Tag: shape

  • How challenges, experiences shape superintendents of color

    How challenges, experiences shape superintendents of color

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    NEW ORLEANS — “It doesn’t matter what I brought to the table in terms of preparation. In the eyes of some, I’m just gonna be ill-equipped.”

    That sentiment, expressed by Denver Public Schools Superintendent Alex Marrero, sums up the double standards he says education leaders of color face regularly.

    “Double standards are so, so, so real, and you all need to accept that,” Marrero told a packed session this month at the annual conference of AASA, The School Superintendents Association. 

    “Hopefully during our time, that shifts. But once you realize that’s the reality, you’ll be well-equipped to navigate the turbulent waters that, again, were not designed for us to succeed as scholars, much less leading organizations like ours,” said Marrero, who has led DPS since 2021 and is the district’s third superintendent since 2018.

    Just 200 — or roughly 40% — of the nation’s 500 largest school districts, the superintendencies are held by leaders of color, according to 2024 data from ILO Group’s Superintendent Research Project. Furthermore, only 72 — or 14% — of those school superintendents are women of color.

    During two March 7 AASA conference sessions, Black and Latino leaders from eight districts nationwide shared their challenges and experiences, as well as insights on what helped them reach their position — and what keeps them going. Here are three takeaways.

    Identity matters

    Martha Salazar-Zamora, superintendent of Texas’ Tomball Independent School District, demonstrated how she sometimes changes her speech depending on who she’s speaking with.

    “I learned that, at times, I am Martha Salazar-Zamora, and there are times where I’m Martha Salazar-Zamora,” she said, dropping her accent the second time she spoke her name. “If you understand that, you understand that. And if you don’t, you maybe never will.”

    Known as code-switching, this is the practice of adjusting one’s language, mannerisms or appearance to fit a social context or environment for the comfort of others or to achieve a desired outcome. And it’s something leaders of color might navigate, particularly if they’re the first non-White person to hold a role.

    “I knew when I had to be who I had to be. I knew why I had to be, whether it was an interview, whether it was whatever it might be, an introduction,” said Salazar-Zamora.

    That doesn’t mean, however, that a superintendent’s identity has to be left at the door. Avis Williams, who resigned as superintendent of Louisiana’s NOLA Public Schools in November, shared the benefit that comes with embracing the idea of having students of color see someone who looks like them.

    “When I go to schools, I love it when little girls are like, ‘My hair is like yours.’ Yes, baby, it is,” said Williams. “Some of them will google me, and it’s like, ‘She wore Afro puffs!’”

    These can seem like small details, but seeing a leader who looks like them conveys to students, “Anything you see that I have done, you can do that and more,” said Williams. “We have to make sure that we can bring our whole selves into the role in order to really live out that truth.”

    As a superintendent in Oregon’s Gresham-Barlow School District from 2017 to 2021 , Katrise Perera was the only Black woman district leader in the state, she said. “In my second year, we had another Black superintendent, a male.” 

    One specific memory from that superintendency still resonates for her. Once a week, she would read to elementary school classes, and children could sit where they wanted. Eventually, her communications team pointed out to her that in most photos, students of color were sitting close to her in the front.

    “They were gathering around me. I still get chills to this day,” said Perera, now superintendent of Texas’ Lancaster Independent School District.

    “When it comes to kids, you’re gonna get all of me,” she concluded.

    Relationships — and allies — are key

    Who you know and the relationships you build can make the difference in climbing professional ladders. LaTonya Goffney, superintendent of Texas’ Aldine Independent School District, told another AASA session how support from White and male allies helped her rise to district leadership.

    “It’s about time for men to pave the way for women to be able to do this job,” Goffney said.  

    Among the nation’s 500 largest school districts, just 30% were led by women, and only 14% are women of color, according to data released by ILO last year.

    Goffney attained her first superintendency in 2008 in rural Coldspring, Texas. A middle school principal at the time, Goffney was about nine years into her career as an educator. 

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  • How Tony Danza Is Helping Shape the Stars of Tomorrow

    How Tony Danza Is Helping Shape the Stars of Tomorrow

    Investing in Arts Education

    Tony Danza | Photo by John Russo

    Actor Tony Danza discusses how he helps shape the stars — and generally good people — of tomorrow through his youth program.


    Before becoming an entertainer, you were a teacher. How did that experience influence your perspective on the role of arts in education?

    Teaching has influenced my thinking about kids and what they need. As a society, I think we have abdicated some responsibility for nurturing our children, and we have work to do. It’s been wonderful to be a part of The Stars of Tomorrow Project, which focuses on youth development through performance and allows them to discover the world and the tools to navigate it. It uses the art of acting to help students develop while mentoring and nurturing them in safe spaces. We provide young people places to express themselves while developing into productive world citizens and tomorrow’s leaders.

    What kinds of skills does arts education help young people build, beyond just the ability to perform?

    We have a slogan at the program, and we try to live by it: “When you teach a kid how to act, you teach a kid how to act!” If you think about it, most of the media — music, TV, movies, websites, and apps — that young people consume are often concerned with the self. Acting makes you be part of something bigger than yourself. It teaches you to be present, to look people in the eye, to speak clearly — all things you need to be successful in life. The program is a life program.

    We make good actors. We have one from the program on Broadway right now; his name is Daniel Hernandez. I am so proud. But we also try to make good people. 

    Many students face self-doubt when pursuing a career in the arts. What advice do you have for those who are passionate but hesitant?

    I have something that helps me, and it’s what I tell young actors: You have to truly believe that no one can do what you can do. You can’t do what Timothée Chalamet can do, but he can’t do what you can do. You have to really believe it and then not get in your own way. 

    How has your own teaching background influenced the way you advocate for arts education?

    I have been performing now for 50 years, and before that, I used to put myself on the line in the boxing ring. My only regret is that I didn’t start in the arts when I was younger. It has transformative powers. We’ll have a kid come to the class, and all it takes is a short time before he or she is saying, “I have to support my ensemble!” The Stars of Tomorrow Project works!

    Lastly, we are all thinking of you, LA!

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