What Mentoring Means to a New Superintendent of Color

Nov. 4, 2008, will be etched forever in my mind — the date it was confirmed Barack Obama would become the 44th U.S. president. His victory presented a new reality — new leadership beyond race, gender, cultural beliefs or gender preference. The doors had been flung open, providing hope and opportunity for all.

That day changed my life in professional, personal and aspirational contexts. My dream of becoming a superintendent in Connecticut, where I’ve worked in public education for 16 years, was now a possibility.

Being First

On Nov. 6, 2017, nine years and two days after the historic presidential election, I became the first African-American superintendent of Middletown Public Schools in Middletown, Conn. The notion of being the first implies setting a standard — both explicitly and implicitly. Being the first creates a new standard for anybody from an underrepresented subset: It conveys shattering glass ceilings. Being the first challenges one to immediately become immersed in setting and pursuing a rigorous education agenda.

Mine was clear from the start: equity in education. I made it known I pledged to unlock the potential in all Middletown students: a heavy lift in the best of circumstances.

Articulating and executing a strategic agenda toward this end would not be possible without my professional network of mentors who created opportunities for me to reflect on the successes, challenges and need for continuous growth in this executive role. Being the first in any particular role is daunting, yet it presents rich opportunities for leadership that are achievable through focused coaching and mentoring.

Before the start of my tenure in Middletown, I asked Gregory Thornton, formerly superintendent in Milwaukee, Wis., and Baltimore, Md., what to expect as the first African-American superintendent in my central Connecticut town. His reply was simple: You set the standard with your equity agenda.

He suggested I select mentors who not only understand the science of being a superintendent but are experts who had lived through efforts to leverage equity. For my mentors, I intentionally chose leaders who were “firsts” themselves with respect to breaking a glass ceiling in some aspect of education equity. In addition to Thornton, they include Rudy Crew, Bernadine Futrell, Patricia Garcia, Sam King, Mort Sherman and Robert Villanova. The expertise they bring is wide-ranging, but their messaging can be contextualized behind one common theme: All means all.

A Core Reminder

Since my start as superintendent almost two years ago, I have come to appreciate the importance of leadership coaching and having a diverse network of mentors. Whether it was meeting with Crew, a former New York City chancellor, in his Brooklyn office at Medgar Evers College to discuss education trends; 7 a.m. telephone calls with Garcia, superintendent in nearby Windham, Conn., to discuss equity strategies; or words of encouragement from Thornton about being a superintendent of color, I benefited from mentors who were generous with their time to assist with my growth trajectory in this complex role that no amount of formal training can ever fully address.

I am reminded continuously by each mentor that every conversation or meeting is grounded in one principle: Students are at the core of all decisions. They taught me equity-based decision making is holistic — it involves the community, constituents and education stakeholders. My mentors always suggest I listen to my constituency to find collaborative ideas and solutions on how to ground equity within the Middletown Public Schools.

Is this equity work arduous? Yes. I knew it would be hard to implement an equity agenda, which is why I have mentors who understand the complexity of the work. One aspect is certain: My mentors will continue to support me on this unique journey of grounding equity and innovation for all students in Middletown.