Biography: Dr. Randy Trani was born to his 17-year-old mother in Denver, Colorado, and raised in Cordova, Alaska. Early adversity, a life-changing accident at age three that left him visually disabled, poverty, and periods of childhood homelessness shaped his conviction that public schools can change a child’s trajectory. Because of those early hardships, Dr. Trani did not enter school until second grade. By every measure, the odds were against him, and yet public education gave him not only opportunity, but a future.
He began his professional career in Alaska in 1990, teaching K–12 students in remote Alaska Native villages and in small rural districts in South Central Alaska. After eight years in Alaska, he began teaching science in large suburban and urban Oregon systems. As principal (2004) and later superintendent (2009) of Corbett Schools (OR), he led Corbett Middle School to become Oregon’s only School to Watch, while Corbett High School earned repeated national recognition from Newsweek, The Washington Post, and U.S. News & World Report. He was named both Oregon Middle Level Association Principal of the Year and Oregon High School Principal of the Year.
Since 2020, Dr. Trani has served as superintendent of the Matanuska-Susitna Borough School District (MSBSD), Alaska’s second-largest district, spanning 50 schools and more than 19,000 students across a West Virginia–sized geography. Now the district’s longest-serving superintendent in more than 50 years, he and his team have aligned high-quality instruction, accelerated pathways (AP/dual credit and CTE), and transparent, usable data. Results follow. MSBSD has averaged an 85 percent graduation rate across the past five years, compared with about 78 percent statewide. Alaska Native and American Indian graduation is 89 percent, up from the low 70s. AP success rose from about four scores of 3 or higher per 100 students to 22, a more than five-fold increase. CTE certifications have more than doubled, and 63 percent of seniors now qualify for the Alaska Performance Scholarship, a threefold increase over historic rates.
Trust and communication define Dr. Trani’s leadership. As Wasilla High School principal Jason Marvel notes, “Dr. Trani is someone who makes educators, students, and families feel valued and empowered.” That culture shows up in regular family forums and student advisory tables, public presentations that display both progress and gaps, and sustained investment in principal pipelines and teacher leadership so improvement outlives any one person.
These same values guide community partnerships with employers, higher education, and Alaska Native organizations that expand dual credit, paid internships, and industry credentials. Ensuring that students graduate ready for college, careers, the trades, or military and high-wage local work remains central to Dr. Trani’s leadership. The Mat-Su elected delegation of State Senators and Representatives affirmed that impact in a joint statement:
“Dr. Randy Trani has transformed MSBSD into a model of what education in Alaska can achieve. His focus on results has led to record graduation rates, exceptional academic performance, and robust CTE programs, ensuring our students are prepared for college, careers, and future challenges. We are proud to celebrate his vision, accountability, and unwavering dedication to Mat-Su families and students. The success of our children is the success of our community, and under Dr. Trani’s leadership, that success is just beginning.”
Dr. Trani credits these gains to a shared vision with the MSBSD board, leaders, educators, families, and above all, students. In a district where distance is real, MSBSD proves that purpose, partnership, and great teaching travel farther.
Biography: My name is Michael Todd Freeman and I have served as the Superintendent in Vestavia Hills City Schools, AL since March, 2018. I served in my first superintendency in Sylacauga City Schools, AL for almost 5 years prior to coming to Vestavia Hills. Before that, I spent 20 years in the Auburn City Schools, AL as a teacher, district administrator, and high school principal.
I received my Bachelor's degree from Jacksonville State University, AL in 1992 and Master's degree from Auburn University, AL in 1994. My degrees were in social science education and I served as a teacher for 10 years during that time. In 2004, I began my doctoral studies at Valdosta State University and completed degree requirements in May, 2008. My dissertation was a quantitative study on the effect of positive behavioral supports in a junior high school.
My experiences in a small town and through my education matriculation have shaped my philosophy about what our purpose in education is. Partnering with families, we must first develop graduates of character who are ready to be productive, moral, and ethical citizens in our democracy. When children learn that the responsibility toward others is at least equally as important as their individual rights, our nation thrives.
Along with the importance or virtuous character, we must prepare students with the knowledge and skills for their personal growth and the betterment of our world. That preparation is best achieved with a comprehensive experience that emphasizes experiences for every student in the humanities, arts, and STEM. While every child will follow a unique pathway in life, each of these areas equip them with adaptable skills for do work and to work with people.
I believe education is the great equalizer for the citizens in our country. Accordingly, every child should be afforded the opportunity to experience learning in a way that helps them be the best version of themselves that they are created to be. Equity, and adequacy, should always be the priority for a local school, the state education system, and federal Department of Education. As a nation, we are still on this journey. As a school system, we are moving much closer than ever before.
My professional journey has taken me to three outstanding and unique school systems. The socio-economics range from high, medium, to low levels of student poverty. The sizes of the districts range from approximately 2,000 students to over 7,000. Finally, the districts represent university towns, rural, and suburban. In each system, I have experienced the incredible results when the board has a shared vision of equitable, adequate, and profound learning experiences for students. Serving in each type of school system has taught me that, not matter the socioeconomics or other demographic influences, there is an imperative to meet the expectations the community has for the education of the next generation.
I have been blessed to be married to my wife, Rachel, for 16 years. We have two boys, ages 12 and 10, that attend our school system.
I have been involved in music since my childhood and today continue to play the piano for various events, including some school events over the years. I am an avid reader of non-fictional books and listener of podcasts, including a wide range of topics related to education and leadership. Much of my time away from my work is dedicated to coaching recreational programs and involvement with our church.
Biography: Dr. Nathan Morris has served as Superintendent of Cross County School District in Cherry Valley, Arkansas, since 2017, where he has led a transformative effort to raise student achievement, strengthen educator effectiveness, and expand opportunities for all learners. Under his leadership, the district has seen enrollment increase every year—an uncommon trend for rural schools in Arkansas.
Both Cross County High School (CCHS) and Cross County Elementary Technology Academy (CCETA) have earned national and state recognition for innovation, character education, and academic performance. CCHS was named the 2022 recipient of the prestigious NIET Founder’s Award, while CCETA was twice a finalist—highlighting the district’s commitment to the TAP System for teacher development and support.
U.S. News and World Report has recognized CCHS as one of America’s Best High Schools and one of the top charter high schools in Arkansas. In 2021, both schools were named Apple Distinguished Schools, two of only five in the state to receive this designation. The high school’s College x Career x Choice program has contributed to a 98% graduation rate and a college-going rate that consistently exceeds the national average.
CCETA has also been honored for three consecutive years with a Promising Practice Award by Character.org and was recently named a global finalist for the “World’s Best School Prize for Overcoming Adversity” by T4 Education.
Dr. Morris currently serves as President of the Arkansas Rural Education Association and sits on the Board of Directors for the Arkansas Activities Association and the Arkansas Association of School Administrators. He is an active member of the Arkansas Association of Educational Administrators and AASA, The School Superintendents Association.
An Arkansas native, Dr. Morris earned his Bachelor’s and Master’s degrees from the University of Arkansas and completed his Doctorate in Educational Leadership at Arkansas Tech University. Now in his 14th year in school administration and 27th year in education, he remains deeply committed to public education in rural communities. He is a proud husband and the father of six-year-old twins.
David Verdugo became the eighth superintendent of SCVUSD No. 35 in May 2014. He has more than 34 years of experience in the field of education as a teacher, coach, principal and superintendent. Under his leadership, the district and its schools have risen to national and state recognition.
Superintendent Verdugo has also received individual recognition as an educational leader, being named 2012 Arizona School Administrators Middle Level State Principal of the Year, and 2019 Arizona School Administrators Mid-Size All-Arizona Superintendent of the Year. He is active in representing his district in professional and civic organizations including Arizona School Administrators, American Association of School Superintendents, Rotary International, Nogales/Santa Cruz Government Relations, and First Things First Santa Cruz Council.
Professional Experience:
Superintendent Santa Cruz Valley Unified School District No. 35
● Instructional Leadership of SCVUSD No. 35
● Increase and enhance opportunities for all students
● Utilize data to address the needs of the District
● Communicate the success and needs of the District
● Work collaboratively with the SCVUSD No. 35 Governing Board
● Establish associations with local, state, and national organizations
Professional Affiliations and Boards:
● Arizona School Administrators
○ Executive Board 2011-2013
○ Superintendent Division Member- Santa Cruz County Regional Representative 2014-Present
● First Things First Santa Cruz County Regional Council Member
● Santa Cruz County Government Relations Council
● AZALAS Board Member
● Arizona Interscholastic Association Executive Board
● Rotary International
● WestEd Board Member
Education and Certification:
● Western New Mexico University, Bachelor of Science, Secondary Education,
Social Science, Exercise Science (1993)
● Northern Arizona University, Masters of Educational Leadership (2002) Graduated with Distinction 4.0 GPA
● University of Arizona, Superintendent Internship and Certification Requirements (2011)
Awards and Recognitions:
● ASA/NASSP/MetLife Arizona Middle Level Principal of the Year 2012
● Friends of SCVUSD No. 35 Outstanding Educator 2016
● ASA All-Arizona Superintendent 2018-2019
● 2018 National AP School District of the Year
● 2018 National Cambridge School District of the Year
Biography: On April 17, 2023, Mauricio Arellano became Superintendent of the San Bernardino City Unified School District (SBCUSD), following his unanimous selection by the Board of Education after a comprehensive community engagement process and national search. His appointment marked a meaningful homecoming to the city where his journey in public education first began.
A proud product of the District he now leads, Superintendent Arellano grew up in San Bernardino and attended SBCUSD schools before graduating from San Bernardino High School. The son of immigrant parents from Mexico, both of whom also worked in SBCUSD schools, he learned early the transformative power of education and the importance of service to one’s community.
He began his career more than 30 years ago as a bilingual elementary teacher in SBCUSD, where his dedication to equity, student success, and instructional excellence quickly distinguished him as a leader. As a first-generation college student, Arellano earned his bachelor’s degrees in sociology and Spanish from the University of California, Riverside, followed by a master’s degree in educational administration from California State University, San Bernardino.
Superintendent Arellano’s leadership journey has been defined by innovation, collaboration, and an unwavering focus on improving outcomes for all students. Before returning to San Bernardino, he served as Superintendent of Redlands Unified School District, where his tenure was marked by sustained academic gains, expanded career pathways, and deepened community partnerships. His outstanding leadership was recognized statewide and nationally, culminating in his selection as the U.C. Davis C-STEM Superintendent of the Year in 2020 for his success in expanding access to STEM education and promoting equity in technology-based learning.
Prior to his superintendency in Redlands, Arellano served for 14 years as Assistant Superintendent of Human Resources in the Palm Springs Unified School District, where he led transformational efforts in employee recruitment, retention, and labor relations—building a culture of trust, professionalism, and continuous growth.
Since returning to San Bernardino, Superintendent Arellano has led with purpose and vision. Under his leadership, SBCUSD launched Vision 2030: SBCUSD SHINES, a bold, multi-year strategic plan centered on safer schools, stronger community partnerships, expanded career pathways, and academic excellence. This initiative has reenergized the District’s mission and inspired collective action from staff, students, and community members alike.
His tenure has already produced measurable successes, including two SBCUSD elementary schools—Ramona-Alessandro and Palm Avenue—earning 2025 California Distinguished School Awards, a reflection of the district-wide commitment to excellence he has championed. His leadership was further recognized when the Association of California School Administrators (ACSA) named him the 2025 Superintendent of the Year, honoring his bold, student-centered leadership and his ability to unite diverse communities around a shared vision of educational equity and excellence.
In 2024, Arellano’s lifelong contributions to education and community service were celebrated through his induction into the California State University, San Bernardino Alumni Hall of Fame, recognizing his journey from SBCUSD student to Superintendent as a full-circle example of the power of public education.
Today, Superintendent Arellano continues to lead with humility, courage, and a deep belief that when schools shine, communities thrive. His personal story and professional achievements embody the promise of public education—and his leadership continues to move San Bernardino City Unified School District toward a brighter, more equitable future for all students.
Chris Gdowski has served as Superintendent for the Adams 12 Five Star Schools since October 2009.
Chris grew up in the Five Star District, attending Leroy Elementary, Northglenn Junior High, and then graduating from Thornton High School in 1985. He attended the University of Colorado at Boulder, where he was a member of the Presidents Leadership Class and graduated summa cum laude in political science. (His honors thesis reviewed curriculum challenges in Colorado's public schools, including Adams 12 Five Star Schools, and the response to those challenges by administrators and school board members.)
Upon graduation he worked for the Denver branch of the Federal Reserve Bank as an analyst in the accounting department and then returned to the University of Colorado at Boulder to attend its law school. During his studies he served as the Casenotes and Comments Editor for the University of Colorado law review and clerked at firms specializing in water law, oil and gas, and commercial litigation. He was named a member of the Order of the Coif upon graduation, a designation awarded to students graduating in the top 10 percent of their law school class at selected law schools.
Chris briefly practiced with a midsized law firm following graduation and then joined the firm of Miller, DeLay and Crabb, a firm specializing in legal services tailored to small and mid-sized school districts. He became a partner with the firm in 1997, and during his time in private practice became the lead counsel for approximately 40 Colorado school districts, including those serving affluent communities (Aspen, Telluride and Steamboat Springs); high poverty communities (Center, Saguache, and Moffat in the San Luis Valley); rural schools (Holyoke, Otis, and Wray) and growing districts in the northern Front Range, including Adams 12 Five Star Schools. His practice extended to all areas of school law, with his focus across those areas on negotiating creative and mutually-satisfactory solutions to challenges facing school districts, their partners, and their adversaries.
He joined Adams 12 Five Star Schools as General Counsel in July 2006. In September 2009, following an extensive interview process of finalists for the position by numerous District stakeholder groups, the Board of Education selected Chris as superintendent and he officially started in that role in November 2009. During his tenure the District has improved its graduation rate nearly 25 percent; launched a STEM continuum focused on problem-based learning that has drawn interest and accolades at the state, national, and international levels; implemented an interest-based bargaining process for collaborative and productive problem solving with its certified union; passed bond measures in 2016 and 2024, and a supplemental operating revenue measure in 2018, that supported critical investments in facilities and programming; expanded career and technical education programming, resulting in dramatic growth in the number of industry certifications earned by its students each year; consistently grown the skills of its multilingual learners in English language development at levels above state averages and peer districts; grown the number of, and diversity of students, successfully completing Advanced Placement courses and improved from a 42 percent 3+ rate in 2010 to a 72.4 percent 3+ rate in 2025; expanded high school options for students who have struggled in comprehensive high school settings; and opened a Newcomer Center in Fall 2023 to serve recent immigrants of high school age.
He has served on a variety of boards with connections to Adams County and to public education during his tenure as superintendent, including the executive committee for the Rocky Mountain Partnership and the board of directors for Junior Achievement Rocky Mountain, the Public Education and Business Coalition, and the Adams County Education Consortium (past chair). He has been an active member of the Front Range Superintendents group throughout his tenure (past chair).
He has received a variety of awards and recognitions during his time as superintendent, including selection as one of the Most Admired CEOs in Denver in the inaugural cohort recognized by the Denver Business Journal in 2018.
Chris and his wife Carolyn met while engaged in fundraising -- and marathon running -- to support the Leukemia and Lymphoma Society, and they remain active in a variety of charitable causes. They are the proud parents of Meagan (32), Connor (28), Blake (19) and Makayla (17).
Chris enjoys fishing, bird hunting, long walks with his dogs, cooking, gardening, and hiking in the Colorado mountains in his spare time.
Biography: I have strived to be a successful and compassionate administrator and leader for the last twenty years. My career began in January of 2004 as an assistant principal. I spent six years as a building principal before moving on to become a director of student services. My career as a superintendent began in 2013, and I have successfully led both the Hebron Public Schools and East Lyme Public Schools. My tenure as the superintendent in my current district has brought many successes, and it should be noted that I have navigated school renovations, redistricting of buildings, and administrative restructuring, all while building stronger relations with staff, students, families, board of education members, and town governing officials. My successful approach to building a district operating budget and garnishing support through the process by all stakeholders is noteworthy. My developed process is one that has been presented at the yearly Connecticut CABE/CAPSS Convention and has been shared with other superintendents. This process has helped to support the successful passing of town budget referendum's during every year of my tenure in East Lyme. Additionally, the creation and expansion of our student career pathway programs has been a supported model of growth across our district, town, and region.
I am a proud graduate of Keene State College, Southern Connecticut State University, Sacred Heart University, and the University of Connecticut. My degrees and successful leadership attributes have brought me great success in the field of educational leadership. The superintendency in any district can be a very challenging position, and I have navigated the role with great success building relationships and supporting district administration and staff each year of my tenure.
I am a proud member of the East Lyme community. I was born and raised in the town of East Lyme, and I returned to take over as superintendent. Two of my children are now East Lyme graduates, and my third child proudly attends East Lyme High School. I am passionate about my school district and town and remain active in the community. In 2021 I completed a year as President of Niantic Rotary, and I enjoy supporting and attending events that give back to those in need across the town and region. Additionally, I actively support town sports programs and activities, while enjoying the participation of my children in many of these events over the years. I am a leader who truly cares about people, and I put students and staff first. I have established excellent relationships and strong bonds with so many individuals across East Lyme, and I continue to reach out and formulate further relationships that foster success for all. East Lyme Public Schools has done exceptionally well over the years, and I am most proud to be part of that success while leading an amazing educational institution.
Biography: Dorrell Green has dedicated his career to serving children across New Castle County as a teacher and educational leader for three of Delaware’s largest public school districts.
Superintendent Green’s career in education began 25 years ago in the City of Wilmington when he served as a teacher at Bancroft Elementary School and Stubbs Elementary School. After honing his skills in the classroom, he embarked on a path to leadership, serving as an Assistant Principal at Bayard Elementary School and then as the Principal of Harlan Elementary School.
Green naturally transitioned to district leadership in 2011 when he was named the Director of Elementary Education and Title I Services for the Brandywine School District. From 2012 to 2017, he served as the Assistant Superintendent of the Brandywine School District, overseeing district operations in transportation, discipline, nutrition, facilities, finance, and human resources.
Green joined the Delaware Department of Education (DOE) in 2017 as the Director of Innovation and Improvement. While at the DOE, he led many of the trauma-informed practices currently in Delaware schools.
Green currently serves as Superintendent of the Red Clay Consolidated School District, the state’s largest public/charter school system. It serves 16,000 students and is home to 31 outstanding schools and programs.
Dr. Green earned his degree in elementary teaching education from the University of Delaware (UD) in 1998 and his master’s degree in educational leadership and administration from UD in 2004. He recently received his Doctor of Education degree in Organizational Leadership from Wilmington University.
Known as one of the Top 100 of all time and strongest team leaders in Blue Hens history, Dorrell Green was inducted into the University of Delaware Athletics Hall of Fame in 2019. Dr. Green was named Delaware’s Most Influential People in Education (2024).
Superintendent Green lives in Wilmington, where he and his wife, Bonita, have a son (Jordan) and two daughters (Jada and Jasmine).
Biography: Diane Kornegay is the current Superintendent of Lake County Schools, a position she has held since being appointed in December 2016. She brought to this role over 30 years of experience in school and district administration in Florida school districts.
Kornegay earned a Master of Educational Leadership and a Bachelor of Education from the University of North Florida. She also has experience from Duval County Public Schools.
Before assuming the role of Superintendent of Lake County Schools, Kornegay served as Deputy Superintendent at the School District of Clay County from June 2015. Her prior experience in Clay County also included serving as assistant superintendent for instruction and director of school improvement and teacher training. She also held the position of principal at King's Trail Elementary, among other educational leadership roles.
Kornegay's leadership at Lake County Schools has been recognized with high marks in annual evaluations by the School Board. She earned a perfect score on student performance objectives, encompassing indicators like graduation rates, acceleration rates, student support services, and teacher retention. The School Board also commended her dedication and positive impact on the district, with Chairman Tyler Brandeburg expressing full faith in her vision and ability to execute it for the benefit of students, teachers, staff, and the community.
Under Kornegay's leadership, Lake County Schools achieved an "A" grade from the Florida Department of Education in 2025, a first since 2008. This achievement reflects district-wide academic gains in English Language Arts, Mathematics, Science, and Social Studies. Notably, the district saw a 15 percentage point increase in Algebra 1 proficiency and a 7 percentage point increase in English Language Arts in grades 9 and 10, with an overall 4 percentage point increase in English Language Arts. These successes are attributed to key initiatives such as teacher collaboration through Professional Learning Teams, a focus on grade and course standards, and data-driven instruction to address learning gaps.
Furthermore, S&P Global Ratings, a rating agency, raised the long-term rating on the district from "A" to "A+" under Kornegay's leadership, reflecting the district's healthy fund balance and efforts to reduce debt.
Beyond academic and financial achievements, Kornegay is recognized for her strong communication skills and ability to build partnerships within the community. An example of her innovative vision and community focus is the Lincoln Park Education Center, which addressed community needs by repurposing existing buildings and partnering with Lake Tech and Lake Sumter State College.
In 2019, Kornegay was also recognized by Florida's education foundations for her contributions.
Diane Kornegay's tenure as Superintendent of Lake County Schools has been marked by a strong commitment to student success, fiscal responsibility, and community engagement, leading to notable achievements in academic performance and district-wide improvement.
Kornegay has received state and local recognition for her outstanding contributions to improving teaching and learning, including Superintendent of the Year in 2021 from the Florida Association for Career and Technical Education, Superintendent of the Year in 2019 from the Consortium of Florida Education Foundations, and the 2020 Community Service Award from the Chamber Alliance of Lake County.
Beyond her professional achievements, Superintendent Kornegay has been married to her husband, Scott, for 38 years. Together, they are involved in several community organizations and enjoy traveling, fishing and SEC football. If you ask her if she has any children, she will tell you, “Yes, I have over 48,000!”
Biography: Dr. Marc Feuerbach understands the transformative power of education and is committed to serving the students, staff, and local community as superintendent of Cartersville City Schools. A lifelong educator, Dr. Marc Feuerbach’s career has taken him from the classroom to the superintendent’s office. He was born in Fort Lauderdale, Florida and lived in South Florida until he graduated from high school in 1998. He attended private school from kindergarten through 12th grade, an experience that impacted his future career plans, and graduated from the University of Florida in 2002. Although his mother encouraged him to study Education in college, Marc decided on majoring in History because he intended to go to law school after college. Even though he was accepted to law school, he ultimately decided not to attend because he did not feel this was his calling at the time.
With a desire to coach and work with young people, Dr. Feuerbach accepted a paraprofessional job at Gordon Central High School in Calhoun, Georgia where he was also hired to help coach two sports. Marc moved to Calhoun in June 2003 and by the end of the summer, he had been hired on a provisional certificate for an open special education position at the school. To this day he believes he may have been the only person who applied for the position due to a teacher shortage at the time and that is why he received the position. He eventually received his teacher certification and although he never brags about being the best special education teacher in the world, he worked hard to provide his students with all of the supports they needed to be successful in both high school and beyond.
After teaching at Gordon Central High School for five years and receiving his M.Ed. in Educational Leadership from Kennesaw State University, Marc became an assistant principal at Gordon Central High School where he was able to continue to work alongside many of the same teachers who helped mold and support him as a new teacher, an opportunity for which he is forever grateful. After two years serving as Assistant Principal while also completing his Ed. S. in Educational Leadership focusing on Change Leadership, Marc was named the principal at Ashworth Middle School in Gordon County. He served in that role for three years before becoming the principal at Calhoun Elementary School. Marc served as principal of Cartersville High School from 2014-2018 before serving in his current role as superintendent. He also received his Ed. D. in Leadership from Valdosta State University in 2016.
He and his wife, Rebekah, have two children, Will and Addie. He enjoys spending time outside and being with his family when he’s not working. Dr. Feuerbach is also an avid fan of leadership material. He and his family attend Cartersville First Baptist Church, and he is a mentor through the Cartersville City Schools Mentor Canes program. Dr. Feuerbach is a member of Cartersville Rotary Club, Georgia School Superintendents Association (GSSA), Georgia Association of Educational Leaders (GAEL) and the Professional Association of Georgia Educators (PAGE). Additionally, he serves on several governing boards, including the Board of Directors for the Charter System Foundation and the Boards of Directors for both GSSA and GAEL. He previously served four years on the Advocates for Children Board and four years on the Cartersville-Bartow County Chamber of Commerce Board, including one year as Chair.
Biography: Cindy Yelick, Heartland AEA Chief Administrator, has been named the 2026 Iowa Superintendent of the Year by School Administrators of Iowa (SAI). This prestigious award considers AEA Chief roles as part of its criteria.
"Dr. Yelick leads with an unwavering commitment to doing what is best for students, from birth through age 21. Her every decision reflects a deep belief in the potential of all children, and her tireless advocacy ensures that each student has the support and opportunities they need to thrive," said SAI Executive Director Dr. Lisa Remy.
Yelick began her tenure as Heartland AEA’s Chief Administrator in 2023. Before this, she held the same role with Great Prairie AEA for six years. Her extensive background also includes various positions with Heartland AEA 11 from 2005–2017. Earlier in her career, she served as a director in the Ames Community School District and was an elementary principal for both Ames and Des Moines Public Schools.
Yelick holds a Bachelor of Arts in Elementary Education from the University of Northern Iowa, a Master's in Education from the University of Houston, and a doctoral degree in educational leadership from Drake University (2000).
Darwin Lehmann, the 2025 Superintendent of the Year, facilitated the committee that selected Yelick. "Cindy Yelick embodies the qualities of a true 'servant leader.' The committee was struck by her foundational values of positivity, transparency, and an absolute focus on students, which she has demonstrated with remarkable steadiness during the complex transition of Heartland AEA and the AEA system mandated by HF 2612. Her commitment to providing essential services for students and staff is the powerful, consistent thread woven throughout her entire career," he commented.
A reference letter highlighted Yelick’s dedication to student resources: "At the center of all of Dr. Yelick’s work are the students. Heartland AEA is the best resource for all children from birth to 21 years old in central Iowa. The success of each child, no matter what challenges that child faces, is the reason why Dr. Yelick continues working to maintain a strong AEA system. Dr. Yelick continues to create ways for children to be supported in their developmental and educational journey, as she works daily with school districts and state agencies to deliver quality support."
Reflecting on the recognition, Yelick said, "It is an honor to receive this award from School Administrators of Iowa. I am privileged to serve alongside so many high quality educators who work tirelessly, every day, to improve the lives of children and students in Iowa. This collaboration and collective efficacy, makes us all more impactful in our work. I am forever grateful for the mentors and leaders who came before me and helped build the strong foundation for Iowa education that continues to grow today."
Biography: Superintendent Randy B. Lords, Jr., is a dedicated educational leader committed to fostering academic excellence, safe schools, character development, and community partnerships within Madison School District No. 321. A lifelong educator, proud product, and advocate of Idaho’s public schools, Mr. Lords has served in a variety of educational roles that reflect his deep passion for teaching, learning, and student success.
Mr. Lords began his career in education as a classroom teacher, where he quickly earned a reputation for building strong relationships with students and inspiring a love of learning. His leadership journey continued as he served as an assistant principal, principal, and district administrator before being appointed Superintendent of Madison School District. Throughout his career, he has emphasized literacy, innovation, and kindness as the foundation of a thriving school culture.
Under his leadership, Madison School District has continued to be recognized as one of Idaho’s top-performing districts—known for its high academic standards, strong extracurricular programs, and commitment to the whole child. Superintendent Lords is a champion of collaboration among educators, parents, and community members, believing that the best education happens when everyone works together toward a shared vision of excellence.
Mr. Lords holds advanced degrees in educational leadership and administration and remains active in state and regional education initiatives. His leadership philosophy centers on the belief that every child deserves to be seen, supported, and challenged to reach their fullest potential. "No child should graduate from Madison without knowing how to read".
Outside of his professional duties, Superintendent Lords enjoys spending time with his family and has been married to Kristen Lords for 35 years. They have five children Rachael and Triston Rogers, Josh and Makayla Lords, Shayla and Tanner Webb, Trevin Lords, and Brinlee Lords and 11 grandchildren. Superintendent Lords is an Eagle Scout, which is something he is very proud of; Superintendent Lords is very positive and happy, has a great sense of humor, and is a real people person. His hobbies include all outdoor activities; he loves spending time with his family. He enjoys all types of athletics, especially baseball and football. He enjoys spending time watching his children and grandchildren in their different activities, engaging with the Rexburg community, and supporting local school and youth activities. His approachable leadership style and unwavering dedication to students have made him a respected and trusted figure in Idaho education.
Biography: Dr. Nick Polyak serves as the Superintendent for Leyden Community High School District #212. The district contains two comprehensive high schools with 3,500 students from Franklin Park, Melrose Park, Northlake, River Grove, Rosemont, Schiller Park, and Unincorporated Leyden Township. Nick is married with 4 children and they reside in suburban Chicago.
Nick earned a Doctor of Education (Ed.D.) degree in Educational Leadership and Supervision from Loyola University Chicago where he received the Phi Delta Kappa Outstanding Doctoral Dissertation Award. He holds a Master of Arts Degree and Chief School Business Officer (CSBO) license from Governors State University. Dr. Polyak’s undergraduate work was at Augustana College in Rock Island, Illinois, where he earned a Bachelor of Arts Degree in Mathematics and Secondary Education.
Nick began his educational career in Lincoln-Way High School District 210 as a high school Math Teacher and Tennis/Soccer Coach. He had opportunities at Lincoln-Way to serve as a Dean of Students, Assistant Principal, and Director of Instruction and Staff Development. He then moved to the Peoria area for four years where he served as the Superintendent for Illinois Valley Central School District #321.
Nick is proud to lead an award-winning school district. They were named the 2014 National Advanced Placement District of the Year by the College Board. In addition, the district has welcomed thousands of visitors to learn about teaching and learning in a 1:1 environment. Leyden has been recognized with two Magna Awards from the National School Board Association (NSBA) and a Digital Content and Curriculum Award. Both Leyden High Schools have been named Illinois Democracy Schools. Leyden has also been named to the listing of the Top 100 Workplaces by the Chicago Tribune four different times.
Dr. Polyak believes strongly in community involvement. He is the Past-President of two different Chambers of Commerce; served four years as a School Board Member in Manhattan School District 114; coached youth sports, and has been involved in a variety of other community groups and charitable efforts. Nick completed the Illinois Association of School Administrators (IASA) School for Advanced Leadership in 2014 and the American Association of School Administrators (AASA) National Superintendent Certification Program in 2016.
Nick spent 10 years as a co-moderator of #suptchat, the international Twitter Chat for Superintendents. He facilitates the Illinois Global Service Project and annually takes a group of Superintendents and School Board Members from across Illinois to serve schools and students in the Dominican Republic. He has co-authored five books: The Unlearning Leader: Leading for Tomorrow’s Schools Today, Student Voice: From Invisible to Invaluable, The Unfinished Leader: A Leadership Framework for Growth and Development, The Unfinished Teacher: Becoming the Next Version of Yourself, and Leading for Tomorrow’s Schools Today. Nick facilitates the AASA Innovation for Transformation Consortium, the IASA Aspiring Superintendents Academy, and the AASA Aspiring Superintendents Academy.
Biography: The Tippecanoe School Corporation is one of the largest school districts in the state – with nearly 14,000 students, 2,000 teachers and staff members in 20 different schools and an annual budget of over $200 million. Dr. Hanback spent much of his career in the TSC as a teacher and principal before being named superintendent at the Metropolitan School District of Wabash County in 2005. TSC lured him back home as its superintendent in 2008.
Dr. Hanback earned his bachelor’s degree from Taylor University, his master’s from Purdue University and his Ph.D. from Indiana State University in 2002 (at the age of 31).
As superintendent, Scott has led the district through strategic plans that have led to increased student achievement, daily professional development for teachers, nearly 25% enrollment growth and an improved technology infrastructure that enhances teaching and learning to name a few.
Dr. Hanback was named District Superintendent of the Year in 2013, 2017, & 2025 by the Indiana Association of Public School Superintendents, subsequently Indiana's Superintendent of the year in 2025, and was inducted into the Lafayette Jefferson High School Alumni Hall of Fame in 2014. In 2017, he received the Workforce Development Award from Greater Lafayette Commerce for his work with colleagues to create the Greater Lafayette Career Academy. Last year the TSC received the 2024 Indiana Department of Education’s Excellence in Leading and Learning Award for it’s work with teachers new to the profession.
He serves locally as a member (past Chairman) of the Lafayette Family YMCA Board, he is the Chairman of the Lafayette Region Ivy Tech Board of Trustees, and he’s a former member of the Board of Directors at the Community Foundation of Greater Lafayette. He’s past president of the Indiana Association of School Superintendents and currently serves as an Executive Committee member of AASA, the School Superintendent's Association.
He’s a Lafayette, Indiana native. He and his wife have three married children; one couple each in Ft. Wayne, Indianapolis, and Huntsville, Alabama; no grandchildren….....yet.
Biography: Dr. Reginald Eggleston currently serves as the Superintendent of Geary County Schools USD 475, Junction City, KS. He supervises 17 schools, serving over 7,000 students and a staff of over 1300 employees. Prior to this position he served as Chief Administrative Officer (CAO) over state intervention for the Alabama State Department of Education. Dr. Eggleston has been a Special Education teacher, assistant principal, high school principal, Director of Special Education and Student Services, and assistant superintendent over Federal and Special Programs and Schools. He has over 30 years of experience in public education.
Dr. Eggleston earned a Bachelor’s Degree in Broadcast Journalism at Troy State University. A Master’s Degree in Special Education at The University of Alabama in Birmingham, an Educational Specialist Degree in Administration at Auburn University in Montgomery, and a Doctor of Education at Nova Southeastern University. Dr. Eggleston graduated from the Alabama Superintendent’s Preparation Program in 2005 and has completed numerous leadership programs at Harvard and Duke Universities.
Dr. Eggleston is a Colonel in the Army Reserves with 33 years of military experience. He has served in Operation Iraqi Freedom and Operation New Dawn. He currently serves as the Commander of 1st BDE, 104th Training Division, Aurora, CO. Prior to this position he served as the Chief of Sustainment and Plans, J4, ARE INDO-PACOM, Camp Parks, CA.
Dr. Eggleston has completed the following military schools and courses: Quartermaster Basic Course, Transportation Advanced Course, Combined Arms Exercise Course, Support Operations, Contracting Representative Course, Airborne School, The Joint Logistics Course, The Reserve Component National Security Course (RCNSC), Command and General Staff College Intermediate Level Education (ILE) and Advanced Operations Course (AOC).
Dr. Eggleston and his wife Regina, reside in Fort Riley, KS.
Biography: Dr. Demetrus Liggins is a visionary educational leader whose 25-year career spans teaching, school leadership, and district transformation across California, Texas, and Kentucky. Currently serving as Superintendent of Fayette County Public Schools (FCPS) in Lexington, he leads Kentucky’s second-largest district with over 42,000 students, 100+ languages spoken, and an annual budget over $850 million.
Starting as a high school English and ESL teacher, Dr. Liggins moved to Texas where he served as a bilingual/dual-language teacher, assistant principal, and principal across elementary, middle, and high school settings. He later became Area Superintendent in Grand Prairie ISD and in 2016 was appointed Superintendent of Greenville ISD (TX), a district of approximately 6,000 students
Under his leadership, Greenville transformed from a "D" to a "B" academic rating and earned a “Superior” financial rating from the Texas Education Agency. He launched bilingual and dual-language programs, an Early College High School with associate degree pathways, a STEM academy, and post-secondary partnerships including free tuition for low-income students. In FCPS, Dr. Liggins has led the implementation of A New Way Forward, the district’s bold strategic plan focused on equity, access, and student outcomes. Under his leadership, data-driven and equity-centered reforms have produced historic results: for the first time in the history of Kentucky’s accountability system, not a single FCPS school was identified for low performance among Black, Latino, or economically disadvantaged students.
He’s initiated a new Portrait of a Graduate, financial transparency dashboard, systems realignment, free dual credit, Grow Your Own educator pipelines, mobile preschool classrooms, and significant investments in employee compensation, including increasing starting teacher salaries at the highest in the state of Kentucky. He also successfully advocated for a property tax to fund $553 million in facility improvements.
Dr. Liggins is bilingual and fluent in Spanish. He is a contributing author to Harvard Business Review, a proud member and leader of Alpha Phi Alpha Fraternity, Inc., a staff trainer for new superintendents with Kentucky Association of School Administrators, and an official mentor and coach for aspiring and newly appointed superintendents throughout Kentucky and the nation. He’s been honored as one of Kentucky’s 50 most influential leaders under 50 (TOPS Magazine, 2023), named a National Superintendent to Watch (NSPRA, 2020), and was recognized as an Inspiring Leader by the Texas Association of School Superintendents and received the Phi Delta Kappa Distinguished Leadership Award from East Texas A&M University.
A native of Longview, Texas, Dr. Liggins holds a doctorate in K–16 Educational Leadership and Policy (University of Texas), a master’s in education (Stephen F. Austin), and bachelor’s/master’s degrees from California State University.
Dr. Liggins is the proud father of one son, Vaughn, a dedicated airman currently serving in the United States Air Force.
Biography: After attending Colby College in Maine and teaching elementary school in Houston, Texas, I returned to the East Coast to complete my graduate work at Harvard University. Upon graduation, I have worked for the past 30 years as a School Administrator. I have worked for the past ten years as the Superintendent for the Hopedale Public Schools, worked as the Assistant Superintendent for Curriculum and Instruction in Nashua, NH, and spent twenty years as an elementary school Principal and/or Assistant Principal in Title I and non-Title I schools.
Throughout my career, I have enjoyed working as an administrative mentor, assisting new administrators in developing leadership and visionary skills. Currently, I am a facilitator in Massachusetts for a group of veteran Superintendents. I lead them in examining problems of practice, professional articles, and current trends. I have also worked as a consultant/coach leading school districts K-12 when implementing new standards and curriculum.
I have been fortunate to present at many conferences across the country including at the National School Board Association in Philadelphia, the Learn Launch Summit at Fenway Park, and the National Association of School Superintendents conference in San Antonio. In addition, I chaired the Blackstone Valley Superintendents Consortium for the past many years, have been a member of the M.A.S.S. Executive Committee for the past five years, and serve as the President of M.A.S.S.
During my tenure in Hopedale, our district has maintained a focus on college and career planning, have developed STEM opportunities for our students that include Computer Science, Business, Biomedical, and MET (Manufacturing, Engineering, Technology) Innovative Pathways, and an extensive internship program. A highlight, and a direct outcome of our innovative work, was being selected as a 2023 National Blue Ribbon Award Recipient.
Personally, I enjoy biking and complete bike races in order to raise funds for the National Multiple Sclerosis Foundation. My family includes two college age children who enjoy traveling and assist in planning our yearly summer road trip. Reading and learning are my lifelong passions.
Biography: Dr. Sonja Brookins Santelises is a distinguished leader and educator with extensive experience in every aspect of public education. For more than 35 years she has been guided by her core conviction, that – properly resourced and supported – every child can be successful, and that excellence in urban education is achievable at scale.
In her tenth year as Chief Executive Officer of Baltimore City Public Schools (City Schools), Dr. Santelises is the longest serving City Schools CEO in more than 79 years -- providing stability and continuity of purpose to this urban district of 77,000 students, many of whom live in areas of concentrated poverty. Her tenure has been characterized by data-based improvement and innovation to achieve steady, sustainable progress in academics, community engagement, student wholeness, and leadership development among district staff. The cumulative impact of these measures was highlighted by an increase in student enrollment of more than 1,000 students for school year 2024-2025, the first such increase in decades and a marked difference from the trend in urban districts nationwide.
Most recently, City Schools students demonstrated the second largest growth in reading since 2022 among large urban school districts nationally; the district is one of only five urban districts performing better in reading than before the COVID pandemic. English Learning Arts (ELA) scores improved in statewide assessments in every year of Dr. Santelises’ tenure, reflecting the district’s ongoing focus on improving literacy. In addition, City Schools consistently outperforms the state in kindergarten readiness. Dr. Santelises’ commitment to a strategy of continuous improvement and innovation resulted in a significant reduction in the number of low-performing schools during her tenure
Dr. Santelises’ experience encompasses leadership and policy positions at all levels of public education. In October 2025 she was named Superintendent in Residence at the Broad Center: Yale School of Management for the 2025-26 school year, where she leads content facilitation for the Fellowship for Public Education Leadership Program cohort. She previously served as Vice President for K-12 Policy & Practice at The Education Trust, where she convened school district leaders nationwide and advised national policy makers on federal and state legislation for school funding. Prior to her 3-year tenure as Chief Academic Officer in Baltimore City Public Schools (2010-2013), Dr. Santelises held several leadership positions in Boston Public Schools, while earlier in her career she was a Lecturer on Education at Harvard University and Executive Director of the renowned New York City Algebra Project.
Dr. Santelises’ executive experience includes decades of effective management of large-scale budgets and complex operations, including a $1.9 Billion annual budget at City Schools. In the first year of her tenure she developed a strategy to close historically recurring funding gaps, by implementing cost-saving measures and securing a 3-year, $180 Million commitment for state and local funding to close a significant funding gap and restore financial stability to Baltimore City Schools. She continued to advocate for increases in state funding formulas for education, while writing and championing key legislation at the state level. At the same time, she developed robust fundraising partnerships with a wide range of national organizations, who contributed more than $85 Million to support district priorities.
Dr. Santelises earned a Doctorate of Education in Administration, Planning and Social Policy from Harvard University and a Master of Arts Degree in Education Administration from Columbia University; she is a Phi Beta Kappa graduate of Brown University. She currently serves on the Board of Trustees of the Carnegie Foundation and is Chair of the Council of the Great City Schools, where she was formerly Secretary-Treasurer. She is a Founding Board Member of Ed Reports, and serves as a Board Member for Chiefs for Change. Dr. Santelises is also a Trustee of the University of Southern New Hampshire.
In 2025 Dr. Santelises was named “Maryland Superintendent of the Year” by the Public School Superintendents’ Association of Maryland (PSSAM). During her tenure she was also named one of “Maryland’s Most Admired CEOs” and one of “25 Black Marylanders to Watch.” She was a two-time finalist for the Green-Garner Award, the nation’s highest urban education honor, in recognition of outstanding contributions in urban education.
Dr. Santelises is a nationally renowned speaker and an innovative thinker in public education and driving change in large organizations. She lives with her husband and three children in Baltimore, Maryland.
Biography: Heather J. Perry is Superintendent of Schools for the Gorham School Department, Gorham, ME. where she has served the community for the past 10 years. The Gorham School Department serves approximately 2,800 students in Cumberland County, ME. In her 30 years of experience as a Maine public school employee, she has worked her way up from the role of an educational technician, to middle school social studies teacher, to building principal, and now serves as a passionate Superintendent of Schools for the past 20 years in Maine.
She received her Ph.D. from the University of Southern Maine in Public Policy, her Masters of Educational Leadership from the University of Maine and her Bachelor of Arts in History from the University of Maine at Machias. She currently serves as a member of MSSA’s Executive Board at the state level. She has recently completed service as a member of AASA’s Executive Committee at the National Level. She is a mentor for the Aspiring Superintendent’s Academy and has recently been named a Blogger for AASA. She is a graduate of Educate Maine’s Educational Leaders Experience, Alpha class. She volunteers her time mentoring for young women in the Olympia Snowe’s Women’s Leadership Program and is a proud wife, mother, and grandmother!
Biography: Dr. Kimberly M. Carter, Superintendent of Battle Creek Public Schools, is a visionary and results-driven leader whose courageous leadership has transformed a small, high-poverty district into a model of innovation and hope. Since 2015, she has led a comprehensive reform effort anchored in the promise of Every Student. Every Dream. Every Day.—securing over $100 million in grants, passing a $48 and $27 million bond, and launching The Bearcat Advantage, a scholarship covering up to 100% of college tuition and fees for BCPS graduates to attend eligible Michigan colleges or HBCUs nationwide. Under her leadership, kindergarten readiness has tripled, enrollment has rebounded, and academic systems such as The Battle Creek Way and Achievement Impact Presentations have redefined accountability and instructional excellence. She expanded opportunities through Ford Next Generation Learning career academies, a Middle School STEM Academy, an IB Primary Years Program, and the Northwestern Academy of Visual & Performing Arts. Rooted in community collaboration, she established Bearcat Health to bring school-based health centers, mental health services, and nurses to every school. A 25-year educator with a Doctor of Education from Alverno College, Dr. Carter exemplifies strategic courage and an unshakable belief in the brilliance of every child—proving what is possible when a community unites for student success.
Biography: Dr. Lisa Sayles-Adams has a distinguished career in educational leadership spanning more than two decades. Beginning in Minneapolis Public Schools (MPS) from 1996 to 2004, she held various roles including teacher and coordinator, ultimately becoming the principal at the City Alternative High School. After leaving MPS, Sayles-Adams served as a principal in elementary and secondary schools from 2003 to 2014 in both Clayton County Schools in Georgia and St. Paul Public Schools before being appointed as an assistant superintendent in Saint Paul Public Schools, a role she also later held in ISD 622 (North St. Paul-Maplewood-Oakdale).
From 2020 to 2024, Dr. Sayles-Adams served as Superintendent of Eastern Carver County Schools, leading a district of 9,600 students. She was selected in December 2023 to serve as MPS Superintendent, a role she started in February 2024.
Dr. Sayles-Adams' academic background further solidifies her commitment to excellence. In 2022, she earned her doctorate in Educational Leadership from Minnesota State University, Mankato. She also holds Pre-school through 12th-grade Administrative Licensure from St. Mary's University (2003), a Master's degree in Curriculum and Instruction from the University of Minnesota, Minneapolis (2002), and a Bachelor of Arts degree in Political Science from the University of Minnesota (1992).
Current Board Appointments:
American Association of School Administrators
Council of Great City Schools
Minnesota Association of School Administrators
Association of Metropolitan School Districts
Generation Next
Achieve Twin Cities
Youth Coordinating Board
Recent Accomplishments and Recognitions:
Recipient of the MASA Kay E. Jacobs Memorial Award (2023)
Recipient of the Minnesota School Public Relations Association (MSPRA) Champion of Communications Award (2023)
MASA 15 Years of Service Recognition (2022)
Recipient of the Rotary Club of St. Paul Education Forward Award (2017 & 2018)
Recipient of the Minnesota State University Mankato Racial Equity Conference Scholarship (2018)
Minnesota State High School League (MSHSL) Region 2AA Committee/Vice President (term not served due to new position)
Biography: Dr. Travis Bracht began serving as the superintendent of the Affton School District in 2018 and prior to that he served as assistant superintendent in the district for six years. During his tenure as superintendent Dr. Bracht has received local, state and national recognition. In 2020 he was named the Emerging Superintendent of the Year for the St. Louis Region by the Missouri Association of School Administrators (MASA). That same year a profession-based career readiness program he founded known as the St. Louis Centers for Advanced Professional Studies (STL CAPS) received the Innovation Award from MASA. In 2022 Dr. Bracht was named a Superintendent to Watch by the National School Public Relations Association (NSPRA) and in 2023 he was named Administrator of the Year by the Missouri School Public Relations Association (MOSPRA).
Dr. Bracht began his career in public education in 1998 as a high school science teacher and coach in the Hazelwood School District. He also spent a decade in the Francis Howell School District as a teacher, coach, building administrator and district administrator. Dr. Bracht was born and raised in Missouri and is a third generation public school educator. Both of his parents were public school teachers and his grandfather was a farmer, one-room schoolhouse teacher, and superintendent of several rural school districts in Missouri.
Chris Chism currently serves as the Superintendent of Pearl Public School District, now in his fourth year of service. Mr. Chism brings a rich and diverse background in educational leadership, policy making, and curriculum development. Holding a Bachelor of Science from Mississippi State University and a Master of Education from the University of Mississippi, Chris has transitioned from a dynamic classroom teacher and coach to an innovative administrator over his three decades in education.
Beginning his career as a math and science tutor at East Mississippi Community College, Chris quickly transitioned to a full-time teaching role at New Hope High School. There, he was an assistant coach for football and baseball, while also taking on the role of head coach of middle school football and cross country. He became Head Baseball Coach at Hernando High School in 2007. In those four years, he taught math and compensatory classes for students. His dedication to student success and curriculum enhancement led him to being selected for the Principal Corps at the University of Mississippi. He has served in various leadership roles, including Assistant Principal at New Albany High School, Principal of Lafayette Middle School, and Principal of Pearl High School.
In 2022, Chris was appointed Superintendent of the Pearl Public School District. In this role, he has significantly influenced educational outcomes and school operations. Under his leadership, the district secured an “A” rating in 2022, 2023, 2024, and 2025. Through building positive relationships, he has been able to establish a strategic focus on leveraging data and statistics to enhance educational practices. These attributes have been a cornerstone of his tenure, leading to a dramatic increase in graduation rates—from 79% in 2014 to 97.1% in 2024. In the last 4 years as superintendent, ELA proficiency has risen 7.1%, math proficiency has risen 6.4%, and US History proficiency has risen 3.3% to 72.5%.
Chris has played a pivotal role in transforming the district’s special education program, elevating the graduation rate for these students from 30% in 2015 to 91.3% in 2023, the highest in the state. His commitment to community service is also evident from initiatives like the record-setting food drive that collected over 204,000 cans for the Mississippi Food Pantry and the “Team Up to Clean Up” program during the pandemic. He continues to volunteer for civic club events, and he can often be seen working with high school baseball players in the Pearl High School batting cages.
In recent years, Chris has emerged as a leading voice on the use of artificial intelligence in education. He has delivered more than 193 presentations across nine states, training administrators, teachers, and business leaders on how to use AI to improve efficiency and decision-making. In April 2025, he was invited to speak before Congress on the role of AI in K–12 education, highlighting both its promise and its practical applications. Over the last 20 months, he has trained 47 school districts across Mississippi and will host the state’s first “Train the Trainer” session in October 2025, designed to equip districts with long-term strategies for AI adoption. His work with AI has also connected him to civic groups, business leaders, and industries outside education, leading to new partnerships and training opportunities for students in Pearl.
Chris’s contributions to education have been recognized with several awards, including Administrator of the Year twice in Pearl and State Principal of the Year by the Mississippi Association of Secondary School Principals in 2018. He was inducted into the Hall of Fame at East Mississippi Community College in 2019. He has been selected as Practitioner of Distinction at the University of Mississippi and Outstanding Administrator by the Mississippi Association of Colleges of Teacher Education. His role in policy development with members of the Mississippi Legislature and assistance on the Curriculum Review Team at the University of Mississippi further highlight his expertise and dedication to educational excellence across the state.
Chris and his wife, Ashley, have two children: Cade and Bailey. Ashley is the Special Education Director for Pearl Public School District. Cade is an East Mississippi Community College graduate, a certified welder, and is currently pursuing licensure as an electrician. Bailey is a senior at Pearl High School, a Super Scholar, and a participant in volleyball, cheer, and weightlifting. Chris and his family are members of McLaurin Heights Baptist Church.
Biography: Dr. Laurie Barron is in her thirtieth year in education, serving six years as a high school English teacher, two years as a middle school assistant principal, and nine years as a middle school principal. Since 2013, she has served as the superintendent of the Evergreen School District in Kalispell, Montana. Barron holds a BSEd in English Education from the University of Georgia, an MEd in Supervision and Administration from the University of West Georgia, and an EdS and EdD in Educational Leadership from the University of Sarasota. She also studied abroad at Oxford University. She holds National Superintendent Certification through AASA, is a National Board Certified Teacher, was honored as Teacher of the Year and STAR Teacher, is the 2012 Georgia Middle School Principal of the Year, and the 2013 National Middle School Principal of the Year. Barron is also the 2018 School Administrators of Montana G.V. Erickson Award recipient, given to a member who has made the greatest contribution to the betterment of education in Montana, was named the 2019 Empowered Superintendent of the Year by the Montana Educational Technologists Association, and is the 2026 and 2021 Montana Superintendent of the Year. In 2022, Barron was honored with the Distinguished Alumni Lifetime Achievement Award from the University of Georgia College of Education. Barron co-authored The Successful Middle School: A Place to Belong and Become, 2nd Edition (AMLE, 2024), We Belong: 50 Strategies to Create Community and Revolutionize Classroom Management (ASCD, 2021), Middle School: A Place to Belong and Become (AMLE, 2018), and What Parents Need to Know about Common Core and Other College- and Career-Ready Standards (World Book, 2015) and has authored numerous education articles. Barron is also a national speaker, consultant, and leadership coach who provides motivation and professional learning to teachers and administrators through promoting student belonging, classroom management, student engagement and voice, school culture and climate, inclusive teaching and learning environments, standards-based instruction and assessment, high expectations and improved student outcomes, student advocacy and advisory, effective and engaging school leadership, school improvement, strategic planning, middle school master scheduling, and school-based health and community services. Barron is living the dream in northwest Montana with her husband Daniel and their rescue puppy Willy, where together they enjoy spending time in their off grid cabin, watching Georgia Bulldogs football, snow skiing, rafting, hiking, camping, and enjoying time with their three adult daughters.
Biography: Dr. Rodney Peterson is a dedicated and accomplished educational leader with over two decades of experience in North Carolina public schools. Since 2017, he has served as Superintendent of Person County Schools, where he provides visionary leadership to enhance student achievement and district operations.
Before assuming his current role, Dr. Peterson held key leadership positions in Johnston County Schools, including Area Superintendent (2016-2017), Chief Academic Officer (2012-2016), and Executive Director of Support Services (2011-2012). His extensive administrative experience also includes serving as an assistant principal (2000-2001), principal (2002-2011), and K-2 Curriculum & Title I Grants Coordinator (2001-2002). Dr. Peterson began his career as a classroom teacher in Benson, North Carolina, fostering a lifelong commitment to educational excellence.
Beyond his district leadership, Dr. Peterson has shared his expertise as an adjunct professor at Campbell University and North Carolina State University. He is actively engaged in community and professional organizations, serving on the Person County Economic Development Commission, the Board of Directors for CCRESA, and the North Carolina Association for Teaching, Learning, and Leading. Additionally, he supports child welfare initiatives through Partnerships for Children in Person County..
Dr. Peterson holds a Bachelor of Arts in History and Political Science from the University of North Carolina at Chapel Hill. He earned a Master of Education in Elementary Education from Campbell University, followed by a Master of School Administration and a Doctorate in Educational Leadership from North Carolina State University.
Outside of his professional endeavors, Dr. Peterson enjoys spending time with his wife, Tonya, and their four children, ages 12 to 19. His passion for education, combined with his leadership and community engagement, continues to make a lasting impact on students, educators, and families across North Carolina.
Biography: I am proud to say that my roots run deep in Wilton. I graduated from Wilton High School in 1997 before going on to earn my Bachelor’s Degree in Education from Dickinson State University in 2002 and my Master’s in Educational Leadership from the University of North Dakota in 2013.
My career in education began at Center-Stanton High School in 2003, where I taught Social Studies for three years and also served as the head boys’ basketball coach and football coach. My wife, Sarah, and I then moved to Seattle, where we both worked in administration at a private school that was just getting started. While that was a valuable experience, we missed North Dakota and returned home in 2006. At that time, I stepped away from education for a couple of years before returning as Program Director of the Extended School Program and MARS Learning Center for the Missouri River Educational Cooperative. During those three years, I also served as an assistant women’s basketball coach at Bismarck State College.
In 2012, I became the High School Principal at Wilton Public School, serving in that role for three years. In 2016, I was honored to take on the role of Superintendent at New Salem-Almont Public School, where I served for two years before returning home once again to Wilton in 2018 as Superintendent — a position I have now held for the past eight years.
As Superintendent of Wilton, I have been fortunate to work alongside a strong board and committed staff. Together we have developed and implemented a Strategic Plan and transitioned our district to a policy governance model, which has brought clarity to roles, strengthened board operations, and positioned the district for long-term success. I have also led our district through a major building project that is expanding classroom space, modernizing facilities, and remodeling our CTE wing. Just as importantly, I have made it a priority to focus on staff wellness and professional growth, including leading a district-wide Inner Excellence book study that emphasizes mindset, wellness, and self-care.
Beyond my district, I believe strongly in supporting and mentoring other leaders. For the past eight years, I have been part of the North Dakota Association of School Administrators mentoring program, helping new superintendents find their footing. For the past three years, I have also served as an instructional mentor, working with colleagues to strengthen instructional leadership practices. In the 2024-2025 school year I served as President of the North Dakota High School Activities Association, where I am grateful for the opportunity to support students across the state through activities that build character, teamwork, and lifelong skills.
My wife Sarah is an Principal at Silver Ranch Elementary in Bismarck. Together, we have raised three wonderful children: Ava (21), Madison (18), and Jackson (17). At the heart of my leadership is a simple philosophy — to serve with integrity, to collaborate with others, and to always put students first.
Biography: Dr. John Schwartz stepped into the role of superintendent at the start of the 2022-23 school year after being unanimously selected by the Millard Board of Education. Previously Dr. Schwartz served as the superintendent of the Norris School District since July 2019. Prior to this role, he has served as an assistant superintendent for curriculum and instruction, a high school principal, assistant principal, director of secondary education, and a social studies teacher for the Papillion La Vista, Bellevue, and Seward School Districts. In addition to his work with PK-12 public schools, Dr. Schwartz is an adjunct graduate instructor for Doane University.
Additionally Dr. Schwartz has served as President for Greater Nebraska Schools Association (GNSA). He is also a member of Greater Nebraska Superintendents (GNS) and Nebraska Council of School Administrators (NCSA).
Dr. Schwartz was named the Nebraska Superintendent of the Year in 2025, Nebraska School Counseling Administrator of the Year in 2014 and the Doane University Alumni Educator of the Year in 2015. He is involved in a wide array of committees, associations, and service organizations.
A Nebraska native, Dr. Schwartz holds a bachelor’s, two master’s, education specialist, and a doctoral degree from Doane University. He is a graduate of Waverly High School. Dr. Schwartz and his wife, Laura, have two children who are enrolled in the district and enjoying their experiences in Millard’s schools.
Biography: Michael Whaland, Ed.D.
Dr. Michael Whaland is Superintendent of Schools for SAU 13, serving the communities of Freedom, Madison, and Tamworth. He also serves as a lecturer at New England College. Prior to his current role, Dr. Whaland held positions as District Director of Curriculum, Instruction, and Assessment, Assistant Principal, and School Counselor.
Dr. Whaland grew up in Bow, New Hampshire, and is a proud alum of the Bow School System, where he developed a strong appreciation for education and community. His mother devoted more than 30 years to the Bow School District as an elementary teacher, and his father built a career as an attorney. During his youth, Dr. Whaland spent much of his free time on athletic fields with his younger brother, Jon, who now works as an environmental engineer for the State of New Hampshire.
He earned a Bachelor of Science, Master of Education, Certificate of Advanced Graduate Studies, and Doctorate of Education. During his time at Plymouth State University, Dr. Whaland was a member of the lacrosse team and served as the graduate representative to the University System of New Hampshire.
Dr. Whaland’s professional focus centers on rural education. He has presented locally and nationally on his dissertation, Why Rural Teachers Stay: Examining Teacher Retention and Attrition in New Hampshire’s Rural Schools. He was a founding member of the Rural Education Leadership Network and has published two studies:
Left Behind by Policy: A Case Study of the Influence of High-Stakes Accountability Policy on Data-Based Decision Making in One Small, Rural New Hampshire School
Why Rural Teachers Stay: Examining Teacher Retention and Attrition in New Hampshire’s Rural Schools
In recognition of his leadership and advocacy for rural education in New Hampshire, Dr. Whaland was named a Union Leader “Forty Under Forty” Award recipient in 2021.
Dr. Whaland serves on the boards of the New Hampshire Association for Supervision and Curriculum Development, New Hampshire Excellence in Education, YMCA Camp Huckins, the Plymouth State Alumni Association, and the Plymouth Youth Lacrosse Association.
Outside of his professional work, Dr. Whaland enjoys spending time outdoors with his wife, Courtney, a kindergarten teacher at Plymouth Elementary School, their children, Carter and Cecelia, and their dog, Pemi. He is an avid skier, mountain biker, and hiker, and he takes great pride in coaching the Plymouth Youth Lacrosse U12 Program while fostering a deep appreciation for New Hampshire’s unique sense of place.
Biography: Dr. Raymond A. González is a dedicated husband, father of three children, and educator with a successful track record of school and district-level administrative experience. He holds New Jersey State Certifications as an Administrator, Supervisor, Principal, and Teacher.
Prior to joining the Westfield Public School District on August 1, 2021, Dr. González was Superintendent of the Westwood Regional School District for seven years. He also served as the Superintendent in Wayne Township and as the Interim Superintendent and Assistant Superintendent of Hackensack Public Schools. For the Paterson School system, he served as Assistant Superintendent for Curriculum & Instruction and Special Education, as well as Director of Assessment, Planning, and Evaluation. Dr. González was also the Principal of the Berkeley Elementary School in the Westwood Regional School District and a Paterson school teacher.
Dr. González earned his Doctoral and Master's Degrees in Educational Administration and Supervision from Rutgers University, has a Master's Degree in Urban Education from New Jersey City University, and received his Bachelor's Degree in Sociology from Princeton University.
Biography: Mr. Martin Madrid serves as Superintendent of Santa Rosa Consolidated Schools, a rural district in eastern New Mexico that has become a model of innovation, resilience, and community-centered leadership under his direction. Known for his forward-thinking vision and relentless focus on student success, Mr. Madrid has transformed Santa Rosa Schools into a thriving hub for academic excellence, workforce development, and whole-child learning.
A proud native of Puerto de Luna, Mr. Madrid’s leadership reflects both his deep roots in the community and his belief that rural schools can and must lead in innovation. Since taking the helm, he has spearheaded multiple districtwide initiatives that have garnered statewide recognition, including a comprehensive CTE program aligned with industry needs, a HUD-funded teacher housing project, and a virtual K–12 school partnership designed to expand access for students statewide.
Mr. Madrid’s influence extends far beyond his district. As President of the New Mexico School Superintendents Association and Vice President of the NMAA Board of Directors, he has been a tireless advocate for local control, teacher pipeline development, and equitable funding for rural schools. His ability to unify stakeholders, from policymakers to parents, has made him one of New Mexico’s most respected educational leaders.
At the core of Mr. Madrid’s work is a belief that education is the most powerful tool for breaking cycles of poverty and shaping futures. Upon his retirement, he hopes to establish “I Am the One”, a nonprofit organization dedicated to helping young adults become leaders within their families and communities, and break the cycle of generational poverty.
Mr. Madrid’s leadership is both visionary and grounded. He models humility, persistence, and heart in every endeavor, proving that when a community believes in its students, extraordinary things happen.
Biography: Adam Young is in his tenth year as superintendent of the White Pine County School District. He was named the Nevada Association of School Boards' Superintendent of the Year in 2024 and the Nevada Association of School Superintendents' Superintendent of the Year in 2025.
Adam earned his bachelor's and master's degrees from UNLV and completed doctoral studies at BYU. He still helps with the White Pine High School choir as part of his duties and was named Nevada ACDA's Choral Administrator of the Year in 2023. He is a WPHS graduate and lifelong White Pine resident.
Adam has three sons, a beautiful daughter-in-law, and two special granddaughters. He can frequently be found with them on the golf course and basketball court.
Adam just completed his term as the president of the Nevada Association of School Superintendents. He serves as a member of the WestEd Board of Directors and on Nevada's Commission for Innovation and Excellence in Education.
Biography: Jennifer Gaffney has devoted more than 25 years to public education and has served as Superintendent of the Sackets Harbor Central School District since July 2017. Nestled along the shores of Lake Ontario within the Jefferson-Lewis BOCES consortium, Sackets Harbor is a small, rural PK-12 district. Under Ms. Gaffney’s creative and resourceful leadership, the district has consistently delivered an exceptional educational experience, despite limited resources, by prioritizing innovation, equity, and whole-child development.
Ms. Gaffney has remained steadfast in her commitment to fostering a highly supportive, inclusive, and student-centered environment. She believes that schools must go beyond traditional academics to cultivate essential life skills such as financial and digital literacy, critical thinking, collaboration, and resilience - skills that prepare students to lead meaningful and successful lives in an ever-changing world.
Prior to becoming superintendent, Ms. Gaffney served as principal of Sackets Harbor CSD. In that role, she wore many hats, taking on responsibilities typically divided among multiple administrators, serving simultaneously as athletic director, director of special education, technology coordinator, and curriculum leader for all grade levels. Her multifaceted leadership helped build a cohesive, innovative, and student-focused culture that remains a hallmark of the district today.
Earlier in her career, Ms. Gaffney served as an administrator for Jefferson-Lewis BOCES in the Programs for Exceptional Students. There, she oversaw alternative education programs, speech therapy, assistive technology, community-based training, and a range of special education services. This experience deeply shaped her belief that all students are general education students first and that every child deserves an individualized, inclusive approach that honors their unique strengths. Working closely with vulnerable learners, she gained a profound understanding of how critical connection, belonging, safety, and security are to unlocking student potential.
Ms. Gaffney began her educational journey as a high school social studies teacher at South Jefferson Central School. As an undergraduate, she completed an internship alongside the superintendent of South Jefferson CSD, an early experience that sparked her passion for district-level leadership.
A champion of student opportunities beyond the classroom, Ms. Gaffney has held long-standing leadership roles within the Frontier League and Section III of the New York State Public High School Athletic Association (NYSPHSAA). Her dedication to interscholastic athletics and extracurricular programs reflects her commitment to providing students with a well-rounded, comprehensive education.
Under her leadership as both principal and superintendent, Sackets Harbor CSD has consistently outperformed state averages and earned numerous distinctions, including recognition by U.S. News & World Report and Business First. Ms. Gaffney has been honored for her leadership by SUNY Oswego, the Madison-Oneida Regional Information Center (MORIC), the United Way Worldwide, and the MacArthur and McKnight Foundations. She is also a two-time nominee for the AASA New York Superintendent of the Year Award.
Widely respected for her collaborative leadership style, deep community engagement, and her steadfast focus on student success and well-being, Ms. Gaffney is known for turning vision into action and for making things happen.
She resides in Northern New York with her husband, Derrick, and their three children: Caeden, Bryce, and Josie.
Biography: Paul M. Otten brings over three decades of distinguished educational leadership to his role as Superintendent of Beavercreek City Schools, a position he has held since July 2016. Under his guidance, the district serves 8,200 students across 11 schools with an annual operating budget of $110 million, consistently demonstrating his ability to lead large-scale educational organizations with excellence and innovation.
Paul's comprehensive career in education spans multiple roles and districts, providing him with a deep understanding of educational systems at every level. He began his teaching career in 1994 with the Cincinnati Archdiocese before moving to Reading Community Schools and ultimately establishing his leadership foundation at Fairfield City School District. During his remarkable 19-year tenure with Fairfield City Schools, Paul advanced through every level of educational leadership—from classroom teacher to superintendent—demonstrating exceptional growth and adaptability.
His progression through Fairfield City Schools showcased his natural leadership abilities: serving as a fifth-grade math and science teacher (1997-1999), assistant principal at multiple elementary schools (1999-2001), principal at Fairfield East Elementary (2001-2007) and Fairfield Middle School (2007-2008), before advancing to Assistant Superintendent (2008-2011) and ultimately Superintendent (2011-2016). This comprehensive experience across all educational levels—from elementary through high school administration—provides Paul with unique insights into the complete educational journey.
Throughout his superintendency roles, Paul has consistently demonstrated his ability to drive meaningful change and innovation. At Fairfield City Schools, he spearheaded numerous groundbreaking initiatives including the creation of the Fairfield Academy for alternative learning delivery, the establishment of the first full-service suburban school-based health center in the United States, and the successful passage of significant bond issues and levies totaling over $87 million in community investments.
Since joining Beavercreek City Schools, Paul has continued his tradition of innovative leadership by establishing the district's first AFJROTC program to serve the large population of military-connected students, implementing on-campus College Credit Plus courses, and securing multiple grants, including the Greene County Take Flight Initiative. His leadership during the COVID-19 pandemic was particularly noteworthy, as he successfully negotiated the transition to the Butler Health Plan, saving the district millions while establishing an on-campus health clinic for staff and families.
Paul's leadership philosophy centers on authentic community engagement and collaborative decision-making. He has masterfully led the development of comprehensive strategic and facility master plans through extensive community input, ensuring that district initiatives reflect genuine community needs and values. His approach to facilities planning at Beavercreek exemplifies this commitment—working with community stakeholders over nine months to develop solutions for enrollment growth that truly represent the community's vision for the future.
His dedication to transparency and communication is evident in his systematic approach to community outreach, regularly engaging parents, community members, and business leaders to share information and address questions about district operations and initiatives.
Paul's exceptional leadership has been recognized through numerous awards and appointments, including the BASA Exemplary Educational Leadership Award and his selection as an Honorary Commander for the 445th WPAFB Mission Support Group. His expertise is regularly sought by professional organizations, as evidenced by his service on multiple boards, including the Butler Health Plan (Chairman), Buckeye Association of School Administrators (Regional Director), and The Management Council of Ohio.
Paul earned his Bachelor of Arts in Elementary Education from Wittenberg University (1994) and his Master of Education in Educational Administration from Xavier University (1999). He maintains current administrative licensure for elementary principal, high school principal, and superintendent roles. His commitment to continuous professional development is reflected in his active membership in numerous educational associations and leadership networks.
Paul and his wife Julie reside in Beavercreek Township and are devoted parents to four children: Emma (26), Tommy (23), Ethan (21), and Chloe (19). The family's commitment to excellence extends to athletics, often traveling to support their children's collegiate swimming careers in the SEC and ACC conferences. Julie serves as Senior Implementation Manager for HMH, leading professional development initiatives for K-12 educators in New York City, making the Ottens a true educational power couple.
Paul's extensive coaching experience in youth football, baseball, and basketball reflects his dedication to developing young people beyond the classroom, understanding that education encompasses the whole child. This philosophy permeates his professional leadership, where he consistently advocates for comprehensive programming that addresses academic, social, emotional, and physical development.
As a forward-thinking educational leader, Paul continues to position Beavercreek City Schools at the forefront of educational innovation while maintaining an unwavering focus on student achievement and community engagement. His proven track record of successful change management, fiscal responsibility, and collaborative leadership makes him a sought-after voice in Ohio educational leadership circles and a trusted steward of one of the state's premier school districts.
Biography: Sherry Durkee was appointed Sand Springs Public Schools Superintendent in 2016. With more than 34 years of experience in education, Durkee leads SSPS to achieve the highest levels of excellence and realize the district’s mission to challenge minds, inspire hearts, and empower a community of learners.
Durkee’s career began in 1987 when she became a kindergarten teacher for Pretty Water Public School in Sapulpa. In 1997, she accepted a position at SSPS as a school psychologist. She has worked in the district since then, taking on the role of Director of Special Education and Federal Programs before becoming Assistant Superintendent, and finally Superintendent.
Durkee earned a Bachelor of Science degree in Elementary Education and a Master of Science degree in Applied Behavioral Studies from Oklahoma State University. She also holds a postgraduate certificate in School Psychology from Northeastern State University.
Durkee is a member of the American Association of School Administrators, Cooperative Council for Oklahoma School Administrators, and Oklahoma State School Boards Association. She currently serves as the Chairman of the Board for the Sand Springs Chamber of Commerce. Durkee also serves on the Executive Board for the Oklahoma Association of School Administrators and on the State Superintendent's Advisory Council for the Oklahoma State Superintendent of Public Instruction.
The Oklahoma Association of School Administrators (OASA) named Durkee the OASA District 5 Superintendent of the Year in 2018 and 2020. In 2025, Durkee was named the OASA State Superintendent of the Year for Oklahoma, as well as the recipient of the Medal for Excellence in Elementary/Secondary Administration. In 2025, Durkee was also named Citizen of the Year by the Sand Springs Chamber of Commerce.
Durkee lives with her husband, Richard in Sand Springs. They have two sons, one daughter, and four grandchildren.
Biography: George Mendoza is the Superintendent of the La Grande School District in La Grande, Oregon, now in his ninth year of leadership and his 29th year in public education. Widely recognized as a collaborative and visionary education leader, he has built systems that expand opportunity, improve outcomes, and strengthen community partnerships across Eastern Oregon and beyond.
A proud Eastern Oregon University (EOU) alumnus, Mendoza has dedicated his career to serving students and families across Eastern Oregon. He brings a deep understanding of the culture, strengths, and challenges of rural communities. His work is grounded in a steadfast belief that every child, regardless of geography or background, deserves access to high quality education and a sense of belonging.
Growing up as a first-generation immigrant student and the son of farmworkers in Washington’s Yakima Valley, Mendoza learned the importance of developing perseverance, humility, and purpose. The farm fields taught him the value of hard work, problem-solving, and determination. He saw firsthand how language, culture, and education can sustain families through challenge and change — and how schools can open doors for generations. These experiences shaped his Love–Care–Serve leadership philosophy: a strong education begins with love, grows through care, and is fulfilled through service. Mendoza’s approach centers on building trusting relationships, empowering others, and creating equitable systems that support both academic success and social-emotional growth.
Mendoza began his career as an elementary teacher before moving into administrative roles, including Assistant Principal and Athletic Director at Ontario Middle School, Elementary Principal in Pasco, Washington, and Assistant Superintendent and Director of Special Education in Morrow County School District. Since becoming Superintendent in La Grande, he has led a district transformation grounded in collaboration, coaching, and equity-driven systems that deliver measurable results.
Under Mendoza’s leadership, the La Grande School District has achieved historic results. The district’s graduation rate rose from 79 percent in 2017 to 96 percent, with a 98 percent completer rate for the Class of 2025. Student groups that had previously experienced opportunity gaps-students with disabilities, English learners, and those experiencing homelessness—are now graduating at rates between 89 and 100 percent. Attendance rates are the highest in five years, and the district continues to exceed state averages in student growth and success.
Mendoza has also overseen over $75 million in facilities modernization projects, including construction of Central Elementary School, the La Grande Middle School Wildcat Center, and a state-of-the-art Career and Technical Education Center. These projects have enhanced safety, sustainability, and community pride. Mendoza also launched Tiger Homes Construction, where students design and build homes to support local workforce housing, and the Mountie Hub, a college access center located in La Grande High School, staffed by Eastern Oregon University representatives who help students with admissions, FAFSA, and post-secondary planning. In partnership with EOU, Mendoza helped establish the Direct Enrollment Program, guaranteeing admission for La Grande graduates with a 2.5 GPA or higher, breaking down financial and cultural barriers to higher education.
His commitment to whole-child education is reflected in the district’s Culture of Care framework, which integrates trauma-informed practices, mental health supports, and social-emotional learning. His efforts expanded counseling services, behavioral programs, and school-based health partnerships serving students and families across Union County.
Mendoza’s influence extends statewide. He serves as Chair of the Eastern Oregon University Board of Trustees, Superintendent Advisor to the Oregon State Board of Education, 4A Representative on the OSAA Executive Board, and Trustee on the PACE Board of Directors. He is a former president of the Oregon Association of School Executives, a former adjunct professor for Concordia University Chicago, and a former member of the Oregon Early Learning Council. Across these roles, he continues to advocate for cradle-to-career education services, equitable funding, meeting the needs of students and staff in rural, urban, and suburban areas, as well as statewide alignment in education policy and practice.
Throughout his career, Mendoza has received numerous awards and recognition for his leadership in public education, collaboration with higher education systems, and partnerships with health agencies. He has presented at state and national events around topics centered on developing Culture of Care systems, implementation and partnership for improved mental health programs in schools, school improvement, education leadership, GROW coaching and mentoring cycles, as well as implementing CTE home construction programs in schools.
Mendoza is a collaborative, visionary leader who unites people around shared goals and achieves results through strong relationships. Guided by his “Love–Care–Serve” philosophy and focus on “Learning, Outcomes, and Collaboration” he strives to ensure that every student has access to a high-quality education, meaningful connections, and a thriving future. Looking ahead, Mendoza is focused on deepening collaboration between schools and local employers, and he would also like to support more school districts in Oregon to have direct enrollment agreements with higher education institutions.
Biography: Dr. Michael J. Vuckovich serves as the Superintendent of the Windber Area School District in Somerset County, Pennsylvania, and was honored as the 2026 Pennsylvania Superintendent of the Year. Known for his student-centered approach, visionary leadership, and unwavering belief in the power of public education, Dr. Vuckovich has dedicated his career to empowering students, educators, and communities across the Commonwealth.
A 1996 graduate of Wadsworth Senior High School in Ohio, Dr. Vuckovich earned his Bachelor of Science in Secondary Education – Social Studies from Indiana University of Pennsylvania in 2000 and his Master of Education from the University of Akron in 2004. He later completed his Principal Certification at Indiana University of Pennsylvania and received his Superintendent Letter of Eligibility from The Pennsylvania State University in 2010.
In 2021, he was awarded the National Superintendents Certification through the School Superintendents Association (AASA) and in 2022, completed a certificate in Executive Presence and Influence: Persuasive Leadership Development from the University of Pennsylvania’s Wharton School. Most recently, in June 2025, Dr. Vuckovich earned his Doctor of Education (Ed.D.) from PennWest University, further advancing his commitment to continuous learning and professional excellence.
Throughout his career, Dr. Vuckovich has served in both urban and suburban districts, beginning as a middle school civics teacher in the Greater Johnstown School District, where he later held roles as assistant principal, high school principal, vocational director, and K-12 Director of Education. He was appointed Acting/Interim Superintendent in Johnstown in 2016 and went on to serve as Superintendent of the Indiana Area School District before returning home to Windber.
Dr. Vuckovich’s professional influence extends well beyond his district. He currently serves as Co-Chair of the PASA Legislative Committee, Vice President of the Pennsylvania School Study Council at Penn State, and is a member of the AASA Board of Governors. He also serves on the Executive Committee of the St. Francis University R.E.A.L. Institute and is an active member of the National Center on Education and the Economy’s Superintendent Alliance and the Educational Policy and Leadership Center (EPLC).
His leadership has been recognized at both the state and national levels, earning multiple awards including:
2023 Chief Nick Derzis Safe School Leadership Award (NASRO)
2022 Leadership in Public Education Award (PASA)
2022 EPLC Leadership Program Alumni Award
2020–21 National Superintendents to Watch (NSPRA)
2019 National Blue Ribbon Award Recipient (U.S. Department of Education)
2018 Instructional Leadership Award (PASA)
2018 William E. Caldwell Award (Pennsylvania School Study Council)
2015 NAACP Freedom Citation Award (Johnstown Branch)
2007 Teacher Excellence Award (Holt, Rinehart & Winston)
Dr. Vuckovich’s educational philosophy centers on hope, unity, and service. He believes leadership is most meaningful when it serves others and that the strength of public education lies in the collective effort of educators, families, and communities working together to create opportunities for every child.
He and his wife are proud to call Windber home, where they are raising their four children — all of whom attend the Windber Area School District.
Biography: I have served as a district superintendent for over eleven years in both Rhode Island and Massachusetts. In January of 2020, I joined the Rhode Island Department of Education as Deputy Commissioner. I served in that role throughout the pandemic before returning to the Superintendent position in 2023. Prior to these leadership positions I served as a principal and teacher in Massachusetts. Throughout my tenure in districts and at the state level I had the opportunity to build teams, create efficiencies and positively impact the educational experience for both students and teachers. I am a collaborator who knows how to build consensus and create opportunities for success and impactful innovation. Whether that be through the creation of internal structures for improvement or through external partnerships.
Accountability is a value I hold for myself which impacts my work on a daily basis. I hold myself accountable to my students, staff and community and keep that responsibility at the forefront of my decisions. In Massachusetts I worked in the Gateway City of Fall River for 16 years as a teacher and turnaround principal. My school was in the first cohort of Expanded Learning schools. We built structures to increase time on literacy and math, with continuous professional learning for staff with both literacy and math coaches. Utilizing data and goal setting by students propelled student outcomes. Community partners were utilized to provide enrichment and wellness support for students. Over the course of our first three years we improved proficiency by more than 40% in both ELA and Math in addition to being recognized by the local pediatrician’s office for making a substantial decrease in students’ obesity rating.
I have spent the last 17 years in central office and the state level in Massachusetts and Rhode Island. Schools and districts cannot be sustained without support from families and the communities they serve. Utilizing my role as superintendent and Deputy Commissioner to build relationships with both local and state politicians has successfully allowed me to advocate on behalf of students and staff. This skill was particularly important when the pandemic hit. I had just joined the Rhode Island Department of Education as Deputy Commissioner 2 months prior to the onslaught of Covid. Immediately following the Governor’s closing of schools we began to plan for reopening. We started by creating a framework for a safe return to school, which was recognized by Johns Hopkins University as one of the finest in the country. As a former superintendent my relationship with superintendents across the state brought a collective, collaborative group together to reopen schools. Creating a balance of collegiality while making sure the work that is imperative to meet the needs of students was a balance but ultimately brought success. In partnership, we pooled resources from the state, the Department of Health and the Department of Education to provide districts with the appropriate supplies, funding, substitute teachers and guidance to provide a safe environment for students and staff. Rhode Island successfully brought back more than 75% of our students to in-person learning in the Fall of 2020 when many other states remained virtual. We worked closely with educational and health experts to develop plans to not only ensure the safe return of students and teachers, but to also make sure that when that happened, time was focused on teaching and learning.
I also co-chaired the development of one of the country’s first equity-based plans focused on learning acceleration post-pandemic. Rhode Island’s nationally acclaimed approach became the standard for how other states engaged in their own planning efforts. I had the honor of presenting the plan to 25 states and territories featuring our state’s efforts.
In addition to managing the pandemic response, which was more than a full-time endeavor, I was a lead negotiator with the Providence Teachers Union in the state’s efforts to turn around the Providence Public Schools, a district under state intervention. My divisions were also able to support the school districts with implementing high quality curriculum materials, publishing of a Multilingual Blueprint which provides context for supporting English Learners across the curriculum (a personal priority as a first generation bilingual American), and the revision of our state standards in English Language Arts, math and science. My division also successfully secured millions of dollars through the federal Rethinking K-12 Education grant, Rhode Island was one of only 11 states to receive the award. Our goal was to lay a foundation directly aimed at closing the achievement gap in alignment with our equity plan. My Innovation Team led the state’s work on college and career readiness. We worked to expand our high-wage, high-need pathways and career and technical education programs. Our goal was to both increase efficacy (as measured by the number of students credentialed and employed) and enrollment working in partnership with the Governor’s Workforce Investment Board. In addition, creating partnerships with higher education institutes can allow for increased opportunities for high school students to graduate with college credit, but more importantly to have confidence in their ability to succeed at college level work. Higher education is expensive and can seem out of reach for many of our students. Providing them with every advantage is paramount. I also worked to improve communication within the department. I created an Academic Strategy team that included membership from every division in the agency. Our work needed to be aligned and coherent and working in divisions created a silo effect that deterred success. The Academic Strategy team reviewed project plans and bolstered teamwork and created efficiencies.
Many times legislation creates requirements but not funding, this is a constant concern voiced by districts. Over the course of my career I have had the opportunity to work on both the funding formula in MA and RI. The goal of providing equity for students is paramount in order to fund the support necessary at the local level. The commitment of voters and taxpayers is crucial to these efforts. Supporting district leaders with both funding and messaging is important in order to gain the public support necessary for both state and local budgets. Utilizing a student-based budgeting approach is a powerful way to create equity for our neediest students. Providing schools with the additional funding necessary to meet the unique needs of their students will help create the conditions for success. The ability to fund reading specialists, health-care clinics and mental health supports for students is critical. Schools often have to make difficult choices between what they need and what they can afford, additional funding will allow districts to support the whole child which in turn leads to better outcomes for students. I have been successful in getting budgets approved because of the clear connection to the funding and the students. Including, most recently, getting a $200 million bond to build a new high school in Bristol. Through communication and public engagement the bond vote successfully passed with more than 65% approval.
Returning to my work as a Superintendent has allowed me to put into place so many of the efforts I helped to build at the state level. Ensuring the connection to the department of education is one of support and not simply compliance becomes clear when you can view it from both lenses. I have increased the number of Career and Technical Education in my district. Allowing an additional 100 students to take part in pathways to either work or higher education. We have implemented a robust multi-tiered system of support for all students with a focus on closing the gap for both our special education students and our multilingual learners. This increased engagement and support has resulted in a 4% increase in the graduation rate and the highest growth percentage in the state on the ELA SAT.
My work has always focused on increased achievement and improvement through collaboration and teamwork. I am a firm believer that there are always opportunities to continue to grow and become better at our work and that happens through engagement and clarity.
Biography: Dr. Shawn D. Foster is a distinguished educational leader and author of the inspirational leadership memoir; Knee Deep: Dying to Lead. With over two decades of experience in school and district transformation. Dr. Foster serves as the Superintendent of Orangeburg County School District (OCSD), where he is committed to advancing academic excellence, equity, and innovation in K-12 education. His extensive career spans multiple leadership roles, including service as a school counselor, assistant principal, principal, Director, and Deputy Superintendent/Chief Officer of Operations and Student Services.
Under Dr. Foster's leadership, OCSD has undergone a significant transformation in instructional practices and student opportunities. He has championed strategic initiatives to improve educational outcomes, ensuring that all students receive a rigorous and high-quality learning experience. Notably, he led efforts to secure a $190 million bond referendum, supplemented by an additional $40 million investment, and donation of 90 acres to facilitate the construction of new schools and the modernization of educational infrastructure. His visionary leadership and systemic reforms have positioned OCSD at the forefront of educational innovation.
A testament to his commitment to pioneering educational advancements, Orangeburg County School District has been recognized as a member of the League of Innovative Schools under Dr. Foster's leadership. This prestigious national network, composed of forward-thinking school districts, is dedicated to leveraging technology, research, and best practices to drive meaningful improvements in teaching and learning. Through this distinction, OCSD collaborates with leading educators, policymakers, and researchers to implement cutting-edge strategies that enhance student success.
Dr. Foster's influence extends beyond OCSD through his active participation in numerous professional organizations and advisory boards that shape educational policy and practice at the state and national levels. He serves on the Executive Committee of the South Carolina Superintendents' Roundtable, where he collaborates with state leaders to drive systemic improvements in public education. As a member of the South Carolina High School League (SCHSL) Executive Committee, he plays a pivotal role in shaping policies related to interscholastic athletics and extracurricular programs. Additionally, he serves on the National Institute for Excellence in Teaching (NIET) Advisory Board, contributing to national conversations on educator effectiveness and instructional leadership.
Further demonstrating his dedication to educational equity and institutional advancement, Dr. Foster is a member of the Advisory Board for MUSC Hospital Orangeburg, where he works to strengthen partnerships between education and healthcare to support student well-being. He is also a Riley Institute Diversity Fellow, a distinction that underscores his commitment to fostering inclusive educational environments. Currently, he is a Racial Equity Leadership Network (RELN) Fellow through the Southern Education Foundation, engaging in high-impact initiatives aimed at addressing systemic disparities in education.
Dr. Foster's exemplary contributions to the field of education have earned him numerous accolades, the latest being his recognition as the 2025 3A/2A/1A Superintendent of the Year by the South Carolina Athletic Administrators Association (SCAAA) and most notably the South Carolina Association for School Administrators 2026 South Carolina State Superintendent of the Year. These prestigious honors reflect his unwavering support and impact on public education.
As a devoted husband and father, Dr. Foster remains steadfast in his mission to positively shape the lives of students and to elevate the educational landscape of Orangeburg County and beyond.
Biography: I am a child of two educators. My father was a high school math teacher, and my mother was an elementary teacher. My younger sister is a junior kindergarten teacher. I graduated from a small school in Salem, South Dakota and college at Augustana with a bachelor's degree in elementary education. I taught 4th, 5th and 6th grade for nine years before taking my first job as an elementary principal in Freeman, SD. After spending four years as an elementary principal, I took my first Superintendents position with the Hanson School District. I spent three years at Hanson and moved to the West Central School District for nine years. I have now been in my current position with the Watertown School District for nine years.
I have three children. My oldest son, Riley, is a sheriff's deputy for Minnehaha County. My middle son, Brodey, is a second year resident in psychiatry. My daughter, Sadie, just finished her second deployment in the US Navy. One of the biggest highlights of my life and career was handing the three of them their diplomas upon graduation. I have two granddaughters, Avery and Kennedy. Avery is a first grader in the Harrisburg School District. Watching her start the educational process has been so fulfilling to me knowing what a blessing public education can be.
Biography: Dr. Annette Tudor currently serves as Director of Schools for Bristol Tennessee City Schools, bringing over 30 years of experience in public education as both a teacher and administrator. She began her career as a special education teacher, serving students at the elementary, middle, and high school levels in both public and private settings. Over the past two decades, Dr. Tudor has held various administrative roles, including Assistant Principal at Tennessee High School and multiple district-level leadership positions focused on curriculum, instruction, and assessment. Since 2020, she has led the district as its chief executive, overseeing strategic planning, budgeting, personnel, and student outcomes.
Dr. Tudor holds a Bachelor of Arts in Early Childhood Education from Emory & Henry College, a Master of Science in Special Education from Old Dominion University, and a Doctor of Education in Educational Leadership and Policy Analysis from East Tennessee State University.
A dedicated leader and community partner, Dr. Tudor has served on numerous state committees and task forces, including the Tennessee Department of Education’s CTE Launch Committee and the TISA Steering Committee. Locally, she is actively involved with the Rotary Club of Bristol, served as Board Chair for the United Way of Bristol TN/VA, and is a long-time elder at First Presbyterian Church. She and her husband David, a Bristol native, have been married for 30 years and have two sons: Lance, a civil engineer, and Logan, a junior majoring in Sports Management at the University of Tennessee.
Biography: Dr. Roosevelt Nivens has served as Superintendent since 2021, leading one of the fastest-growing school districts in Texas with nearly 49,000 students across 58 campuses. Under his leadership, the district passed a historic $1.5 billion bond and continues to exceed academic expectations.
He was recently named the 2025 Texas Superintendent of the Year. Additionally, the Lamar CISD Board of Trustees earned the prestigious 2025 H-E-B Excellence in Education Award for its outstanding governance. He also currently serves as the Vice President of the Texas Association of School Administrators (TASA), a role to which he was elected in 2024.
A proud lifelong educator of 30 years, Dr. Nivens began his career as a teacher in Dallas ISD and has served in roles from assistant principal to superintendent. He holds degrees from Liberty University and Texas A&M-Commerce, and has trained at Harvard’s Executive Leadership Institute.
He was named the 2019 Region 10 Superintendent of the Year and the 2019 National Superintendent of the Year for NABSE. In 2022, Dr. Nivens was honored to be named the Association of Latino Administrators and Superintendents (ALAS) Latino Serving Superintendent of the Year.
He’s passionate about ensuring that students have choices and opportunities, and he deeply believes in the power of speaking life into others, shaped in part by his journey, which began with a teacher who believed in him when he was a struggling student.
He is married to Karla Nivens, and they have two adult children, Naomi and Roosevelt III.
Biography: Dr. Peter Michael Gretz has devoted more than 35 years to public education in Virginia and currently serves as Superintendent of Fluvanna County Public Schools. Before joining Fluvanna four years ago, he spent five years leading Middlesex County Public Schools and previously served as Assistant Superintendent for Business Operations in Goochland County Public Schools, a role he began in 2008.
Dr. Gretz began his educational journey in 1991 teaching middle school language arts at Glade Spring Middle School, where he was named Teacher of the Year in 1993. He later transitioned to Holston High School as a high school English and Advanced Composition teacher, while also coaching wrestling and sponsoring the Southwest Academic Competition Team and Fellowship of Christian Athletes.
After earning his Master’s Degree in Educational Leadership from East Tennessee State University, he moved into school administration, serving as Assistant Principal at the William N. Neff Center for Science & Technology and later returning to Holston High School as Assistant Principal. In 2002, he became Principal of Prospect Heights Middle School in Orange, Virginia, where he discovered his passion for mastery learning and performance-based assessment—approaches that continue to shape his educational philosophy today.
In 2012, Dr. Gretz earned his Doctorate in Educational Leadership from Virginia Tech. He went on to serve in Buckingham County Public Schools, first overseeing Student Services and Special Education and later as Director of Instruction. Alongside his work as a division leader, Dr. Gretz teaches graduate courses in educational leadership for Longwood University, James Madison University, Virginia Commonwealth University, and the Center for Teacher Education in Richmond.
Dr. Gretz and his wife, Sara, live in Fluvanna County, where their four children attend the county’s public schools. Sara is an active volunteer and substitute teacher, deeply involved in the school community. The Gretz family are active members of Calvary Church Fluvanna and enjoy spending time outdoors, making music, and sharing family adventures. Dr. Gretz, a lifelong learner and musician, finds creativity and balance in playing guitar and piano—pursuits that reflect the harmony he strives to bring to both his personal and professional life.
Biography: Michelle Whitney has served as Superintendent of Pasco School District (PSD) since July 2016, leading a district of more than 18,800 students and 2,400 employees. Under her leadership, the district has prioritized student-centered initiatives, equity-driven programs, and strong community partnerships to enhance educational opportunities for all students.
With 30 years of experience in PSD, Mrs. Whitney began her career as a kindergarten teacher and later served as Assistant Principal and Principal at McLoughlin Middle School. She went on to hold district-level leadership roles including Director of Human Resources, Executive Director of Teaching and Learning, and Deputy Superintendent—bringing broad experience in both instruction and operations.
A proud graduate of Columbia Basin College, Mrs. Whitney earned her associate degree before completing her bachelor’s in education and master’s in counseling at Washington State University (WSU). She also holds a Principal Certification and Superintendent’s Credential from WSU, reflecting her commitment to lifelong learning and leadership in education.
Biography: Dr. Tremayne Clardy is the Superintendent of Schools for the Verona Area School District. Verona Area Schools have been recognized as a model of excellence grounded in equity. He has led this work using a humanitarian approach to leadership, a focused theory of action, and student-centered decision-making. Dr. Clardy has 27 years of experience in K-12 education and also serves as an adjunct professor for Edgewood College in Madison, Wisconsin. Previous to his role as superintendent, he served as the Chief of Schools – Elementary, Chief of Schools – Middle, and served at varying levels of school administration and teaching.
He holds a Doctorate in Education and a Master of Arts from Aurora University and a Master of Science and Bachelor of Science in Education from the University of Wisconsin-Whitewater. Dr. Clardy is active in the community as a member of the Verona Area Chamber of Commerce Board of Directors, a member of 100 Black Men of Madison, and serves on the Wisconsin Interscholastic Athletic Association Advisory Committee.
Dr. Clardy has received multiple recognitions for his work in education, including the University of Wisconsin - Whitewater Distinguished Alumni Award for Professional Achievement, Wisconisn's Most Influential Black Leaders, and Project SOAR Award for Academic Excellence. He has been featured as a speaker, panelist, and moderator at the state and national level. He brings a message of District-wide coherence that removes institutional barriers while prioritizing student outcomes.
Biography: Dr. Kimberly Miller is beginning her 32nd year in Ohio County Schools. Her unwavering commitment to Ohio County Schools has taken her from classroom teacher, central office administrator, and school principal to superintendent of Ohio County Schools, always maintaining a strong focus on doing what is best for children.
While attending West Virginia University, Dr. Miller was the ultimate multitasker, teaching swimming lessons and varsity cheering. These activities provided ample opportunities to work hands-on with students. As a cheerleader, Miller regularly visited schools and hospitals where interactions were meaningful, and as a swim instructor, Miller ignited a passion to offer direct and engaging instruction.
Upon graduation, Dr. Miller secured a teaching position in Ohio County, as well as the cheer coach. While teaching, Dr. Miller received grants to provide students in her school with summer reading opportunities. The program was so successful, she went on to present on her program at the state level. She was ultimately awarded the West Virginia Milken National Educator Award.
Dr. Miller served as the principal at Woodsdale Elementary School. While there, Woodsdale received the 2014 National Blue Ribbon School of Excellence High Performing School Award. During her reign as principal, more than 500 PK - 5th grade students attended Woodsdale. There was a 14 percent increase in enrollment while Dr. Miller was the principal. She also initiated and implemented a school-wide Positive Behavior Support Program, one of the first official programs of that era of education. Not only did Woodsdale receive the WV Hour of Code $10,000 award, but also identified as a WV High Performing School.
This begins Dr. Miller’s 9th year as the Superintendent of Ohio County School. While serving in this capacity, Ohio County Schools successfully passed a $52 Million bond and attained $27 million from the School Building Authority. The bond outlined specific safety, HVAC, energy, and innovative spaces in all 14 schools. Secure entrances have been constructed, cameras have been upgraded or added, and spaces have been reconfigured to best accommodate our students. Recently, Ohio County Schools passed its excess levy again by over 7% of any previous vote highlighting the community support for our system.
Dr. Miller was recently elected as the president of the WV Superintendents Association for the 2024-2025 school year. In the last year, Miller has seen Ohio County Schools earn the distinction of both WV State Teacher of the Year for Ms. Tiffany Barnes as well as WV Central Office Employee of the Year for Mrs. Raquel McLeod.
Ohio County Schools continues to remain in the top 10 counties of WV based on ELA and Math scores.
