A Mentee's Perspective: Confidence on My Journey to the Superintendency

I always knew I wanted to become an educator. Growing up, I considered learning my passion, a passion I was destined to share with others.

I started my career in education as a secondary math teacher in a male-dominated department. I knew right away that working hard was a non-negotiable. Throughout my teaching journey, I had the privilege to meet strong women who always advised me to set my expectations high, and I credit those leaders for guiding, pushing and encouraging me to become whatever I wanted.

As a participant in AASA’s Women in School Leadership initiative, I’ve discovered the incalculable value of mentorship and professional guidance. Having an opportunity to network with like-minded women educators is a rare occasion. But being able also to lean on them and grow from their experiences is a remarkable asset.

Real-Time Support

Professionally, my goals include taking on the role of a K-12 district superintendent, so AASA’s initiative has introduced me to a personal mentor who guides me along my journey. She brings 34 years of experience in five different school leadership roles to the table, accompanied by a genuine desire to see me succeed.

Frequent conversations with my mentor focused on my specific needs in real time. Access to a mentor who can tailor a conversation, share examples of similar experiences and give professional advice without judging is something every female professional deserves.

Additionally, the role of a professional confidant is one my mentor assumes from time to time. Sometimes we don’t know what we don’t know. Not every question is one we may feel comfortable floating out to members of our own organization. The discretion in conversations of this nature with professionals outside of my own environment enables me to grow as a leader.

In addition, the AASA program’s cohort has 19 other women leaders with whom to share ideas, information and support. We come from various regions of the country and leadership positions, leading to an array of perspectives and experiences that contribute positively to discussions.

I have conversed with members of this group about implementing new reading programs, structuring our Response to Intervention framework and interviewing for new positions. It has been refreshing to have multiple viewpoints for gathering information and guiding decisions.

Nurturing Women

Our cohort recently shared an article on the small number of women in the superintendency. I realized how lucky I am to serve in a high-level role. I am privileged currently to work with a strong female leader in my school district from whom I have gained vast knowledge. As a student-centered educator, she is not afraid to make difficult decisions that break the cycle of the status quo.

My 19,000-student urban district has seen four superintendents in the eight years of my tenure. The longest serving, at four years, is the incumbent. Women hold two positions on our nine-person school board. At the executive level, 63 percent of the district’s leaders are female, and 14 of the 31 lead principals are women.

I always have had strong women to lean on, strong women who pushed me to be the best professional that I can be. Now, it is my turn. I want to be the guiding force for those strong women who will come after me. It is our responsibility to recognize and nurture strong women of today to be the leaders of tomorrow. AASA’s Women in School Leadership program is providing support and guidance for all women. I am grateful to be a part of this groundbreaking initiative.