How do culture, identity, and community influence your leadership? Gain insights from thoughtful leaders as they reflect on this question and how it continues to shape modern education.
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Welcome to another edition of the Superintendent’s Corner Newsletter. My name is Luis R. Valentino, Ed.D., and I am the Superintendent-in-Residence with Summit K12. This publication aims to serve a singular purpose: to create a space for superintendents to explore the realities of district leadership, reflect on what is effective, and collectively strengthen their approach to successfully leading in these challenging times.
In today’s dynamic educational landscape, superintendents face increasingly complex challenges that require a comprehensive strategy to lead with purpose and manage with practical wisdom. This newsletter is based on insights from numerous observations and conversations with district leaders across the country who have shared their triumphs, struggles, and everyday experiences.
At the recent Washington Association of Latino/a Administrators and Superintendents (WALAS) conference in SeaTac, six pre-K/12 educational leaders gathered to explore a question that shapes modern education: How do culture, identity, and community influence your leadership? Their answers were raw, honest, and transformative, and offer insights that every educator, policymaker, and community member should hear. This article captures the themes covered by thoughtful leaders through their engaging conversation.
Dr. Concie Pedroza doesn't separate her family history from her professional identity. Her parents marched alongside Cesar Chavez, fighting for farmworkers' rights. That legacy of activism shapes every decision she makes as Superintendent of Tukwila School District.
"Leadership is service and advocacy," Pedroza explains, reflecting her family's commitment to justice. When budget cuts become necessary, she insists on making them "farthest from students." Community members don't just receive newsletters about policy changes—they sit at the table during reviews and audits, ensuring every dollar reflects their values and needs.
Pedroza's approach demonstrates how cultural heritage strengthens leadership through the lens of intersectionality—recognizing how her multiple identities as a Latino/a educator, daughter of activists, and community leader interact to create unique leadership perspectives. Her Superintendent's Student Advisory Board gives young people direct access to district decision-making, teaching them that their voices matter in shaping educational policy.
Raquel Martinez carries her childhood in agricultural fields into every leadership decision she makes. Working alongside her parents before dawn, she learned about resilience long before reading about it in leadership books. Today, as principal of the $185 million Sageview High School in Pasco and the first Latina President of the National Association of Secondary School Principals (NASSP), Martinez transforms those early lessons into educational opportunities for others.
"I carry those lessons into every decision, ensuring multilingual learners have the support and opportunities they deserve," Martinez shares. She doesn't view students' backgrounds as obstacles to overcome—she sees them as assets to leverage. When families face housing instability due to seasonal work patterns, Martinez employs various strategies to address attendance issues. She creates flexible systems that support learning regardless of circumstances.
Her national platform allows her to advocate for Latino/a students far beyond her own building. Martinez uses her NASSP presidency to challenge deficit-based thinking about multilingual learners, proving that representation in leadership creates ripple effects across the entire education system.
Dr. Maria Lucero's journey from paraeducator to Assistant Superintendent in the Yakima School District illustrates a powerful truth: the most effective leaders often emerge from within the communities they serve.
Starting in her home community of Wapato, Lucero understood her students' experiences because she lived them herself. "Leadership is most effective when it's deeply connected to the community it serves," Lucero notes. Her bilingual skills aren't just helpful—they're transformational. She's built robust multilingual programs that honor students' home languages while preparing them for academic success. Parents who might feel intimidated in formal school settings become powerful advocates when leaders like Lucero create genuine partnership opportunities.
Lucero provides career roadmaps for aspiring educators, particularly those from underrepresented backgrounds. She celebrates when former students become teachers themselves, recognizing the multiplying effect of authentic mentorship.
One of the most complex challenges these leaders face emerged clearly during the WALAS panel: How do you navigate power in predominantly white spaces? Roberto Elizondo, Superintendent of Touchet School District, demonstrates that authenticity and effectiveness aren't mutually exclusive.
Elizondo's "Coffee with the Superintendent" sessions create informal spaces where families can share concerns without the formal meeting protocols. Parents who might never attend a school board meeting find their voices in these conversations. He recognizes that families bring expertise about their children that standardized assessments can't capture.
This approach directly addresses the broader leadership question: How can you maintain your values while working within existing power structures? Elizondo proves that genuine community engagement isn't just good practice—it's strategic leadership that builds trust and creates lasting change.
Raul Sital, Assistant Superintendent in Pasco School District, extends equity thinking beyond traditional academic measures. His focus on infrastructure improvements—energy-efficient buildings, safe learning environments, comfortable classroom spaces—reflects his understanding that physical environments directly impact learning outcomes.
"Equity isn't just a value—it's embedded in every decision, from budgets to buildings," Sital emphasizes. His work demonstrates that Latino/a leaders bring holistic perspectives to education, recognizing connections between environmental conditions and student success that others might overlook.
Sital actively mentors emerging educators, building pipelines for future Latino/a leaders. He understands that systemic change requires sustained effort across multiple generations of leadership.
Claudia Miller, Director of Equity & Community Engagement in Clover Park School District, focuses on operationalizing equity rather than just discussing it. Her work ensures that equity principles shape every district policy and practice, from hiring decisions to curriculum choices.
"Authentic family partnerships are at the heart of equitable education," Miller explains. She moves beyond traditional parent involvement models to create genuine opportunities for power-sharing. Families don't just receive information about district decisions—they help make them.
Miller's approach addresses a critical question: How do you center community voices in institutional decision-making? Her answer involves restructuring systems to include family perspectives from the beginning rather than seeking input after decisions are made.
All six leaders view mentorship as central to their work, but their approaches reflect their unique backgrounds and positions. Pedroza's Student Advisory Board teaches young people that their perspectives matter in shaping educational policy. When students see their ideas influence district decisions, their understanding of civic engagement deepens naturally.
Martinez leverages her NASSP platform to create opportunities for emerging Latino/a leaders nationwide. Her visibility in national educational circles opens doors for others, demonstrating that representation in high-profile positions creates pathways for future leaders.
Elizondo and Sital work within their districts to identify and develop promising educators. They understand that building leadership pipelines requires intentional cultivation of talent, particularly among underrepresented groups.
These leaders recognize that their individual success means little without broader transformation. When asked about their long-term vision, they consistently emphasize systems change over personal achievement.
Lucero's career progression from paraeducator to district leadership provides a roadmap that others can follow. Her success demonstrates that there's no single path to educational leadership—dedication, community connection, and a commitment to equity can emerge from any starting point.
The representation gap won't close on its own. It requires deliberate action: mentoring emerging leaders, challenging systems that limit access, and recognizing that diverse leadership styles strengthen schools.
Washington's Latino/a educational leaders have shown us what becomes possible when authenticity meets opportunity. Their stories remind us that powerful leadership doesn't emerge from textbooks—it grows from lived experience, community connection, and unwavering commitment to equity.
Pedroza, Martinez, Lucero, Elizondo, Sital, and Miller didn't just break barriers—they're building bridges for the next generation. They've answered fundamental questions about culture, power, and community that all leaders must grapple with, providing models that extend far beyond Latino/a leadership to authentic leadership for everyone.
When students walk through school doors, they should see leaders who understand their journeys, value their backgrounds, and believe in their potential. That's the promise these six leaders are working to fulfill—not just for Latino/a students, but for every child who deserves someone in their corner who truly understands.
The question isn't whether we need more leaders like them. It's whether we're ready to follow their example and transform education for every student who needs authentic leadership that honors their story while opening doors to their future.
The WALAS panelists offer practical guidance for leaders at every level. Their experiences provide concrete steps for creating more authentic, community-centered leadership.
For Current Educational Leaders: Examine your own cultural assets and lived experiences. What perspectives do you bring that others might not? Create genuine opportunities for community voices in your decision-making—not just advisory roles, but actual power-sharing that influences outcomes.
Don't treat your background as something to overcome. Like Martinez's journey from fields to national leadership, your experiences are leadership assets, not obstacles.
For Policymakers: Move beyond representation metrics to transformation measures. Support mentorship programs that create pathways for underrepresented educators. When only 3% of superintendents are Latino/a nationwide, while 30% of students are, policy solutions must address both pipeline development and institutional change.
For Community Members: Engage actively in your schools and expect genuine partnership from leaders. When superintendents like Elizondo host community sessions, show up and speak up. Your voice matters in shaping educational policy.
For Aspiring Leaders: Start where you are. Mentor someone, advocate for a student, challenge an inequitable practice. Leadership isn't just a position—it's actions and mindset.
Remember Lucero's path from paraeducator to assistant superintendent. Every step builds toward something larger. Your journey may look different, but the principles remain: lead with authenticity, center community voices, and never forget where you came from.
This newsletter is sponsored by Summit K12, supporting educational leaders with comprehensive solutions for multilingual learners during challenging times.