercheer.Theseexperiencesgroundher,allowing hertoreturntoworkwithclarity,focus,andrenewedenergy

LookingAheadwithPurpose

TheworkwithintheDuquesneCitySchoolDistrictisonlyonepart ofalargerdirectionforDr.Mariani.Herfocusremainsfirmlyon thefuture,withaninterestinshapingsystemsthatextendbeyonda singledistrict.Theaimistoconnecteducationmorecloselywith real-worldpathways,ensuringstudentsarepreparedforachanging workforce.

“I am a strong advocate for children and youth,” shesays,pointing toabroadercommitmenttoinnovation,access,andequity Expandingpersonalizedlearning,strengtheningpartnerships,and addressinggapsinresourcesallformpartofthatvision.Thegoalis clearandconsistent:tohelpbuildsystemswhereeverystudentcan grow,adapt,andsucceedbeyondtheclassroom.

LeadingwithPurposeandPerspective

Leadershipoftenrevealsitselfinthe choicesmadewhennooneiswatching. ThatideashapeshowDr.SueA.Mariani approachesherroleeachday.Herfocus stayssteady.Herdecisionsareweighed againstonecentralquestion:whatserves studentsbest.

“I believe in principle-centered leadership, serving for a cause greater than oneself,” shesays.Thatbelieftakesforminsmall butmeaningfulways,especiallythrough conversationswithstudents.Those momentsofferclaritythatnumbersand reportsoftencannot.Theyactasa reminderofwhytheworkmatters.

Herapproachleansonlistening,learning, andstayingaccountable.Withanemphasis onempathyandtransparency,she continuestoleadwithasenseofpurpose thatisgrounded,consistent,andclosely tiedtotheneedsofthosesheserves.

When

“

we put students at the center of every decision, we create opportunities that truly change lives.

Superintendent

Selma Unified School District

EDWARD GOMES

OnanygivendayintheSelmaUnifiedSchool District,ateachermaymovebetweenEnglishand Spanishwithoutpause.Studentstranslatefortheir parentsathome,helpinfamilybusinessesafterschool,and returneachmorningcarryingbothresponsibilityandambition. SelmareflectstheCentralValleyitself:agriculturalroots, immigrantstories,andfirst-generationdreams.Itschallenges arevisible.Soisitspromise.EdwardGomesunderstandsthat landscapebecauseheoncenavigateditasastudent. Beforehebecamesuperintendent,Mr.Gomessatin classroomsasanEnglishlearner,workingtomasteranew languagewhilekeepingpaceacademically.Heremembers translatinglessonsinrealtimeandtheteacherswhoinsisted heaimhigher “My journey in education began with a deep belief that schools are the most powerful vehicles for opportunity and social mobility,” hesays.

HebeganasaclassroomteacherandlaterservedasanESL instructorandbilingualcoordinator.Hegravitatedtoward schoolswithvisiblegapsandworkedtostrengtheninstruction andcampusculture.Asaprincipalatbothelementaryand secondarylevels,healignedstaffaroundclearstandardsand steadyimprovement.Districtleadershipfollowed,expanding hisreachacrossdozensofschools.Henowleadswiththe perspectiveofsomeonewhounderstandsboththestruggleand thepossibilityinsideeveryclassroom.

TurningVisionintoMeasurableResults

ForMr.Gomes,thesuperintendent’srolebeginswithasimple test: Does this serve students? Iftheanswerisunclear,the proposalisnotready.Hesetsdirection,alignsleadership aroundinstructionalpriorities,overseesbudgets,andensures systemsfunctionintentionallyratherthanbyhabit.

Earlierinhisleadershipcareer,hehelpedguideschoolsoutof programimprovementstatusbytighteninginstructionalfocus andusingdatawithdiscipline.Suspensionratesdeclined underhisleadership,notbecausestandardssoftened,but becausecampusculturestrengthened.Academicgains followed.

Recognitionarrived,thoughherarelyforegroundsit.Schools underhisleadershipearned Distinguished School and Schools to Watch honors.Hewasnamed Teacher of the Year,later Administrator of the Year,andreceived Fresno County Administrator of the Year forExcellenceinEducation.

Mostrecently,SelmaUnifiedachieveditshighestrecorded graduationrates.HeartlandContinuationHighSchoolearned thedesignationasa California Distinguished Model School

ForMr.Gomes,thosemilestonesrepresentdurability. Studentsleavewithcredentialsthatcarryweightbeyond theceremony

StrengtheningSystems,ExpandingOpportunity

Uponassumingthesuperintendency,Mr.Gomesavoided slogans.Hebeganwithstructure.Thedistrict’sStrategic Plancentersonthreepriorities:academicgrowth, studentwell-being,andpreparationforcollegeand career

CareerTechnicalEducationpathwaysexpanded,giving studentsclearerroutesintohigh-demandfields.Dual enrollmentopportunitiesgrew,allowingstudentstoearn collegecreditwhilestillinhighschool.Structuredsummer andwinterintersessionsnowprovidetargetedintervention andenrichment,ensuringlearningdoesnotstall.

Wellnessalsoreceivedsustainedattention.Thedistrict expandeditsTherapyDogProgram,aninitiativethathas reducedanxietyandimprovedattendance.Thepresenceof trainedtherapydogshasmadeconversationsaround mentalhealthmoreapproachable,particularlyforstudents hesitanttoseeksupport.

Mr.GomesfurtherstrengthenedtheNewcomers Program,whichsupportsnewlyarrivedstudentsthrough languagedevelopmentandfamilyengagement.The programhasreceivedstatewiderecognition,reflectinga districtthatviewsbelongingasfoundationalto achievement.

ADistrictMeasuredbyGrowthandReadiness

Lookingtoward2026andbeyond,Mr.Gomesspeaksless aboutrankingsandmoreaboutreadiness.HewantsSelma Unifiedtobeknownforproducinggraduateswholeave preparedandconfidentaboutwhatcomesnext.

Earlyliteracyandmathematicsremaincentralpriorities. Atthesecondarylevel,hecontinuesexpandingindustryalignedpathwayssostudentsunderstandtheconnection betweencourseworkandopportunity.Biliteracyanddual enrollmentparticipationwillgrow,enablingstudentsto graduatewithcredentialsthatextendbeyondadiploma.

Eachsenior,hebelieves,shouldleavewithadefined postsecondaryplan.Whetherthatplanincludesa university,communitycollege,certificationprogram, militaryservice,ordirectemployment,claritymatters.

Thedistrictmeasuressuccessthroughmultiple indicators:academicgrowth,graduationrates, engagementdata,schoolclimatesurveys,and postsecondaryoutcomes. “Continuous improvement, not compliance, guides our work,” Mr.Gomessays.Progress,inhisview, issustainedthroughdisciplinedreviewand adjustment.

EquityasaDailyPractice

Equity,forMr.Gomes,isoperational.Itshapes staffingmodels,fundingpriorities,andprogram design.Resourcesfollowneed,evenwhen doingsodisruptstradition.

SelmaUnifiedprioritizesservicesforEnglish learners,studentswithdisabilities,newcomers, andstudentsfacingeconomichardship.Staffing allocationsreflectenrollmentpatterns. Interventionfundingtargetsidentifiedgaps.

Multiplepathwayssupportcompletion. Independentstudy,continuationprograms,and alternativeeducationofferstructuredoptions forstudentswhosecircumstancesrequire flexibility Adulteducationextendsopportunity beyondtraditionaltimelines.

Equityalsomeansinvestingineducators. Teachers,counselors,andadministrators receiveongoingprofessionaldevelopmentto refineinstructionandstudentsupport. “We have to meet students where they are,” Mr.Gomes says. “That requires giving our staff the tools to do it well.” Fairaccess,inhisframework,is intentional,evidence-based,andaccountable.

MeasuringWhatMatters

Mr.Gomestreatsdataasfeedback,not paperwork.InSelmaUnified,resultsare examinedcarefullyanddiscussedopenly

Studentgrowthistrackedthroughstate assessments,districtbenchmarks,formative classroomdata,graduationrates,and attendancetrends.Schoolclimateindicators carryequalweight.Thedistrictmonitors whetherstudentsfeelsafe,whetherfamilies feelheard,andwhetherstafffeelsupported.

“Data tells part of the story,” hesays. “People tell the rest.”

ProfessionalLearningCommunitiestranslatenumbersintoaction. Teachersmeetregularly toanalyzetrends,identifybarriers,and adjustinstruction.Ifattendancedeclines,leadersinvestigate causes.Ifliteracystalls, strategiesshift.

Institutionaleffectivenessrestsontwoquestions: Are outcomes improving year over year? And does the culture remain positive and inclusive? Mr.Gomesworkstoensurethatbothadvance together.

BuildingbeyondthePresent

Mr.Gomesspeaksaboutthefutureintermsofdurability.He wantssystemsthatoutlastanysingleleader.SelmaUnified,inhis view,shouldcultivateitsownpipelineofprincipalsanddistrict leadersrootedincommunityknowledge.

HeaimsforthedistricttobecomeadestinationintheCentral Valley,knownforsteadygrowthanddisciplinedinnovation. BeyondSelma,hehopestocontributetostatewideconversations aroundequity,alternativeeducation,leadershipdevelopment,and data-informedimprovement.

“

Ultimately,

our work is grounded in purpose. Education changed my life, and the lives of those that serve our students along with the students and families themselves.

JEREMY Mangrum

Leading with the Lessons of a Small-Town Classroom

IIn

manyruralcommunitiesacrossAmerica,schoolsoften serveasthecenterofdailylife.Relationshipsand communitytieshelpshapethestudentexperience, whilehardworkisvaluedlongbeforestudentsstepintoa classroom.ThoseearlylessonsshapedJeremyMangrumlong beforehebecametheSuperintendentoftheElkinsSchoolDistrict

HegrewuponasmallfamilyfarminGreeneCounty,Arkansas, whereresponsibilitycameearly,andastrongworkethicwas consistentlyemphasized.Hisparentsstresseddisciplineand consistency,valuesthatstillguidehisleadershipstyletoday Educationalsofeltpersonalfromanearlyage.Hisgrandmother taughtelementaryschool,andthroughher,hesawwhatthe professiondemandedbehindthescenes. “Great teachers show up early, stay late, and truly care about what is best for their students,” hesays.

Thatunderstandingstayedwithhimwhenheenterededucationin 2006.Hebeganasateacherandvarsitybasketballcoachbefore movingintoschooladministration.Overtheyears,heservedasan assistantprincipal,principal,anddeputysuperintendent.In2018,he steppedintotheroleofsuperintendent,bringingwithhimnearly twodecadesofexperienceshapedbyclassrooms,gymnasiums,and yearsworkingalongsideeducators.

LeadingThroughResponsibilityandTrust

Yearsspentinclassrooms,gyms,andadministrativeofficeshelped shapeJeremy’spracticalandprocess-drivenleadershipapproach. Today,heoverseesthedailyoperationsofadistrictservingroughly 1,400studentsand180employees,overseeingresponsibilitiesthat rangefromstudentandstaffsafetytostaffing,budgetallocation, andcapitalimprovementprojects. “Every decision eventually comes back to what is best for students,” hesays.

Hisinfluenceextendsbeyondhisdistrict.Jeremyservesonthe BoardofDirectorsfortheArkansasActivitiesAssociationand previouslyledtworegionaleducationalcooperativeboards.In 2023,theArkansasRuralEducationAssociationnamedhim SuperintendentoftheYear.

RaisingExpectationsInsidetheClassroom

WhenJeremysteppedintothesuperintendentrole,improving classroominstructionbecameaclearpriority.Ratherthanchasing short-termfixes,hefocusedonbuildingsystemsthathelped teacherstrackstudentgrowthmoreeffectively.Underhis leadership,thedistrictstrengtheneditsProfessionalLearning Communityprocess,introducedcommonassessmentsacross schools,andcreatedscheduleswithdedicatedtimeforboth remediationandacceleratedlearning.

Healsopushedtoupdateclassroomresourcesin coresubjectsafterdecadesinwhichsomecore instructionalareaslackedupdatedresources.The resultssoonbecamevisible.In2025,theArkansas DepartmentofEducationawardedthedistrictan “A”rating,placingitamongArkansas’s highest-performingdistricts.Thedistrict’s individualschoollettergradeGPArankedthird statewidein2025. “My role is to elevate confidence and performance by giving people the tools they need to be successful,” hesays.

SettingtheBarHigher

Afteryearsspentstrengtheningacademicsand modernizingdistrictoperations,Jeremyhassetan evenmoreambitioustargetfortheyearsahead. Hisfocusnowisclearlydefined:movingthe districtintothenumberonepositioninArkansas foroveralldistrictlettergraderankings.Withthe ArkansasDepartmentofEducationexpectedto releaseupdatedgradesin2026,theresultswill offeraclearbenchmarkforprogress.

Atthesametime,hecontinuestolookbeyondtest scoresalone.Whileseveralmajorcapitalprojects havealreadybeencompleted,facility improvementsremainpartofthedistrict’s long-termstrategytocreatestrongerlearning environmentsforstudentsandstaffalike.

ExpandingAccessforEveryStudent

Jeremybelievesopportunityshouldneverdepend onastudent’sbackgroundorcircumstances.That beliefshapesmanyofthedecisionsmadeacross thedistrict,fromacademicsupportsystemstothe wayresourcesareallocated.Alongsidehis leadershipteam,heworkstoidentifybarriersthat maypreventstudentsfromfullyparticipatingin schoolprogramsorreachingacademicgoals.

Thedistrict’sapproachfocusesonexpanding accesstoopportunitiesandreducingbarriersfor students.Resourcesaredirectedtowardcreating broaderaccesstolearningopportunitiesand strongersupportforstudentswhomayneed additionalhelp.Equity,inJeremy’sview,isnot treatedasaseparateinitiative.Instead,itremains partofthedistrict’severydaydecision-making processandlong-termplanningefforts.

TrackingGrowthBeyondTestScores

InsideJeremy’sleadershipapproach,dataisnottreatedas paperworksittinginaspreadsheet.Itservesasaday-to-day toolthathelpsteachersadjustinstructionmorequicklybased onstudentperformancedata.Acrossthedistrict,common assessmentsalignwithpacingguidesineverysubjectarea, givingeducatorsaclearerpictureofhowstudentsprogress througheachunit.

Teachersreviewthoseresultsregularly,whiledistrictleaders monitorbroadertrendstoidentifywheresupportmaybe needed.Thesystemallowsschoolstorespondquicklyrather thanwaitinguntiltheendoftheacademicyeartoaddress learninggaps.Healsolooksatstatewideassessmenttools providedbytheArkansasDepartmentofEducationtomeasure howstudentsperformcomparedwithpeersacrossArkansas andtoevaluatethedistrict'soverallacademicdirection.

WhenLeadershipBecamePersonal

ThehardeststretchofJeremy’scareerarrivedduringthe COVID-19pandemic,whenschoolleadershiprequired constantoperationalandcommunitydecision-making. Quarantinepoliciesdisruptedclassrooms,staffingbecame unpredictable,andfamilieslookedtoschoolleadersfor answersthatoftenchangedbytheweek.Beyondlogistics, schoolsalsofoundthemselvesnavigatingdifferingpublic perspectivessurroundinghealthmandatesandstudentsafety.

Thosemonthsforcedhimtomakedifficultdecisions whiletryingtokeepthedistrictsteadyforstudents,staff, andparentsalike.Theexperiencealsosharpenedhis perspectiveonleadership.Helearnedthaturgentissues caneasilyconsumeanentireday,butlosingsightof long-termprioritiescreatesevenlargerproblemslater Thatbalancebetweenimmediateresponseandlasting purposeremainsoneofthedefininglessonsofhis tenure.

RethinkingWhatSchoolsCouldBecome

AskJeremywhathewouldchangewithunlimited resources,andhisfocuscentersmoreonstaffingand personalizedstudentsupportthanonfacilitiesor technology.Hebelievesthestrongestschoolsarebuilt aroundrelationships,attention,andtheabilitytomeet studentswheretheyareacademicallyandpersonally

Withlargerstaffingteams,hesays,schoolscouldcreate afarmorepersonalizedlearningexperienceforevery student.Smallerinstructionalgroups,additional interventionsupport,andmoreindividualizedguidance wouldalloweducatorstorespondtostudentneedswith greaterprecision.Manyofthoseideasalreadyshapethe district’scurrentapproach,butlikemostpublicschool systems,budgetconstraintsoftenlimithowfarthose effortscango.Forhim,thechallengeisnotalackof vision.Itisfindingtheresourcestomatchit.

LifeBeyondtheOffice

Outsideofschoolresponsibilities,Jeremy centersmuchofhistimearoundfamily Hecreditshiswife,Jamie,andtheir childrenforprovidingthesupportthat allowshimtohandlethedemandsof leadership.Mostweekendsrevolve aroundschoolactivitiesandyouthsports events,whilesummersofteninclude quiettripstothelake,offeringtimeto slowdownandreconnectawayfrom packedschedules.

RootedintheCommunity

Whilemanyeducationleadersvieweach roleasasteptowardsomethingbigger, heseeshisfuturedifferently.Elkinsisnot simplytheplacewhereheworks.Itis home. “My only plan is to keep working as hard as I can each day to make our school district great,” hesays.

Hehasnodesiretoworkanywhereelse andremainsfocusedoncontinuingto strengthenthedistrictandcommunityhe nowcallshome.

ALeadershipPhilosophyBuilton Growth

Twodecadesintohiseducationcareer, JeremyMangrumstillfindspurposein watchingstudentssucceedandpushpast obstaclesthatonceseemedimpossible. Thatmindsetalsoshapeshisleadership philosophy.Hebelievesstrong organizationscannotgrowbyrelyingon outdatedhabitsorresistingchange. Lastingprogress,inhisview,comesfrom regularlyevaluatingsystems,improving processes,andholdingfirmlytoa consistentstandardofexcellence.

“

The key to leadership is establishing a process and a standard of excellence that is uncompromising.

Superintendent

Mendham Township School District

Salvatore M. CONSTANTINO

Leading with Relationships, Not Titles

Longbeforehesteppedintoasuperintendent’soffice,

thefoundationofSalvatoreM.Constantino’s workwasbuiltinaplacefarmoreimmediateand demanding,aclassroominDover.Itwasthere,among studentswithdifferentneeds,personalities,andambitions, thathisunderstandingofeducationtookshapeinrealtime.

Thoseearlyyearsleftaclearimprint.“Teachingisasmuch aboutrelationshipsasitisaboutinstruction,”hewouldcome tobelieve,notasatheory,butassomethingtesteddaily The lessonwassimple,yetnoteasy.Studentsrespondwhenthey feelseen.Theygrowwhentheyfeelsupported.Andtheyrise whensomeoneexpectsmorefromthem.

Ashiscareerprogressed,theroleschanged.Theteacher becametheprincipal.Theprincipalbecamesuperintendent. Eachstepbroughtnewresponsibilities,butthecoreidea stayedsteady Theworkwasneverjustaboutsystemsor structures.Itwasaboutpeople.Classrooms,afterall,donot functiononpolicyalone.Theydependontrust,connection, andasharedsenseofpurpose.

NowatMendhamTownshipSchoolDistrict,thatsame outlookcontinuestoguidehisleadership.Thefocusremains onbuildingenvironmentswherebothstudentsandeducators candotheirbestwork,notinisolation,buttogether

ResponsibilityinMotion

Leadershipatthedistrictlevelisrarelyconfinedtoan office.Itunfoldsinmeetings,classrooms,andeveryday decisionsthatshapehowasystemruns.Inthisrole,Sal focusesonsettingdirection,strengtheninginstruction,and keepingstudentsuccessatthecenterofeveryconversation.

Theworkcallsforclosecoordinationwithstaff,theBoard ofEducation,andthewidercommunity “It’s about aligning goals and resources in a way that actually supports learning,” henotes.

Amonghisproudestachievementsisbuildingaculture rootedintrustandcollaboration,whilepushingforward newapproachestoteachingandlearningthatbenefitevery student.

TurningVisionintoPractice

Aguidingideaonlymattersifitshowsupindailypractice. Salknowsthatthephrase“EveryStudent,EveryDay”is notaslogan.Itisaworkingstandardthatshapesdecisions acrossthedistrict. Overtime,thatperspectivehasbeen shapednotonlybyexperience,butbyabeliefthatschools mustevolvealongsidetheworldstudentsareentering.

Thatbeliefhasguidedhisworkinblendingstronginstructional practiceswithemergingareassuchasartificialintelligence, social-emotionallearning,andstudentvoice.

Thefocushasbeenonmakinglearningmore meaningfulandresponsive.Thatincludesstronger attentiontosocialandemotionalgrowth,alongwith givingstudentsaclearervoiceintheirown education.Classroomsarealsoevolvingthrough thoughtfuluseoftechnologyandartificial intelligencetosupportpersonalizedlearning. “We are trying to meet students where they are,” heexplains, “and help them grow in every sense.”

LookingAheadwithPurpose

Asschoolsplanforwhatcomesnext,thechallenge isnotjusttokeepstandardshigh,buttokeeplearning relevant.AtMendhamTownship,thefocusisondoing bothatthesametime.

Salbelievesthepathforwardcentersonimprovinghow studentsexperiencelearningeachday.Thatincludesincreasing engagement,openingmoredoorsforinnovativelearning,and strengtheningthesupportsystemsaroundthem.

Success,inhisview,goesbeyondgrades.Itshowsupingrowth, participation,andwell-being.Decisions,headds,areguidedby data,butneveratthecostofseeingthewholestudent. This workalsoincludesagrowingemphasisoninnovation.Underhis leadership,thedistricthasbegunintegratingartificialintelligence intoclassroominstructioninpurposefulways,helpingstudents receiveimmediatefeedback,engagemoredeeplywithcontent, andtakegreaterownershipoftheirlearning.Theseeffortsreflect abroadercommitmenttopreparingstudentsforafuturethatis bothtechnologicallyadvancedandhuman-centered.

EquityinPractice

Walkthroughanyschoolday,andthedifferencesamongstudents becomeclear.Backgroundsvary.Languagesdiffer.Needsrarely lookthesame.Salunderstandsthatequitycanonlybeattained bypayingattentiontothosedifferencesratherthansmoothing themover

Hisapproachisdeliberate.Resourcesaredirectedbasedonneed, notdistributedevenlyforthesakeofappearance.Thatmeans addedsupportforstudentsfromdiverselinguisticandcultural backgrounds,alongwithclassroompracticesthatmakespacefor everyonetoparticipate.

Italsorequirespreparingeducators.Ratherthan relyingonisolatedprofessionaldevelopment,the districtemphasizesacultureofcollaboration, whereteacherslearnfromoneanother,refinetheir practicetogether,andcontinuouslyrespondtothe needsoftheirstudents. “Access matters,” hesays, “but so does how we provide it.”

MeasuringWhatMatters

Ineducation,numbersoftentellpartofthestory, butrarelyallofit.Salknowsthatunderstanding progressrequiresawiderlens,onethatcaptures bothperformanceandexperience.Academicdata andformativeassessmentsprovidestructure.They helptrackwherestudentsstandandhowtheyare improvingovertime.Standardizedmeasureshave theirplace,buttheydonotdefinethewhole picture.

Equalweightisgiventohowstudentsengage, howtheygrow,andhowtheyexperiencelearning daytoday.Feedbackfromstudents,staff,and familiesalsoplaysarole. “You have to listen,” hesays, “if you want to improve in a real way.”

LeadingThroughUncertainty

Somemomentstestleadershipinwaysnoplan canfullypreparefor.ForSal,thatmoment cameduringtheCOVID-19pandemic,when uncertaintybecamepartofdailyoperations. Guidelinesshiftedoften.Decisionscarried weightforstudentsafetyandlearningalike.In thatenvironment,thefocusturnedtoclear communicationandsteadycoordinationwith staffandfamilies.

“We tried to create stability where we could,” herecalls, “while staying flexible as things changed.” Theexperienceunderscoredthe valueoftrustandtransparency,anditleft behindastrongersenseofconnectionacross theschoolcommunity. Itrequiredbalancing health,learning,andcommunitytrustinreal time.Italsoreinforcedtheimportanceof leadingwithempathy,ensuringthatdecisions reflectednotonlylogisticalrealitiesbutthe emotionalandsocialneedsofstudents,staff, andfamilies.

RethinkingWhatIsPossible

Askanyeducatorwhattheywouldchange withunlimitedresources,andtheanswers oftenpointinasimilardirection.ButwhatSal prioritisesisnotscale,butprecision.

Hisfocuswouldshifttowardtruly personalizedlearning,whereeachstudent’s strengths,interests,andneedsshapetheway theyaretaught.Alongsidethat,greater investmentinmentalhealthandsupport serviceswouldaddressapartofeducationthat oftengoesunder-resourced.

Attentionwouldalsoturntoeducators themselves.Continuedprofessional development,hebelieves,isessential. “If we expect schools to evolve,” hesays, “the people leading classrooms have to be supported to grow as well.” Thisincludesaligning resources,expandingaccesstosupport services,andensuringthatclassroompractices reflectawiderangeofperspectivesand experiences.Thegoalisnotsimplyaccess,but meaningfulparticipationforeverystudent.

LifeBeyondtheRole

Maintainingbalancetakeseffort,notchance.AndSalknows thatmeansmakingtimetostepawayfromworkandreset. Hespendstimewithfamily,staysactive,andlooksfor momentstodisconnectfromafullschedule.Spendingtime withfamily,exercising,andreadingarepartofthatroutine. Eachoffersadifferentkindofpause,onethathelpsclearthe mind.

“I try to make space to recharge,” hesays.Thosehabitsare notseparatefromwork.Theyshapehowhereturnstoit, withmorefocus,patience,andperspective.

LookingBeyondthePresent

Theworkofeducationdoesnotendwithwhatisinfrontof you.Itextendsintowhatstudentswillfacenext.ForSal, thatfutureisshapedbybothcareandcuriosity

Thefocusremainsonstrengtheningthestudentexperience, withcloseattentiontomentalhealthandtherealities familiesarenavigatingtoday Atthesametime,thereisa growinginterestinhowscience,technology,andartificial intelligencecanimprovehowstudentslearn.

“We are exploring how these tools can support teaching in a meaningful way,” hesays.Thelargeraimissteady.Build systemsthatadapt,include,andpreparestudentsnotjustfor exams,butforlife.

ASimpleIdeaThatStays

OneideacontinuestoguideSal’sthinking,drawnfromFred Rogers:“Lookforthehelpers.”Inschools,thosepeopleare everywhere.Teachers,staff,families,andstudentsstepin quietly,oftenwithoutrecognition,tosupportoneanother ThatbeliefshapeshowSalleads.

“Lookforthehelpers”ismorethanareflection.Itisa leadershipapproach.Bycreatingtheconditionsforothersto succeed,hebelievestheimpactofaschoolsystemextends farbeyondanyoneindividual.Inthatway,leadership becomeslessaboutpositionandmoreaboutpurpose, buildingaculturewherepeoplefeelvalued,supported,and inspiredtodotheirbestworkeveryday

“Create the conditions for people to do their best work,” hesays.Thework,intheend,comesbacktothat.Support thepeoplewhoshowupeachday,andtheimpactcarries furtherthananypolicyevercould.

”

Teaching is as much about relationships as it is about instruction. Students grow when they feel seen, supported, and challenged.