Journal of Texas Women School Executives; Volume 10, Issue 1 by Texas Association of School Administrators

Table of Contents

Editorial About the Journal………………………………………………………………………….ii Editorial Board and Reviewers………………………………………………………...…iii Letter from the Editor-in-Chief………………………………………………………...…iv Call for Submissions………………………………………………………………………v

Letter from the Texas Council of Women School Executives President

Featured Research

Principals Leading Learning Communities: Strategies for Improving Student Performance……………………………………………………………………..…….1-22

Marie Hernandez, EdD

Assistant Superintendent for Curriculum and Instruction, Weatherford ISD

Teresa J. Farler, EdD

Assistant Professor, Department of Educational Leadership, Texas A&M-Commerce

Elsa Villarreal, PhD

Assistant Professor, Department of Educational Leadership, Texas A&M-Commerce

Melissa Arrambide, EdD

Professor and Department Head for Educational Leadership, Texas A&M-Commerce

Professional Perspective

Julieta V. Garcia: A Trailblazer Who Triumphed Against the Odds………………………...23-36

Rolando Avila, EdD

Lecturer III, History Department, University of Texas Rio Grande Valley

Anita Pankake, EdD

Professor, Educational Leadership Department, The University of Texas-Pan American (retired)

Creative Works

Fierce, Fabulous, and Forty……………………………………………………………………...37

Jean Bahney, Ph.D.

Assistant Professor at Buena Vista University in Storm Lake, Iowa

Ugochi Emenaha, Ed.D.

Associate Director of Masters of Art in Teaching, Rice University

The Journal of Texas Women School Executives (JTWSE)

The Journal of Texas Women School Executives (JTWSE) is the official publication of the Texas Council of Women School Executives (TCWSE). Its mission is to provide a platform that fosters women school executives' professional growth and development through scholarly research and practical insights. The journal aims to recognize and amplify the expertise of practicing and aspiring women school leaders, higher education faculty, and other key stakeholders in education.

Recognizing that leadership is both an art and a science, JTWSE welcomes a variety of creative works that align with its mission. The journal accepts original submissions across three distinct categories, reflecting women school executives' diverse talents and skills (see Categories of Submissions).

JTWSE provides a forum to promote the development of women school executives through scholarly research and practice. JTWSE recognizes the diversity of talents and skills of women school executives.

Before the launch of JTWSE, the TCWSE published an annual monograph until 2008. In January 2011, under the leadership of President Lu Anna Stephens and the Executive Board, Dr. Genie Linn and Ms. Karen Saunders were appointed as co-editors to develop and introduce a new professional publication for TCWSE in an electronic format. The founders unveiled the inaugural at the Annual Conference in January 2012.

The JTWSE is a double-blind, peer-reviewed, open-access e-journal that publishes original scholarly research and creative works. Although founded by Texas Council of Women School Executive members, the journal has since become a nationally recognized academic publication. The JTWSE follows the Committee on Publication Ethics (COPE) guidelines for publishing, ensuring integrity, transparency, and best practices in scholarly publishing.

For membership information, visit TCWSE Membership. All editorial, board, and reviewer services are provided on a volunteer basis by dedicated scholars and practitioners, ensuring that JTWSE remains accessible and cost-free to its contributors and readers.

Editor-in-Chief

Jennifer S. Jones, Ed.D.

Past TCWSE Executive Board, Regional Representative

Editorial Board

Maria Benzon, Ph.D., Assistant Director, Assessment, Department of Institutional Effectiveness, University of Houston – Downtown

Lizette Navarrete-Burks, Assistant Professor of Educational Leadership, University of HoustonDowntown, Department of Urban Education

Akua A. Obeng, Ed.D., Research Manager and Data Analyst, Harris County Department of Education

Lindsey Pollock, Ed.D., Provost, Sarasota University, Executive Director, Lian Dante Foundation, TCWSE 2023 State President

Tommie Smith, Ph.D., Coordinator for School-Community Relations and Marketing, Galena Park ISD

Reviewers

Jean Bahney, Ph.D., Assistant Professor Buena Vista University, TCWSE 2012 President

Lizette Navarrete-Burks, Assistant Professor of Educational Leadership, University of HoustonDowntown, Department of Urban Education

Akua Obeng, Ed.D., Research Manager and Data Analyst, Harris County Department of Education

Lindsey Pollock, Ed.D., Provost, Sarasota University, Executive Director, Lian Dante Foundation, TCWSE 2023 State President

Tommie Smith, Ph.D., Tommie Smith, Ph.D., Coordinator for School-Community Relations and Marketing, Galena Park ISD

Kristen Walls, Ph.D., Executive Director of College & Career, Tyler ISD, TCWSE Executive Board, Past Regional Representative (ESC 7), Historian

Cover Design

Maria Benzon, Ph.D., Assistant Director, Assessment, Department of Institutional Effectiveness, University of Houston – Downtown

Letter from the Editor-In-Chief

Fierce Leadership: Honoring the Hero – Focusing on the Future

As leaders, we carry the extraordinary responsibility of shaping the present while envisioning a better tomorrow. This issue celebrates the essence of fierce leadership - a powerful blend of courage, vision, and compassion. We honor the heroes who break barriers, uplift others, and stand resilient in the face of adversity.

Fierce leadership is not about commanding from the front but inspiring from the heart. It’s about knowing when to lead with bold determination and when to nurture growth and innovation within your team. It’s about staying grounded in your values while embracing the evolution that the future demands.

In this issue, we explore stories and strategies that embody these principles. From fostering equitable opportunities in education to navigating complex challenges with resilience and grace, we celebrate leaders who turn obstacles into steppingstones. These trailblazers remind us that honoring the heroes of today equips us to inspire the pioneers of tomorrow.

As you engage with this journal's articles, professional perspectives, and reflective creative works, may you find renewed purpose and actionable insights to amplify your leadership journey. Let us boldly honor the heroes within ourselves and focus on building a future where fierce leadership paves the way for limitless possibilities.

Yours in leadership,

Jennifer S. Jones, Ed.D. JTWSE Editor-in-Chief dr.jsjones@gmail.com

Call for Journal Submissions

Submission for January 2026 Conference Issue

Deadline for Submission: September 1, 2025

Submission Theme: Take Flight: Claim Your Power. Elevate Your Impact.

The Journal of Texas Women School Executives, a leading publication dedicated to the voices and visions of women educational leaders, is seeking submissions for the Texas Council of Women School Executives 2026 Conference Issue, Take Flight: Claim Your Power. Elevate Your Impact.

This issue celebrates the transformative journeys of women leaders in education who are charting new paths, inspiring communities, and redefining what it means to lead with purpose and authenticity. We invite authors to explore how claiming one’s power and embracing impactful leadership can drive change at every level of education.

Why Contribute?

By contributing to this special issue, you join a community of visionary leaders committed to sharing insights and elevating the impact of women in education. Your voice matters, and your story could inspire future leaders to take flight.

How to Submit:

Manuscripts and submissions should be sent to dr.jsjones@gmail.com. Subject line: JTWSE: Conference 2026 Issue

Each submission is reviewed by the Editor, evaluated as appropriate, and then sent to reviewers for double-blind peer review.

Manuscripts should follow the Publication Manual of the American Psychological Association 7th Edition. The typical article submission is equivalent to 5 to 15 pages single-spaced.

Document Preparation

Your manuscript/submission should consist of the following:

● Cover Sheet – Title and information of authorship, name of author(s), current position, contact info, and brief bio for author(s) (no more than 100 words); email address, postal address, and phone number.

● Include a statement confirming that the submission has not previously been published, is not under review for publication, and will not be submitted elsewhere while being considered for approval with the JTWSE.

● In cases where the research involves human subjects, confirm that the IRB (Institutional Review Board) has exempted the study from any further review or approved the investigation.

● ·Abstract & Keywords– Place on a separate sheet. The title should be placed at the top of the page. The text following should be no longer than 200 words and should summarize the purpose, methodology, and findings.

● In the body of the paper, please adhere to the following:

○ American Psychological Association 7th Edition format

○ Charts, tables, and/or figures within the body of text

○ List of references in American Psychological Association 7th Edition format.

○ Use a hanging indent for references

○ Use 12-point Times New Roman font

○ Single spaced

○ One-inch margins

○ Do not add section breaks/page breaks

○ Remove heading auto-formatting

● As a part of the review process, all manuscripts will undergo a double-blind peer review and will be screened for originality. The author(s) is responsible for guaranteeing their work's originality, ensuring it is devoid of plagiarism through the appropriate citation of all sources. By submitting a manuscript to the journal, the author(s) consent to any necessary originality check that the manuscript may undergo as part of the publication process.

● By submitting a manuscript to the journal, authors consent to any necessary originality check that the manuscript may undergo as part of the publication process.

● Authors may be asked to revise and resubmit as a part of the review process. It is the responsibility of the author(s) to adhere to the deadlines provided. Please be sure to read all guidelines and prepare carefully before submission.

● If the manuscript or creative work is approved for the journal, the authors must sign a consent to publish before publication.

Prospective authors may view copies of past submissions and themes of the JTWSE at tcwse.org

Questions regarding the call for submission may be directed to the Editor-in-Chief or Editorial Board.

The JTWSE is a double-blind, peer-reviewed, open-access e-journal that publishes original scholarly research and creative works. Although founded by Texas women school executives, the journal has since evolved into a nationally recognized academic publication. The JTWSE follows the Committee on Publication Ethics (COPE) guidelines for publishing, ensuring integrity, transparency, and best practices in scholarly publishing.

Let your story, research, or perspective empower others. Together, let’s soar to new heights in leadership and impact.

Letter from the President

Dear TCWSE Sisters,

Forty years ago, Margaret A. Montgomery Sheffield envisioned and brought to life the moment we celebrate today. The Texas Council of Women School Executives (TCWSE) was founded and nurtured through her grit, unwavering investment, and intentional belief. Margaret saw the need for a space where women in leadership and those aspiring to it could thrive, connect, and grow.

Today, we honor her vision as we gather again at this remarkable annual conference.

The benefits we reap as TCWSE members each time we come together are profound. We leave empowered and ready to uphold the standard of excellence through our commitment, mentorship, and the power of our networks. As leaders within Texas school systems, we are paving the way for a generation of students, helping them envision their journeys and shaping their futures. Your fierce and fabulous undertakings inspire, challenge, and empower everyone around you to be their exceptional best.

This intentionality reminds us of the profound impact one individual can have. Margaret A. Montgomery Sheffield was that individual a force of nature who dared to be fierce and fabulous at a time when it was most needed. Because of her and the women on whose shoulders we now stand, TCWSE continues to flourish in magical and transformative ways. I am excited to imagine what the next forty years will bring.

Congratulations on being here at this moment of legacy and possibility. This is our time to take the torch further by writing, serving on committees, presenting, organizing, and inviting more women into this empowering sisterhood. TCWSE thrives because of the dedication of countless volunteers across the state, making this journal and conference a true reflection of Margaret’s vision.

Let’s continue to honor her legacy and propel TCWSE forward with the same determination and spirit that she embodies.

Adelante y Manos A La Obra,

Jeannie Meza-Chavez, Ph.D.

TCWSE President 2024-2025

San Elizario ISD Superintendent

Categories of Submissions

Research

Research is the hallmark of educational professionalism and scholarship. The following articles reflect the scholarship of women school executives from universities and school districts. While university professors research issues vital to women as leaders and support women educators, district and campus authors share applied research from their experiences in the field.

The Cambridge English Dictionary defines research as a detailed study of a subject, especially to discover new information or reach a new understanding. May you read with a clear vision and understand a new journey requires fresh faith and a fresh fight to:

● Creatively collaborate to connect communities, universities, colleges, and schools that prepare all students for success.

● Intentionally operate as a culturally relevant and data-driven leader.

● Collaboratively redesign programs that inspire and propel students beyond their wildest dreams and imagination.

● Unapologetically owning a passion and love for the journey and the work required to sustain success.

● Continuously advocating for all children.

● Consistently communicating the organization's vision and work, including successes along the way.

Scholarly research builds leadership capacity and strengthens our voices.

Professional and Scholarly Perspectives

Professional and scholarly perspectives offer research in both scholarly positions and professional understanding. The contributors represent the diversity of TCWSE members and contributing authors: University professors, district administrators, and aspiring administrators. It is critical to include and consider perspectives that offer a view of education from inside the hearts and minds of our various levels of leadership. It is with pride that we accept and cherish each life role as more evidence of our unique capacity for leadership.

Creative Works

Picture this: We are constantly inspired and amazed by the creativity of women school executives. To recognize the diversity of talents and skills, the JTWSE also solicits creative works that promote the journal's purpose. Creative works include poetry and artwork.

Principals Leading Learning Communities: Strategies for Improving Student Performance

Marie Hernandez, EdD, Assistant Superintendent for Curriculum and Instruction, Weatherford ISD

Teresa J. Farler, EdD

Assistant Professor, Department of Educational Leadership, Texas A&M-Commerce

Elsa Villarreal, PhD

Assistant Professor, Department of Educational Leadership, Texas A&M-Commerce

Melissa Arrambide, EdD

Professor and Department Head for Educational Leadership, Texas A&M-Commerce

Abstract

The consequences for campuses that do not meet the accountability targets are severe. The principals who lead these learning communities are under immense pressure to improve student academic achievement as well as create student-centered learning communities. This qualitative research study examined the practices used by elementary principals in Texas to initiate school improvement at campuses designated as needing targeted support, additional targeted support, or comprehensive support and improvement by the Texas Education Agency. Additionally, the study examined principal leadership strategies that created learning communities where students, teachers, and parents all played a role in improving the academic success of the campus. This research provides valuable insights for school and district leaders and offers a nuanced understanding of effective leadership practices at different levels of school improvement in Texas.

Keywords: principal leadership, accountability, academic improvement, learning communities

Introduction

Public schools in Texas are responsible for the education of approximately 5.4 million students each year (Texas Education Agency [TEA], 2022). Students who attend these schools come from diverse backgrounds, and each has individualized needs that can present many challenges for schools. These challenges require highquality administrators and teachers to help students reach their full potential (Day et al., 2016). In addition, to measure the success of

schools in regard to student performance, accountability systems are put in place by each state. These systems rely heavily on results from standardized tests and significantly influence principal leadership (Yi & Kim, 2018).

Statement of the Problem

In Texas, the A–F accountability system, implemented in 2018, was developed by the TEA (2018). This system is based on performance on the State of Texas

Assessment

of Academic Readiness (STAAR) to determine the status of each school in regard to school improvement. This system identifies schools across Texas that are struggling to meet federal standards and, depending on the scores, results in schools being assigned (if necessary) improvement labels of targeted support (TS), additional targeted support (ATS), or comprehensive support and improvement (CSI). When first implemented, the system and ratings had huge implications across the state, with 52% of campuses across Texas being classified as fitting into one of three levels of school improvement during the 2020 school year (TEA, 2020).

The pressure of accountability systems places a significant demand on principals to address student achievement, which necessitates a strong, transformational leadership approach and strong instructional leadership skills (Avolio & Bass, 2005; Burns, 1978). This approach involves not only setting strong, clear academic goals but also fostering a collaborative and innovative learning environment that empowers both educators and students. As we work to educate and support the principals leading these efforts, it is critical to understand what leadership skills and practices are necessary to improve student performance on struggling campuses. Additionally, this becomes more critical as we see a shortage of principal leaders similar to the current teacher shortage.

Purpose of the Study

The purpose of this descriptive qualitative study was to identify and describe elementary principals’ specific leadership

practices that are used to initiate school improvement for campuses labeled under TEA as needing Targeted Support (TS), Additional Targeted Support (ATS), or Comprehensive Support and Improvement (CSI) (TEA, 2023). This study examined which leadership practices are most effective at each of the three levels of school improvement, leading to schools moving from (a) CSI to ATS, TS, or no improvement level; (b) ATS to TS or no improvement level; or (c) TS to no improvement label.

School improvement initiatives and practices can be defined as generic approaches that district or campus leadership take to improve schools regardless of the school improvement status. The results of this research offer insights into practices associated with leadership practices that contribute to school improvement, specifically within each of the three levels of improvement identified by TEA.

Research Questions

The following research questions were formulated for this study:

1. What are the principals’ perceptions of leadership practices that resulted in academic success and in moving the campus to a school improvement label that indicated less need for improvement?

2. What are the principals’ perceptions related to specific principal practices that positively influence school culture, thereby resulting in improved student outcomes?

3. From the perspective of school principals, what specific factors within

professional development (PD) strategies or structures influence student outcomes?

Review of the Literature

The consistent emphasis on improving the education system has initiated many policy changes by governmental agencies that are aimed at improving both instruction and student outcomes. Research shows that the campus principal can have considerable influence on academic achievement and school performance (Marzano et al., 2005). This literature review examined principal leadership practices and their relation to high-performing schools. The review also examined the framework of school improvement developed by TEA, known as the Effective Schools Framework (ESF).

Theoretical Framework

This study incorporated the integrated leadership theory, which draws from two theories: transformational leadership theory (Burns, 1978) and instructional leadership theory (Hallinger & Murphy, 1985). This integrated leadership theory serves as the foundation for investigating the practices that principals perceive as instrumental in guiding schools through varying levels of improvement. The transformational leadership theory and instructional leadership theory collaboratively shape this integrated leadership style.

Transformational leadership consists of four main components, the first of which is influence (Avolio & Bass, 2005). Influence is when the leader serves as a role model while gaining the trust of others through setting

high standards and demonstrating moral behavior (Avolio & Bass, 2005). The second component of transformational leadership is inspirational motivation, which is when the leader communicates a clear vision and inspires others to work toward a common goal (Avolio & Bass, 2005). Third is intellectual stimulation, which is when the leader encourages creativity by challenging others to think outside the box (Avolio & Bass, 2005). The last component is individualized consideration. This component is when the leader helps each individual to meet their goals through genuine care and PD (Avolio & Bass, 2005).

The other theory in the framework is instructional leadership. Instructional leadership is defined as involving leadership activities to create an effective principal–teacher interaction in order to improve teaching and learning (Hallinger & Murphy, 1985). Defining the school mission along with other stakeholders in the school is one aspect that falls under instructional leadership. Creating a positive learning climate is done through building a trusting environment for all stakeholders, and this process starts with the campus principal. The other aspect of instructional leadership is managing the instructional program. This step includes all aspects of instructioninstruction, assessment, and management (Avolio & Bass, 2005; Hallinger, 2005; Lynch, 2012;). Instructional leadership requires partnerships between teachers and principals to ensure the mission, vision, and work are shared among all.

Accountability

Public education in the United States dates back to the early 17th century and was first established in Massachusetts by the Puritans who resided there (Chen, 2022). Education was determined essential for teaching academic skills and core religious values. During the 19th century, the education system progressed, with 34 states “establishing compulsory schooling laws that required students to attend school until a particular age” (Chen, 2022). The purpose of public education shifted from teaching core academic skills along with religious values to the purpose of leveling the playing field for all. This meant providing free and public education to all students regardless of their social or economic status. This paradigm shift in the purpose of public education underscores the commitment to equipping students with the knowledge and skills essential for success in whichever path students choose after high school. To ensure that public schools are helping students meet those high academic standards, standardsbased accountability systems have been put into place (Spurrier et al., 2020).

State Accountability Measures

In response to the shift of responsibility for school improvement from the federal to the state level, the State Education Agencies (SEA) have taken on a larger role in providing TS (Targeted Support) to schools. The SEAs have implemented various models and strategies to provide a tailored approach, depending on the capacity of the state (VanGronigen & Meyers, 2019). The various models include the following: internal the SEA administers all turnaround efforts;

hybrid the SEA administers one or more components of the turnaround efforts but also partners with external providers; hybrid–lead SEA staff lead school turnaround efforts, and supplemental support is contracted by LEAs with external providers; hybrid–assist SEA staff assist turnaround efforts, external providers are used as partners by LEAs; hybrid–coordinate SEA staff coordinate turnaround efforts with many other partnerships; and external SEA does not administer any turnaround efforts and relies solely on contracts with external providers (VanGronigen & Meyers, 2019). Due to the large amount of oversight and authority given to SEAs through ESSA, improvement efforts are dependent on the capacity of the SEA, and this process is a challenge due to the growing number of lowperforming schools under accountability systems such as A–F.

In alignment with the theme of transparency, the A–F accountability system has gained significant attention. These types of systems were created to be easily understood by all stakeholders and to help everyone understand a school’s effectiveness (Spurrier et al., 2020). As of 2017, 16 states had adopted an A–F system, with various other components in addition to student performance being measured (Tanner, 2016). Each state develops its system and includes various components, such as graduation rates, ACT/SAT participation and scores, academic growth, and attendance rates (Murray & Howe, 2017). Many of these A–F systems also incorporate a school choice proponent in which parents can choose to move their child to a different school if their current school has poor ratings. This step is

marketed as a method to get more parental involvement because research shows that schools are more effective when parents and the community are involved (Murray & Howe, 2017).

Accountability Implications

External accountability systems and turnaround efforts have significant impacts and implications for programs, staff, and students. Central office staff and the campus principal are ultimately responsible for ensuring that schools make academic progress and student achievement results improve. The principal has a major impact on the success of the campus. A study by Yi and Kim (2018) found that “external accountability has a significant direct influence on principal leadership, which includes performance goal-oriented leadership activities” (p. 7). Principals serving in low-performing schools are more likely to reward high-performing teachers and penalize low-performing teachers. This approach has been found to lower teacher morale and does not create a system of internal accountability (Yi & Kim, 2018).

Accountability systems and turnaround initiatives extend beyond the school district or individual school; they also have implications for each individual teacher. Low-performing schools place a strong emphasis on student growth, which can be assessed at the teacher level. There have been a variety of approaches used to hold teachers accountable for student performance in their classrooms. One of the approaches has been the value-added model, which, as Hershburg noted, “attempts to assess teachers by measuring gains in their students’ test scores”

(as cited in Ingersoll & Collins, 2017, p. 76). The belief behind this theory of action is that teacher improvement can be accomplished through setting teacher performance standards, assessing teacher performance on standards, and establishing a system of rewards and sanctions. However, the valueadded model can present challenges because it has the potential to place extra pressure on teachers and may foster animosity among teachers due to the financial incentives linked to performance.

State-Level Improvement Efforts

The Effective School Framework (ESF) was introduced by TEA to address gaps in the previous approach to continuous improvement (TEA, 2019). The goal of the ESF is to codify the fundamental best practices while building a common language with clarity and specificity (Peake & Monk, 2022). The framework was developed by visiting high-performing schools and identifying the evidence-based practices that the schools leveraged to attain high student achievement. When TEA developed the A–F Accountability Framework, feedback from stakeholders was gathered from across the state. Five primary levers were identified and were developed to work together with the instructional core at the center. Under the five levers are 13 essential actions that provide more specificity for each lever. The TEA (2019) defined the five levers as follows: Lever 1 Strong School Leadership and Planning: Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor campus systems and structures that are aligned to a compelling school

mission, vision, values, and goals rooted in student achievement. Lever2

Effective, Well-Supported Teachers: Campus leadership retains effective, well-supported teachers by strategically recruiting, selecting, assigning, and inducting teachers so that all students have access to high-quality educators.

Lever 3 High-Quality Curricular Resources: Campus systems support positive school culture through explicit behavioral expectations, school-wide culture routines, proactive and responsive student support services, and involved families and communities. Lever 4

High-Quality Instructional Materials and Assessments: All students engage daily with TEKS-aligned, high-quality instructional materials, and assessments that support learning at appropriate levels of rigor.

Lever 5 Effective Instruction: Campus leaders provide teachers with jobembedded professional development, including observation and feedback cycles, and access to time and data needed to reflect, adjust, and deliver instruction that meets the needs of all students. (para. 5)

TEA’s commitment to continuous improvement aligns with the A–F accountability framework. By incorporating strategies that involve districts identifying needs, developing comprehensive plans, and implementing and monitoring actions, the state demonstrates a dedicated effort to provide campuses with high levels of support. This approach, rooted in researchbased practices like the ESF, enhances the overall effectiveness of the accountability

framework and contributes to sustained improvements in educational outcomes.

School Leadership

School leadership holds a pivotal role in determining whether schools achieve academic success or require improvement. With effective leadership practices and skills, strong school leaders are able to make meaningful change.

Instructional Leadership

The leader on any elementary campus is the campus principal the one who is responsible for the day-to-day operations of the building as well as the academic success of the campus. Over the past several years, the campus principal role has shifted from building manager to campus instructional leader. For any campus to be successful, the principal must have strong instructional leadership skills as well as instructional and management support from district-level leaders. Instructional leadership is defined as involving leadership activities to create an effective principal–teacher interaction to improve teaching and learning (Hallinger & Murphy, 1985). Several fundamental practices make up the instructional leadership framework. First, one crucial aspect involves defining the school mission in collaboration with other school stakeholders. Creating a positive learning climate is done through building a trusting environment with all stakeholders, and this process starts with the campus principal. Another aspect of instructional leadership is managing the instructional program, which includes all aspects of instruction: instruction, assessment, and management (Avolio &

Bass, 2005; Hallinger, 2005; Lynch, 2012).

Wang (2021) stated, Educational leadership is shaped by (1) leaders’ decisions, which are made by individual principals, and (2) organizational decisions, which are made by organizational members who are subject to the influence and authority of leaders in terms of how organizational members collect and process information for decision making. (p. 259) The principal, as an instructional leader, plays a vital role in promoting and enhancing the quality of teaching and learning.

Principal Influence

There has been much research in the area of campus leadership, specifically focused on the principal and the broad leadership behaviors that are directly linked to increased student achievement. A substantial connection between principal leadership and student achievement has been identified with a correlation of .25 between the leadership behavior of school principals and the average academic achievement of students (Marzano et al., 2005, p. 10). As has been noted, “A highly effective school leader can have a dramatic influence on the overall academic achievement of students” (Marzano et al., 2005, p. 10). On the other hand, it is difficult to move a school forward with poor, ineffective leadership (Connelly, 2010; Leithwood et al., 2019; Louis et al., 2010). Research has shown that “there’s no such thing as a high-performing school without a great principal. It is impossible. You simply can’t overstate their importance in driving student achievement, in attracting and retaining great talent to the school”

(Connelly, 2010, p. 34). The only factor that has been shown to impact student achievement more than the principal is the classroom teacher. Principal leadership is second only to the classroom teacher in regard to influencing student learning (Louis et al., 2010). A study by Opper and the RAND Corporation (2019) found that many factors contribute to a student’s academic performance, including individual characteristics and family and neighborhood experiences. When it comes to student performance on reading and math tests, teachers are estimated to have two to three times the effect of any other school factor, including services, facilities, and even leadership. (para. 2)

Extensive research has consistently shown that effective leadership plays a pivotal role in accelerating school improvement, thus warranting the emphasis. Work done by The Wallace Foundation (2013) stressed that enhancing school leadership is one of the main priorities for educational reform. The foundation emphasized that today, improving school leadership ranks high on the list of priorities for school reform. Although in any school, a range of leadership patterns exists among principals, assistant principals, formal and informal teacher leaders, and parents the principal remains the central source of leadership influence. (The Wallace Foundation, 2013, p.5)

Core Leadership Practices

In the course of extensive research, a number of different studies highlighted comparable variations to the most effective leadership practices. At their core, the

practices are aligned, and the work focuses on engaging with three main stakeholder groups: students, staff, and parents. Change cannot be initiated and executed solely by the principal; stakeholders must be actively involved in the development of plans, their implementation, and the monitoring process. Thus, for principals to be able to support positive change, these groups must be involved throughout the process of school improvement. Seven core leadership practices had commonalities across various research studies.

Shaping a Vision of Academic Success

Establishing a clear vision for the campus is one leadership practice that contributes to improved school performance. A welldefined vision serves as a compass for decision-making, goal-setting, and resource allocation. Principals with strong leadership qualities are responsible for establishing the vision for the school and ensuring commitment to high standards and the success of all students. The vision sets the course while acting as the road map for the school community.

Campus Planning

For schools to be high-performing and improve student achievement, a clear and effective improvement plan is imperative. Research conducted by Day et al. (2016) determined that principals can achieve and sustain improvement over time by having a clear understanding of the campus’ needs, developing a meaningful plan, and integrating the work into the school’s culture. The development and implementation of a robust CIP or SIP requires the principal to

build the leadership capacities of others on the instructional leadership team while creating a climate of trust, both relationally and organizationally. Research shows that these plans cannot be created in isolation. The CIP can only be implemented effectively when everyone is on board and working to implement what is applicable to their role.

Focus on Allocation of Resources

Outside of managing the campus and ensuring high-quality instruction is taking place, campus principals are also responsible for ensuring that financial resources are used to support the focus of the campus. How a campus principal budgets and spends their campus allocation says a lot about the priorities of the campus.

Managing School Climate and Culture

For a campus to make improvements, the staff has to engage in and embrace the work being undertaken entirely. This process requires the establishment of a culture that is built around trust, and it starts with the campus leader. Principals are managers of the emotional climate on the campus. They set the tone not only through their actions but also in how they respond to changes. As highlighted by Park and Datnow in their 2022 study, principals not only have to tend to their own emotions concerning change, but they also have to manage all stakeholders including parents, students, and teachers. Principals must create a culture that fosters a sense of belonging, enthusiasm for learning, and a shared commitment to excellence among all stakeholders.

Managing Change

Principals are ultimately responsible for improvement on their campus, which requires the ability to make positive changes. School leaders influence not only instructional support but also social support, hiring, and development of staff. School leaders determine strategic priorities and lead the change efforts on the campus (Bryk, 2010). With support and guidance, principals can learn how to create a positive and inclusive school that ensures that all stakeholders see the value and importance of what is being implemented to address the ultimate goal of increasing student achievement.

Cultivating Leadership and Building Capacity in Others

Effective school leadership requires a dedicated leadership team. Without the commitment and support from others on the campus, the principal will not be able to move forward in the improvement process. The more individuals aligned with the mission, the greater the potential for growth. Principal leadership plays a vital role in improving the quality of teachers. As the study highlighted, “Principal leadership is important for assisting individual teachers to improve their performance” (Sebastian & Allensworth, 2012, p. 645). Providing ongoing support and development helps to ensure that teachers’ professional practice improves, thereby leading to improved instruction

Focus on Instruction High Standards for Student Learning

Improvements to instruction hold the largest direct impact on student learning.

When students consistently receive quality instruction, improvement will be seen across the board. This result necessitates clear instructional guidance that provides a clear understanding of the what and how of instruction for teachers (Bryk, 2010). Such guidance requires support from the leadership, both at the district and campus levels. To make significant strides, principals must prioritize time specifically focused on instruction and improvements, which can be facilitated through intentional instructional coaching, professional learning committee (PLC) work, and PD offerings.

Focus on Relationships: Parent and Community Connections

The connections between schools, parents, and communities are vital for student motivation and school participation. When principals actively foster strong partnerships with parents and the community, academic outcomes can significantly improve. Positive relationships with parents can be built with ongoing communication to ensure that students are supported at home and school. A study by the Harvard Family Research Project (2010) found that when schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and curricula. (p. 4)

For these relationships to be effective, they must be authentic and meaningful. The principal must be intentional about the connections and relationships that they build, with students always at the center. These

partnerships extend their benefits not only to students but to their entire families.

Principals play a critical role in school improvement, and their leadership practices significantly influence the overall success of schools. Research-based tools such as the Effective Schools Framework can offer district-level leaders and principals specific skills and practices that are likely to create improved student performance. Accountability measures will continue to be a part of the school landscape. District-level personnel must have a clear understanding of the priorities when it comes to the development of principals. With that knowledge, district administrators can focus resources and professional development efforts on key leadership behaviors that are shown to drive school improvement.

Methods

The purpose of this study was to recognize the specific leadership practices employed by principals to guide schools that have received TEA improvement labels of Targeted Support (TS), Assisted Targeted Support (ATS), or Comprehensive Support and Improvement (CSI). Through a descriptive qualitative study, the researcher explored elementary principals’ experiences working in schools that need improvement. According to Merriam and Tisdell (2015), a descriptive qualitative study is a research approach centered on understanding and interpreting the subjective experiences, meanings, and perspectives of individuals or groups within a particular context.

Design of the Study

The researcher conducted a descriptive qualitative approach to understand the practices that principals perceive lead to improved student achievement, move the school to a less restrictive level of improvement labels, and demonstrate improvement based on the Texas accountability indicators. According to Creswell and Poth (2018), “Qualitative researchers use an emerging qualitative approach to inquiry” (p. 42). This method highlights the collection of data in an authentic setting that is attuned to the individuals and places being investigated. The participant data for this study were gathered in two phases. In Phase I, a questionnaire included both multiple-choice questions and open-ended questions about leadership practices. Demographic information was also collected through the questionnaire. During Phase II, the researcher used an in-depth semi-structured interview to gather data. The researcher conducted indepth interviews to gain a full understanding of the principals’ perceptions when it comes to school improvement efforts. The 2022 A–F TEA Accountability Manual was sent to all participants prior to the interviews in Phase II.

Study Participants

Purposeful criterion-based sampling was used for the two distinct groups of participants in this study. The participants were selected by purposeful sampling based on the following criteria: ● Principals with a minimum of 2 years of experience at the same campus.

● A principal who serves an elementary campus with at least two grades assessed using STAAR within Region 11.

● Campus received a TEA label of TS, ATS, or CSI between 2018 and 2022 and has moved into a lower level of support based on the 2022 accountability system.

In the Region 11 educational service area, 207 campuses met the criteria for improvement from 2018 to 2022 based on the TEA Accountability Manual Chapter 10: Identification of Schools for Improvement.

In Phase II of the study, involving indepth interviews, a random sampling approach was used. The first eight principals who completed the Phase I questionnaire and met the study criteria were included in Phase II of the study. The researcher worked with the Continuous Improvement Lead Director from Region 11 to identify the principals who received the invitation for the questionnaire and to identify the qualified participants for Phase II of the study.

Data Collection

By asking principals to reflect on their own practices that lead their schools through school improvement, a deeper understanding of school improvement and specific actions was gained. For the questionnaire portion of the study, each participant was asked to answer a series of questions related to their experiences in school improvement efforts. The participating principals reflected on their own practices in specific leadership areas. The questionnaire included both multiplechoice questions and open-ended questions.

It also included questions for obtaining demographic information. Participants completed the survey via Qualtrics.

For Phase II of the study, one-on-one interviews were conducted with eight principals who met the criteria for the study. All interviews were recorded through the virtual meeting platform to allow for transcription. Once the interviews were completed, the recording was transcribed and reviewed for accuracy. Member checking was utilized so participants could review the transcribed interviews before the transcriptions were used for coding. Throughout the interview, the researcher also documented field notes by capturing observations, thoughts, and reflections to enhance the process of data collection and analysis.

Treatment of Data

Throughout the study, the researcher kept all participants’ data confidential. In Phase I of the study, each participant was asked to answer a series of questions related to their experiences in school improvement efforts. The participants completed the questionnaire via Qualtrics. The data from the questionnaire was analyzed using basic descriptive statistical analysis.

In Phase II of the study, the participating principals reflected on their own practices in specific leadership areas based on the interview protocol. The NVivo 14 qualitative data analysis software program was used to support transcription. Once the transcription was completed through NVivo 14, accuracy was reviewed. Codes were used to identify themes using data from both the questionnaire and interviews. The themes

were then used to present findings. A narrative was written for each of the themes to convey the findings. The researcher used analytic memos to “help shape the development of codes and themes” (Creswell & Poth, 2018, p.182). These analytic memos were used at the beginning, middle, and end of the data collection process. The analysis of the data focused on the research questions: principal practices that resulted in greater student academic success and resulted in moving a campus to a less restrictive improvement label; principal practices that influenced the school culture; and professional development that influenced stronger student academic performance.

Findings

The purpose of this descriptive qualitative study was to identify and describe elementary principals’ specific leadership practices used to initiate school improvement for campuses labeled under TEA as needing TS, ATS, or CSI. In Phase I, the researcher used basic descriptive statistics to analyze the results of the questionnaire. In Phase II, six themes emerged and were identified using a deductive coding process through the NVivo 14 software. The analysis of the in-depth interview data was organized by the three research questions in the study.

Phase I Findings

For Phase 1 of the study, the questionnaire data from the 22 participating principals revealed insights into the use of principal time across various roles included under the principal role. The data indicated that principals spend a substantial portion of their time on instructional leadership, with an

average of 50% of their time dedicated to supporting the academic focus with instructional roles. This finding indicates that principals find it important to emphasize direct support in the area of teaching and learning within their schools. The median and mode values support this observation, suggesting a consistent distribution of responses among participants.

The data show that instructional leadership is the primary focus of principals when it comes to the use of their time, but principals also indicated that a significant amount of time is allocated for building management. On average, 17% of their time was spent on activities related to the management of the school, including the dayto-day management of both the physical building and operations. This finding illustrates the variety of responsibilities that a principal has within their role, such as balancing educational leadership with the operational aspects of running a school. The median and mode values suggest a tendency toward spending around 10% of the time on building management.

The data also revealed that principals spend a substantial amount of time on community engagement, with an average of 16% of their time dedicated to fostering relationships with community and business partners. In general, principals identified financial management and education policy and law as the two areas in which principals are significantly less engaged. The averages for these two areas were 9% and 8%, respectively.

Overall, the findings from this portion of the questionnaire provide insight into the distribution of principals' time across

different areas of responsibilities and identify priorities and areas of focus within the school leadership role of the principal.

Table 1

Descriptive Statistics of Time Allocation Based on Questionnaire Results from Principals

Principals (n = 22)

Question

Phase II: Findings

In Phase II, six themes emerged based on the three research questions used in the study. The participants in Phase II of the study all had under ten years of experience as a principal, with 62.5% having five or fewer years of experience and 37.5% having 5 years

or more experience. Each participant saw improvements in student outcomes, as evidenced by the Texas A–F accountability system. Table 2 outlines the accountability status of each participant’s campus in 2018 and the latest labels released in 2022.

In Phase II of the study, the researcher sought to understand principals’ practices that support instruction and achievement, which lead to improved student outcomes, and the removal of a support label or being designated with a label that indicates less

support is needed. The in-depth interviews captured the perspectives of a sample of elementary school principals who serve campuses within Region 11 and have campuses with at least two grade levels that take the STAAR exam.

Table 3

Participants Experiences based on themes related to Research Question #1

Theme Nodes

Curriculum

Budgeting

Accountability System

Curriculum Alignment

Curriculum Resources

Alignment to Plans

Funding Sources

Administration Knowledge

Teacher’s Understanding of the Accountability System

Note: Participants (N=8) were assigned pseudonyms (Participant 1, Participant 2, etc.) to protect their rights to confidentiality.

Emerging Theme 1: Curriculum

The first theme to emerge from the indepth interviews with Region 11 elementary principals was curriculum. Curriculum alignment was the first identified node and was emphasized by participants as being a crucial component of effective educational leadership, particularly in the context of school improvement efforts. Participants highlighted the significance of implementation of curriculum alignment as a catalyst for school improvement. Among the eight participants interviewed, seven offered valuable insights into their experiences with curriculum alignment, highlighting its pivotal role in driving positive changes in student outcomes.

Curriculum Resources emerged as a critical component of school improvement endeavors, with participants sharing the significance of having clearly defined and research-based resources. Their responses

provided insight into the challenges and strategies associated with managing curriculum materials effectively. Some participants highlighted the importance of refining and streamlining curriculum resources to include instructional strategies and non-negotiables such as small group instruction. Others emphasized the impact of having too many resources and stressed the need to focus on the purpose of each resource to avoid overwhelming staff. This finding highlighted the importance of strategic resource management in curriculum planning and implementation by emphasizing the need for clarity, coherence, and purposefulness in selecting and utilizing curriculum materials to enhance teaching and learning outcomes.

Emerging Theme 2: Budgeting

The second theme to emerge in relation to the first research question was budgeting. Across the interviews with each participant, a clear focus was placed on aligning budgetary

needs with campus priorities to maximize impact. Of the eight participants interviewed, five provided insights into their experiences with budget alignment. Principals shared their perspectives on the importance of identifying key priorities for the year and allocating resources accordingly, thus ensuring that expenditures directly supported these goals. Emphasis was also placed on intentional spending to address instructional needs and to support staff. Overall, the findings indicate the importance of strategic resource allocation in meeting the needs of the campus while promoting academic success within schools.

Four of the eight participants interviewed shared their experiences with funding sources, providing various strategies used to manage financial resources to impact overall student success. Many similarities were found throughout the interviews regarding funding sources, including that all of the participants serve Title 1 low socioeconomic campuses, and each school receives funding from the federal government through ESSA. Those funds were used in various ways, with some districts allowing the campuses to

determine how funds are expended and other districts determining expenditures at the district level. Additionally, participants mentioned other funding sources, such as the Parent Teacher Association, contributions, and fundraising efforts as avenues to support school improvement initiatives.

Emerging Theme 3: Accountability System

The third theme that emerged from the indepth interviews focused on the A–F accountability system and knowledge of the system. All eight participants provided insights, and similarities were identified. Conversations predominately revolved around the administration’s knowledge of the system’s methodologies and teacher familiarity with measures within each domain of the system. In addition, participants shared their experiences in teachers’ understanding regarding the A–F accountability system. Some participants volunteered to share in-depth information about the A–F system, while others didn’t talk much about the system or how the campus obtains its overall A–F rating.

Table 4

Participants Experiences based on themes related to Research Question #2

Theme

Culture

Community

Nodes

Communication

Recognition

Relationships

Community Engagement and Support

Parent Involvement

Note: Participants (N=8) were assigned pseudonyms (Participant 1, Participant 2, etc.) to protect their rights to confidentiality.

Emerging Theme 1: Culture, Communication, and Relationships

Participants provided insights into their perceptions and practices aimed at fostering a positive culture within their respective schools. Participants shared insights into various communication strategies employed to foster collaboration, transparency, and clarity among staff, students, and parents in order to ultimately contribute to a positive school culture. Of the 8 participants, 4 of them shared experiences and perspectives in relation to communication. Participants shared that tough conversations, including those surrounding the A–F system and academic goals, are approached with empathy and clarity while working to ensure that teachers understand the professional context of these conversations without compromising their personal worth. One participant stated that the leadership practice that was most effective in moving the campus out of school improvement was

clear, honest communication. Trust and collaboration were emphasized as essential elements in building these relationships with teachers, staff, and parents.

Emerging

Theme 2: Community

Principals shared insights into the practices they have implemented that resulted in strong partnerships with both community members and the parents of the students who are served. This theme focuses on the importance of fostering connections, collaboration, and partnerships among students, staff, families, and other stakeholders to create a supportive and inclusive environment conducive to academic success and positive student outcomes. One participant discussed the community support the school receives by saying the school’s PTO has embraced its role as the bridge between the school and the community. Everyone is involved in the school's events, whether they are academic events, athletic events, or social events.

Findings for Research Question 3

Table 5

Participants Experiences based on themes related to Research Question #2

Theme Nodes

Support Structures

District-Level Support

Instructional Coaches

PD Planning

Note: Participants (N=8) were assigned pseudonyms (Participant 1, Participant 2, etc.) to protect their rights to confidentiality.

Emerging

Theme 1: Support Structures

School principals play a pivotal role in identifying, developing, and implementing professional development (PD) opportunities to support teachers in delivering high-quality instruction aimed at improving student outcomes. Seven of the eight participants shared their experiences about how this district support related to PD. Even with differences in district sizes, the goal of participants remained the same to offer support to ensure effective instruction for all students. Instructional coaching, in various formats, was critical to overall school academic improvement. Instructional coaching enhanced teaching practices and allowed students to see the teacher and principal or coach working together. In addition, when the teachers practice and get that feedback at the moment, teachers know what is expected from the principal. Finally, participants discussed effective strategies for planning professional learning that were key for instruction on the campus. Participants reported that they used feedback from teachers through surveys and prioritizing based on identified needs. They also used

ongoing student data to design the PD. Several participants emphasized the need to individualize it (PD) as much as possible because every person has a different starting point.

Integrated Leadership Theory and Research Findings

Transformational and instructional leadership theories, which collectively make up the integrated leadership theory, served as the guiding framework for an examination of how principals lead schools through various stages of school improvement and navigate the challenges of reform. The elementary principals who participated in this study demonstrated both transformational leadership practices as well as instructional leadership practices to improve student academic performance. Principals discussed their role in creating a campus culture built on trust and mutual respect. The principal’s ability to manage the change process within the school was supported by clear communication and connection to the entire school community. Principals described practices aligned with elements of instructional leadership, which

included building capacity in others and focusing on school reform initiated by teachers working to create a positive learning environment.

Conclusion of Findings

Elementary principals who participated in this study shared their insights into school improvement practices they believe have been crucial in their school’s journey toward removing its improvement label or reducing the level of support required. They candidly discussed the strategies they have implemented on their campus, sharing both their successes and the obstacles they have encountered along the way. Participants emphasized the importance of having clearly defined and research-based resources to support effective instruction. They discussed the need to refine and streamline curriculum materials, focusing not only on materials but also on instructional strategies and delivery methods. Some participants shared the challenges they faced from having too many resources, which overwhelmed staff and led to ineffective implementation. Strategic resource management, including deliberate selection processes and necessary training, was emphasized as essential for enhancing teaching and learning outcomes.

Participants in this study explored the specific practices they have employed, detailing their effectiveness and the impact they have observed on their school’s path to improvement. Transparent communication was noted as critical, with approaches ranging from regular updates to honest conversations. Community engagement and parent involvement were essential to the improved success of the students. By linking

community involvement with academic success, principals involved parents and community members in high-quality educational experiences that made a difference for students. The study’s findings indicate that principals who cultivate positive campus cultures, offer comprehensive support to teachers, students, and families, and demonstrate knowledge in curriculum, instruction, and financial management are more likely to lead schools toward positive outcomes and to good standing on the A–F accountability system.

Implications for Practice

Based on the findings of the study, several implications emerge for educational practice. These findings indicate that district-level leaders should prioritize the development of campus leaders through structures that emphasize curriculum management, strategic budgeting, and accountability system knowledge. Providing training and support in these areas can enhance the capacity of school leaders to drive academic success and school improvement. This includes the development of experienced principals as well as novice principals.

In addition to instructional leadership, district-level leaders should prioritize the development of principals in budget management. The development of a budget that is aligned with the goals of the campus is critical. In addition, frequent formative assessments of the campus budget allocations, the instructional resources needed for students, and the re-alignment of the resources when needed are critical to meeting the academic needs of students

throughout the school year. The campus budget should be a working document that continually supports the needs of the students.

Finally, district-level leaders should invest in the principal's skills to create a community of learners. In order for campuses to move to a successful accountability improvement rating, principals need to communicate and shape school communities that embrace all available resources. This includes parents

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Julieta V. Garcia: A Trailblazer Who Triumphed Against the Odds

Rolando Avila, EdD

Lecturer III, History Department, University of Texas Rio Grande Valley

Anita Pankake, EdD

Professor, Educational Leadership Department, The University of Texas-Pan American (retired)

Abstract

In 2022, Dr. Julieta V. Garcia, a Mexican-American woman, was awarded the Presidential Medal of Freedom, the nation’s highest civilian honor that is presented to individuals who have made exemplary contributions. The value of education was instilled in Garcia by her family, and she rose through the ranks of her profession to make a lasting positive difference in the lives of many. Achieving her goals in a male-dominated educational hierarchy was a challenge that she met with the support of others, her gift for oratory, and an unwavering determination to serve. In sum, Garcia’s story is worthy of knowing not only to learn of her life events but also to identify some of the elements of leadership she demonstrated along the way. There is much to admire and to learn from Dr. Julieta V. Garcia’s life story.

Keywords: Fierce leadership, determination, service, honoring the Hero, women in educational leadership, female Hispanic leadership, community college leadership, university leadership

The pinnacle of recognition for a job well done is being awarded the Presidential Medal of Freedom. During the 2022 Presidential Medal of Freedom ceremony, President Joe Biden proclaimed teaching is s not what Garcia does, but rather, “it’s who she is” (Biden, 2022). Indeed, Garcia’s entire professional career was in service to education. Biden praised Garcia for transforming “her hometown University of Texas-Brownsville into a center of excellence for countless students who were inspired by her example” (Biden, 2022). Biden described Garcia as “a trailblazer and a mentor” who “is considered one of our nation’s top university administrators who understands the power of education as the great equalizer in America” (Biden, 2022).

Family Background

Throughout history, war has often fueled immigration as people have attempted to flee the scourge of violence. During the Mexican Revolution (1910 – circa 1920), Garcia’s paternal grandparents and their children left their home in Mexico and legally crossed the United States border. Garcia recalled that “the passport picture of that is of the whole family in one picture looking very sad. I mean, just imagine, they just left everything they had known behind. Everything” (Biddings-Muro, 2015, p. 56). Garcia’s father, Romeo Villarreal Yzaguirre, was born

and raised in Mexico before his family immigrated to the U.S. Consequently, he had a rooted Mexican cultural background. On the other hand, her mother, Paulita Lozano Villarreal, was born in the U.S. Paulita’s Mexican-American cultural background was sometimes at odds with Romeo’s. For example, Paulita’s Presbyterian faith was not always in harmony with Romeo’s devout Catholicism. Additionally, lively political disagreements were commonplace in Garcia’s home. However, in spite of some opposing viewpoints, the couple wholeheartedly agreed about the great value of education.

Romeo was a good student. He earned high marks in mathematics, reading, and writing classes. Garcia believes that her father had the heart of a poet. In the 1930s, one of his poems was published in a local newspaper. She has no doubt that he named her Julieta due to his love of one of William Shakespeare’s famous plays. His one regret in life was that the Great Depression, coupled with the duty of supporting his family, blocked any chance he may have had of attending college. Garcia recalled, “My father would see some guy who was in school with him, who is now a pharmacist or doctor, and he would say, ‘I had better grades than so-and-so in geometry….’ There was something inside of him that knew he could have gone and done well, but never had the opportunity to do that” (Biddings-Muro, 2015, p. 60).

Paulita’s parents also believed in the value of education. Unfortunately, she grew up in a time when segregation was the legal norm, and she was placed in a school reserved for Mexican children. Paulita’s

father was displeased with the placement because he wanted his children to have every educational opportunity. One day, he went “on an errand to her grade school to ‘insist’ that his children be allowed to attend the better-equipped, better-furnished, and bettersupplied school for White children” (Biddings-Muro, 2015, p. 57). The administrator complied with the request. When Paulita graduated from high school, she earned the distinction of salutatorian. Regrettably, college financial aid programs did not yet exist at that time, and poverty, which became a greater societal ill during the Depression, barred Paulita from attending college. Garcia surmised, “They must have hungered so much for what they didn’t get, that they were determined that that would not be the case for us” (Biddings-Muro, 2015, p. 61). Garcia recalled: I had very smart parents who didn’t go to college simply because an opportunity was not available. They worked to ensure that my two brothers and I could go to college. My father opened a college savings account for each of us when we were born. Of course, when my brothers were teenagers, they had other ideas about how that money could be used. They were thinking about clothes and cars, not books and tuition. They tentatively suggested to my father that if they didn’t go to college, maybe the money could be used for other things? My father was ready for that question. He fired back that if his sons didn’t use the money to go to college, he would use the funds to attend college himself. The minimum expectation placed on us was

that we would attend college (Carriuolo, 2002, p. 24).

Garcia’s mother died when Garcia was nine. Early in Garcia’s educational journey, her father pushed for her to have every opportunity which would prepare her for college. For example, when she was placed in the Hispanic section of second grade, her father “protested that [she] had learned English in kindergarten and should be placed in the English-speaking section” (Carriuolo, 2002, p. 24). The principal apologized for the situation but assured Garcia’s father that there was nothing that could be done because the English-speaking section was full. Garcia recalled, “My father quietly indicated that he would then need to place an ad in the local newspaper, telling the community how his daughter had been treated in school. The principal followed my father out of her office and was suddenly sure that she could find a place for me in the English-speaking section” (Carriuolo, 2022, p. 24).

The high value that Garcia’s parents placed on education came about due to their life experiences. Having lived through the hardships of the Mexican Revolution and the Great Depression, Garcia’s parents saw education as the best way to improve one’s standard of living. They wanted their children to grow up to be productive citizens who could fend for themselves. Garcia stated, “My parents lost money in the Mexican Revolution and later in the Great Depression. A person with education, though, could easily re-earn money. Education was invaluable because it made a person independent” (Carriuolo, 2002, p. 24).

Road to the Presidency

During the early 1970s, Garcia, a Brownsville, Texas native, attended Texas Southmost College in Brownsville before earning a B.A. and an M.A. in Speech and English from the University of Houston (UH). Her successful teaching experience at UH was recognized with the Teaching Fellow Award. In 1974, with a Ford Foundation fellowship in hand, Garcia enrolled at the University of Texas at Austin (UT), where she was a member of the Phi Kappa Graduate Honor Society. After earning a Ph.D. in Communications and Linguistics at UT, she returned to her hometown to stay. Garcia was the first generation of her family to attend college. She married Oscar Garcia before she earned her first college degree. In fact, she earned all of her degrees while married and raising two children. Although reaching her educational goals was difficult under those circumstances, she had no regrets about her life choices. She explained: I would not change that decision. Everything I’ve done has been with my husband. He steadied me. I was kind of flying high, and he helped me find a focus…a direction. And he encouraged me always to apply for the next job, apply for the next degree, apply for whatever. No. I would not have changed that. But at the time, my aunts (my surrogate mothers), well, everybody thought I was making a huge mistake, because I was so young…to get married. I had not finished college yet. And then I had a baby. And then I had another baby right away. And they thought, “This is not going to be good.” All the signs were that I was

moving too fast. Would I change that? No. Not at all (J. Garcia, personal communication, October 11, 2021).

After teaching at Texas Southmost College for about eight years, she decided to apply for college president in 1980. Although she was not chosen for the position, she was among a short list of finalists considered by the community college’s Board of Trustees. Garcia recalled, “I was twenty-eight and cocky. I thought I could solve all the problems if they just put me in charge” (J. Garcia, personal communication, October 11, 2021). She was the only woman who applied for the position, and it was upsetting to her to learn during the interview process that the allmale board saw her gender as a liability. In response, Garcia calmly employed her gift as a powerful and persuasive speaker to redirect the interview to appropriate job-related topics. She recalled:

One of them asked me, “O.K., here is your situation….” I was prepared to answer any budgetary question. I had read and studied all that I could. And the questions I got asked were, “You have to go on a trip with a colleague. Do you fly together on the same plane? Do you stay in the same hotel?” The implications were just horrendous. It was demeaning. To have gone off and to have studied. To have worked so hard and missed my children and missed my husband…do everything you do to get the doctorate…and then to come back home…and be asked questions like that. It was humiliating (J. Garcia, personal communication, October 11, 2021).

Although Garcia’s first bid for the presidency was unsuccessful, the process

gave her greater visibility, and people took notice. As one writer assessed, Garcia’s responses to the interview questions “made college leaders aware they had a young, personable, articulate, ambitious faculty member in their midst” (Chilton, 2010, p. 59). In spite of not being chosen to be president at that time, Garcia reflected, “I think what I was doing was trying to signal that I wanted to do more, and that I could do more” (J. Garcia, personal communication, October 11, 2021). One year later, she was appointed Dean of Arts and Sciences. Five years later, the Board of Trustees was once again seeking a new president, and fifty-two applicants responded to the nationwide search. This time, Garcia’s bid for the presidency was successful. In 1986, Garcia became the first female president of the college. Furthermore, the appointment made her the first Mexican-American woman to serve as a U.S. college or university president.

In Garcia’s opinion, the fact that the college no longer had an all-male board in 1986 greatly contributed to her becoming president. Jean Eckhoff and Mary Rose Cardenas, two of her mentors, were board members. Garcia recalled Eckhoff as a “grand lady” who “taught [her] many lessons” (J. Garcia, personal communication, October 11, 2021). Garcia admired Eckhoff for being “very courageous and very honest” (J. Garcia, personal communication, October 11, 2021). Cardenas was a successful businesswoman. According to Garcia, Cardenas and her husband “at one time, had one of the top ten Hispanic-owned businesses in the country” (J. Garcia, personal communication, October 11, 2021). Garcia

assessed, “Those two women are the reason I became president. I would never have become president of Texas Southmost College without them. So, they were both very important to me” (J. Garcia, personal communication, October 11, 2021).

In truth, Garcia was perceived as a better candidate for the presidency in 1986 than she had been in 1980. Although she was born and raised in Brownsville and was familiar with the area’s educational needs, she had no administrative experience in 1980. However, in the span of five years, her work as an academic dean remedied that deficiency. It is also quite possible that those who believed that a person in her 20s was too young to be president may have been much more comfortable hiring a president in her 30s. Although Garcia’s professional experience and age had changed since her first attempt, her motivation to do the job had remained constant. In fact, some people may have interpreted her zeal to serve as arrogance. One writer described her as “self-confident” (Chilton, 2010, p. 59). Garcia explained her thoughts on the subject:

Well, I was very young. I was cocky. I was. I thought I was very smart…smarter than everybody else there. And, I don’t mean that in an arrogant way. I just mean I knew that there had to be solutions…for these problems. So, it was not that I was arrogant. I could fix things. I knew we could fix things if we sat down and worked on it together. And, I wanted to get to that work (J. Garcia, personal communication, October 11, 2021).

College President

Early in her presidency, Garcia took on, perhaps, the biggest challenge of her tenure as president of the community college. She led a $1 million fundraising campaign “in a community with an average income much below the national average” (Chilton, 2010, p. 59). In 1987, one of Garcia’s staff members informed her about the Department of Education’s Challenge Grant, which stipulated that it would match funds two for one. Garcia exclaimed they would “match our $1 million with an additional $2 million” (J. Garcia, personal communication, October 11, 2021). Garcia and her team composed a grant proposal with “a really good idea for how to use that money” (J. Garcia, personal communication, October 11, 2021). In the years that Garcia had been dean, she had heard faculty complain that entering freshmen were not prepared to do collegelevel work in mathematics and classes that required writing. She stated, “It was a constant refrain” (J. Garcia, personal communication, October 11, 2021).

The innovative plan was to recommend the curriculum to middle schools and high schools (in the community college’s district) at a time before state recommended curriculum existed in Texas. If students took the recommended courses and earned As and Bs, they would earn scholarship dollars good for tuition at Texas Southmost College. She explained:

We would identify the courses that were college prep. The students would take those courses. If they earned As or Bs, they would be earning their way, and they would be prepared! It was so simple and

it made a lot of sense. So, that is what we sold. The Department of Education, said, “O.K. That is a good idea. So, now raise a million dollars.” Well, easier said than done in our community, of course. And in those days even more (J. Garcia, personal communication, October 11, 2021).

The Department of Education gave Garcia eighteen months to reach the $1 million goal. Her administration made the fundraising campaign a community-wide effort. They organized car washes and blacktie dinners. Garcia visited schools. She spoke at Rotary Clubs, Lions Clubs, Elks Lodges, and at their auxiliary clubs. She became visible in the community as well as in the state. She requested funding from various foundations, including the Houston Endowment and the Meadows Foundation. A few weeks before the deadline, Garcia began to feel the pressure. She elaborated:

At the very end, we were a few weeks away from meeting the deadline. I worried that we would not be able to succeed. The community was so engaged in the process. If I was driving down the street, somebody would honk next to me. I would roll the window down, and they would say, “Are we going to make it?”

And, I would say, “Yes, of course!” And then I would roll the window back up and say, “Oh, please dear Lord, help us make it” (J. Garcia, personal communication, October 11, 2021).

One week before the deadline, Garcia communicated the urgency of the request for funds. She bought air time on all of the (three) local television stations, and she appealed to Texas Southmost College alumni for help. She recalled, “So, now everybody in the

community knew that the deadline was coming, and many of them were helping us raise money” (J. Garcia, personal communication, October 11, 2021). One day before the deadline, a lady with a baby in her arms and another baby in a carriage came to Garcia’s office. The lady took out a fivedollar bill from her pocket. The bill was “all scrunched up, and she was trying to iron it before she gave it to me” (J. Garcia, personal communication, October 11, 2021). Garcia recalled, “I didn’t want to take her five dollars. I knew she needed it more than I did. I asked her, ‘Why are you giving me this money?’ And she said, ‘It is the only hope I have for my children.’ I took the five dollars” (J. Garcia, personal communication, October 11, 2021).

Fortunately, Garcia raised the $1 million by the 1989 deadline. Together with the matching funds, the college created an endowment for scholarships. It was a grand and novel accomplishment, which made Texas Southmost College the first junior college in Texas to raise $1 million. The achievement brought Garcia and the college national recognition. Garcia stated, “We got national attention because community colleges didn’t do endowments. We didn’t have a development office. That was unthinkable at the time. It was the right thing to have done, and it worked. It works to this day” (J. Garcia, personal communication, October 11, 2021). As of 2021, the endowment had grown to $13 million and was still providing educational opportunities for approximately 500 students every year. Garcia reflected, “That lady taught me a great deal about who you impact with your work. It was very humbling to know that so many

people were counting on you succeeding…for the life of their children” (J.

Figure 1

Skinner Elementary School, 1989

Garcia, personal communication, October 11, 2021)

Note. Texas Southmost College President Dr. Juliet V. Garcia collects a check from Skinner Elementary School in Brownsville, Texas, during the Challenge for Excellence Grant fundraising campaign.

University President

The major events during Garcia’s university presidency were connected to the Texas Southmost College-University of Texas at Brownsville (TSC-UTB) partnership and the eventual termination of that partnership. However, some historical background is needed in order to place those events in context. In 1973, Pan American University (PAU) in Edinburg, Texas (which was about 65 miles from Brownsville) established its Brownsville Center at Texas Southmost College (TSC). At that time, TSC

continued to offer freshmen and sophomorelevel courses, and PAU offered the junior and senior levels. Ultimately, PAU’s Brownsville Center filled a gap in the higher educational needs of Brownsville residents by providing them the opportunity to earn a 4-year degree in their hometown. Unfortunately, the PAUTSC arrangement required PAU to fund the Brownsville Center, and funding was limited. Fortunately, the predicament was resolved in 1977 when the Texas Legislature began funding the Brownsville Center directly. The change in funding was also tied to a name and organizational change. That year, the PAU

branch in Brownsville was formally renamed Pan American University at Brownsville (PAU-B), and a president replaced the former director. From that point, the PAU-B and TSC presidents coordinated the partnership, which involved the sharing of classroom space, teaching faculty, building renovations, and new building projects. The pooling of limited resources was seen as practical, and over time, as happens in a marriage, many of the resources became intricately interwoven. When Garcia became president of TSC in 1986, Homer Pena was serving as president of PAU-B. In 1989, PAU joined the UT System and was renamed the University of Texas-Pan American (UTPA). Consequently, PAU-B was renamed the University of Texas at Brownsville (UTB). After Pena retired in 1991, the UT System Board of Regents appointed Garcia president of UTB. Although she did not officially serve as president of both schools, she worked out an agreement with the TSC Board to continue to oversee TSC while she was president of UTB. Miguel A. Nevarez, who was president of UTPA at that time, recalled, “The UT System did not do a search. They just gave the job to her, and she convinced the TSC Board to give her all of the administrative duties for TSC without paying her a salary. She did both jobs at the same time, but she only had one title, president of UTB” (M. Nevarez, personal communication, September 9, 2016). The interconnectedness of the two schools expanded under Garcia’s tenure after she combined the administration. Garcia recalled:

Nobody wanted the merger. Nobody in the State of Texas thought it was a good idea. They were willing to let us try it,

because there was no money in the Texas coffers at the time. The price of oil had plummeted. And yet we needed to invest in higher education. So, we sold it on the basis of, ‘Look, we are going to expand opportunities, and it is going to cost you very little, because we are going to share resources. We are going to share people, share land, share campuses.’ So, we had to sell it on not getting more resources…just being more efficient with resources. We showed, I think the first year, we saved 54 percent…something like that in administrative costs (J. Garcia, personal communication, October 11, 2021).

Garcia’s long-term planning goals were based on a vision of a permanent partnership between both schools. For this reason, she oversaw the construction of several UTB buildings on TSC land. To Garcia’s dismay, however, the TSC Board eventually became dissatisfied with the arrangement. TSC had existed for more than half a century before the partnership, and they had no desire to be absorbed or overshadowed by UTB. Nevarez reasoned:

In their partnership, UTB took on all of the responsibility even though the TSC Board still existed. Under this arrangement, the TSC Board asked, ‘What do we do? We don’t hire a president. We don’t hire the faculty. We don’t approve programs. What do we do?’ The response was, ‘Well, you collect taxes, and you use the money to construct new buildings.’ They didn’t like it. The TSC Board sent the UT System a bill for about $10 million. They said, ‘This is what you owe us in rent.’ The UT System

responded by saying, ‘We are taking our marbles and getting out of here.’ I think that this contributed greatly to the TSC-

UTB divorce (M. Nevarez, personal communication, September 9, 2016).

University of Texas at Brownsville and Texas Southmost College, December 18, 1995

Note. University of Texas at Brownsville President Dr. Juliet V. Garcia speaks at the 1995 Winter Commencement.

The partnership was dissolved on the year that would have been its 20th Anniversary. Garcia recalled, “We were planning a 20th Anniversary celebration. We had compiled all the data to talk about how well the partnership had done” (J. Garcia, personal communication, October 11, 2021). However, a change in the makeup of the TSC Board brought about a new way of thinking. Garcia stated, “They wanted to choose who I hired as faculty. They wanted to choose who

I hired as a roofer. They wanted control of the dollars and of the decisions, and they couldn’t get it the way we had formulated the partnership” (J. Garcia, personal communication, October 11, 2021). During the vote, “hundreds of people showed up to testify to keep the partnership. Only five testified to end it” (J. Garcia, personal communication, October 11, 2021). However, the motion to dissolve the partnership passed by a vote of 4-3.

Figure 2

Consequently, UT Chancellor Francisco Cigarroa gave Garcia the job of unweaving the partnership. Garcia recalled:

It was a very tough time. We had built this partnership from the ground up. We had woven it together. Our fiscal resources had been merged. Our facilities were merged. It was very difficult. I would talk to God often. I would say, ‘I don’t understand why you are making me do this. I know how to build. I don’t want to take things apart and destroy.’ And that is what I had to do” (J. Garcia, personal communication, October 11, 2021).

In late 2010, the UT System Board voted to terminate the TSC-UTB educational partnership. The TSC Board did the same in early 2011. The next year, the UT System Board approved a proposal to merge UTB and UTPA. In the end, in 2015, both legacy institutions were dissolved, and a new university, The University of Texas Rio Grande Valley (UTRGV), was created on those campuses. Nevarez asserted, “Some people have asked, ‘Would the recent merger between UTB and UTPA have been possible without the TSC-UTB divorce?’ It may have been impossible. But I don’t call the creation of UTRGV a merger. I say that UTB came back home. That is certainly one way of looking at it” (M. Nevarez, personal communication, September 9, 2016).

Other Notable Opportunities

Throughout the years, Garcia served on the national stage on the boards of various foundations. In fact, she also made a failed attempt to serve on the international level.

When UTRGV was created, a new president was chosen, and Garcia joined the UT System as an advisor on community, national, and global engagement. Garcia explained, “I invented the Institute for the Americas. We were going to take our position as a convener of important thinking on important issues to the Americas. It was going to be a think tank” (J. Garcia, personal communication, October 11, 2021). William H. McRaven, the new UT System Chancellor, supported the idea. However, according to Garcia, McRaven “was let go and the Institute for the Americas got flushed down that pipeline. So, that dream never happened” (J. Garcia, personal communication, October 11, 2021).

Nevertheless, a notable service to her nation occurred in 2008 when President-Elect Barack Obama appointed Garcia to his transition team. After receiving clearance from the UT System, Garcia went to Washington, D.C., for a month. Garcia recalled, “I got to work with very smart people from all over the country. Our job was to determine what parts of the Department of Education should stay as it was, and what parts needed improvement…from policy to personnel and everything in between” (J. Garcia, personal communication, October 11, 2021). After conducting interviews at various educational institutions and engaging in discussions with transition team members, the team’s job was to compose a briefing document with the team’s recommendations for the next Secretary of Education. At an age when most professionals have retired, Garcia still teaches. Garcia, a charismatic and persuasive speaker, enjoys teaching others the power of persuasive

speech. She stated, “I don’t know if I will retire. This is my work. I enjoy being with the students. They are hard working. They are serious” (J. Garcia, personal communication, October 11, 2021). She explained her educational philosophy as it relates to her Public Address course:

I try to emphasize the use of ethos, pathos, and logos: the use of all forms of proof, because some people want to be persuaded by logic (logos); some people want to be persuaded by pathos (sympathy); others want to be persuaded by the very character and charisma of the speaker. So, you never know as a speaker which one is going to work best, so you use all three. And you let the audience pick and choose which one they want to be persuaded by. That is what I teach” (J.

Garcia, personal communication, October 11, 2021).

Notable Awards and Recognitions

Approximately a decade after stepping down from the presidency, she is aware that many who pass her in the campus hallways have no idea about the part she played in the history of the region. However, further away from home, the awards and recognitions that she has earned for her leadership are too numerous to mention. One of them includes being inducted into the Texas Women’s Hall of Fall in 2000. In 2009, Time magazine named her one of the top ten U.S. college presidents, and in 2014, Fortune magazine listed her among the World’s 50 Greatest Leaders. However, the zenith of recognitions occurred in 2022 when the president awarded her the Presidential Medal of Freedom.

Figure 3

Presidential Medal of Freedom Ceremony, 2022

Note. U.S. President Joe Biden places the Presidential Medal of Freedom on Dr. Julieta V. Garica at a ceremony at the White House in 2

Discussion

In our introduction, we claimed Dr. Garcia’s story was an important one to tell. In addition to chronicling her life story and her professional accomplishments, we attempted to identify some of her actions and the actions of others that supported her to develop as a leader and as the first female Hispanic college president in the nation.

Family support was prominent in Dr. Garcia’s educational career, in her development as a leader, and as she served in various leadership roles. Family support included her father’s strong advocacy in her early years in elementary school, her extended family, and later her husband’s support in going away to pursue her college degrees and adjusting family life to the intense and time-consuming work of a university president. Additionally, not only is the president under the microscope, but also her family. Such close attention from others is expected by the president; but not necessarily so by the family members. In brief comments on this aspect of her career, Dr. Garcia mentioned her spouse’s tenacious support as she prepared for and initiated advancing her career. One internet search using the terms “parent support in student school success” generated 689,000 results. Such a number is testimony to the important connections between students’ school success and parental support. There is also a wealth of research that documents the role that family support plays in leadership development (for example: Rubin, et al., 2021; Van Voohis, et al., 2013). Similarly, many articles and research focus specifically on women’s career paths and their decisions

to pursue the top position in the organization (Leatherwood & Williams, 2008.)

Another key to the success of Dr. Garcia’s journey toward the presidency was her willingness to take advantage of opportunities to showcase her talents, ambitions, and professional commitment. Her success at the University of Houston, for example, though not her ultimate goal, provided visibility for her job performance. She also later applied for positions that she did not expect to get but saw as an opportunity to allow others to learn about her.

When she was offered a position in place of what she had applied for, she accepted and demonstrated excellence in her work. The feedback on these performances kept her visibility high with institutional decisionmakers.

Dr. Garcia’s story also evidences the importance of her persistence in achieving her goals. Her initial application to the presidency was unsuccessful in securing that position. However, her performance at the interview was successful, and some key decision-makers for the school were impressed. Sometime later, these individuals would be crucial in making sure that the next time the presidency came open, Dr. Garcia was selected for the position. Another example of Dr. Garcia’s persistence can be seen in her pursuit of the Department of Education’s Challenge Grant. Her dogged commitment to securing these funds included speeches, meeting with college officials and school district personnel, media interviews and appearances, and any other form of information sharing regarding the importance of securing these funds…which she did. In

fact, her success with the Challenge Grant still benefits students today.

Dr. Garcia’s life of leadership may be summed up in the following way:

● Family support from childhood and on into adulthood

● Willingness to self-advocate and take risks

● She was doing exceptionally well with the position she was in, even though it might not be the position she ultimately wanted

● Exercising an endless well of energy to persist in achieving her goals

Lastly, but perhaps most importantly:

● A passionate pursuit of a vision for both the organizations she leads and the communities she served. A short amount of time in the literature on leadership will make clear just how important a clear vision for the organization and a passion for bringing that vision to reality are. Dr. Garcia’s story, from beginning to present, showcases her commitment to excellence for herself and the students of the Rio Grande Valley.

No bulleted list can tell the full story of Dr. Garcia’s dimensions of leadership, but the list provides some food for thought to those interested in developing their own leadership dimensions and in pursuing their chosen career path.

Our title for this piece includes the term “trailblazer.” As a trailblazer, in many instances throughout her career, Dr. Garcia

was “the first.” Being the first of something can be a double-edged sword. When one is the first, accomplishments are often viewed as a product of a courageous step into uncharted territory. On the other hand, being the first also means that there is no predecessor whose ideas and practices may be used as a guide. In other words, there is no clear path for what the role involves and the best actions for success. However, Dr. Garcia did not shy away from being “the first” and creating a path for those who followed. While some have followed, as measured by numbers, the 2017 American Council on Education reports that women in the college presidency remain underrepresented (ACE, 2017). Though some diversification has occurred over the last 30 years, white males dominate the position. Dr. Garcia blazed the trail, but there is still much to be done.

Implications for Leaders

All leaders can learn from Garcia’s life story and leadership. Much can be gleaned, such as the opportunities that may present themselves to leaders who, like Garcia, display tenacity and persistence. For example, initial rejection did not destroy Garcia’s dream of becoming president. Although well-educated and talented, it was her tenacity that led to opportunities for continued preparation and eventual success in meeting that goal. Likewise, both before becoming president and during her presidency, her persistence to be the best leader she could be helped her overcome barriers in a male-dominated institution. Trailblazers have the capacity to envision a better world coupled with the resolve to make that vision a reality. Without question, Garcia

was a trailblazer who triumphed against the odds. Lastly, it is important to point out that achieving great things, as Garcia did, is not easy. Nothing worthwhile is ever easy, but all leaders must look for opportunities to make a lasting positive difference.

References

American Council on Education (ACE, 2017). American college president study. https://www.acenet.edu/ResearchInsights/Pages/American-CollegePresident-Study-Past.aspx

Biddings-Muro, R. D. (2015). The courage to lead: The journey of the first Mexican American woman college president in the United States. [Unpublished doctoral dissertation]. Benedictine University.

Biden, J. (2022). Remarks by president at presentation of the Presidential Medal of Freedom. The White House. https://www.whitehouse.gov/briefingroom/speechesremarks/2022/07/07/remarks-bypresident-biden-at-presentation-of-thepresidential-medal-of-freedom/ Carriuolo, N. E., Rodgers, A., & Stout, C. M. (2002, Spring). Valuing and building from strengths of Hispanic students: An interview with Juliet Garcia. Journal of Developmental Education, 25 (3), 20-24. Chilton, C. S. (2010). Historic Brownsville: An illustrated history. Historic Publishing Network, A division of Lammert Incorporated, San Antonio, Texas

Author’s Statement: This creative work seeks to share who we are as women leaders. Fierce leadership, coupled with the inner knowledge of who we are and what is important, has been developed for forty years by colleagues who support each other in the work of developing women leaders. Characteristics and inner peace ground us as we look to the future steps that we will take on our path. We are fierce. We are fabulous, and, as a group, we are forty.

Fierce, Fabulous, and Forty

Jean Bahney, Ph.D.

Assistant Professor at Buena Vista University in Storm Lake, Iowa

Forward thinking,

Intensely driven to succeed,

Enthusiastic to a fault,

Resilient, often called the

Comeback kid, since challenges only Energize us,

Fortuitous in our opportunities,

Ambitious to a fault,

Beautiful inner souls,

United with our peers,

Loving our mission, our families, and our work,

Openly welcoming,

Understanding,

Seeking only the best for all,

Focused on learning and leading, relishing

Opinions formed from instructional experiences and Real stories from the classroom,

Totally immersed in supporting educators,

Yearning for even more.

Author’s Statement: One of the toughest challenges currently being faced by educational leaders (both in and out of the classroom) is finding your grounding in a constantly changing landscape. Each year, many teacher-leaders leave the classroom for a variety of reasons, including family, financial, and career shifts. I believe that sustainability is a constant challenge being faced, and this poem is my perspective on why (as a teacher) and others like myself should and do stay in teaching.

Why I Teach

Ugochi Emenaha, Ed.D.

Associate Director of Masters of Art in Teaching, Rice University

Half a mil for bail cause I’m African but I stand back and let them clap again cause my rap sheet has degrees on degrees, but money is not what I’m rackin’ in.

I stack memories in my resume that recede to the years of regenesis for little boys and girls whose education is their nemesis cause the system was meant to break them,

They run a race away from something they can’t shake again, biting at their ankles like chains–avoiding hashtags that ask to say their name– because it’s their destiny to be a child: their Maker had a purpose for their lives,

So, I stay in teaching because teaching stays in me,

Ushering in black and brown prophecies that surpass the racist symphony that blends in with the beats that they hear in their seat because school is not a place that welcomes them–so I stay in teaching because teaching stays in me.

I will usher in my confessions that life is not an easy lesson.

Still, my role as a professor is no lesser than their role as the following blessing for the people – para la raza – Igbo Kwenu–language is not deluged – it’s their story: president, scientist, tech genius dancer, attorney, activist, and chemical engineer is not half the list of options that can be engineered for you my son, or daughter.

Cause justice will run down like water since the epistemology of your sociology comes from the blood of great kings and queens, so we sing like the Queen for respect because we rise on wings like eagles who have no depth or height as a limit for educators like you and me have been in it– and we stay in it– in teaching– cause teaching remains in us.

This is not the life I chose – it is the life that chose me. Teaching is my pedigree – This is why I teach.

Journal of Texas Women School Executives; Volume 10, Issue 1

The Journal of Texas Women School Executives (JTWSE)

Letter from the Editor-In-Chief

Call for Journal Submissions

Suggested Topics:

Why Contribute?

Document Preparation

Letter from the President

Categories of Submissions

Research

Professional and Scholarly Perspectives

Creative Works

Principals Leading Learning Communities: Strategies for Improving Student Performance

Statement of the Problem

Assessment

Purpose of the Study

Research Questions

Review of the Literature

Accountability

State Accountability Measures

Accountability Implications

State-Level Improvement Efforts

School Leadership

Instructional Leadership

Principal Influence

Core Leadership Practices

Shaping a Vision of Academic Success

Campus Planning

Focus on Allocation of Resources

Managing School Climate and Culture

Managing Change

Cultivating Leadership and Building Capacity in Others

Focus on Instruction High Standards for Student Learning

Focus on Relationships: Parent and Community Connections

Methods

Design of the Study

Study Participants

Data Collection

Treatment of Data

Findings

Phase I Findings

Phase II: Findings

Emerging Theme 1: Curriculum

Emerging Theme 2: Budgeting

Emerging Theme 3: Accountability System

Emerging Theme 1: Culture, Communication, and Relationships

Theme 2: Community

Findings for Research Question 3

Theme 1: Support Structures

Integrated Leadership Theory and Research Findings

Conclusion of Findings

Implications for Practice

Julieta V. Garcia: A Trailblazer Who Triumphed Against the Odds

Family Background

Road to the Presidency

College President

Figure 1

University President

Other Notable Opportunities

Notable Awards and Recognitions

Discussion

Implications for Leaders

Fierce, Fabulous, and Forty

Why I Teach