During my freshman year of college, I was lost and uninspired as a business major. I used to hang around the basketball gym quite a bit because I had played in high school and missed the game. That’s where I met Randy Bennett — now the longtime head coach at St. Mary’s College, whose team just made another strong postseason run. Back then, Coach Bennett suggested I consider coaching and teaching, and mentioned he knew a local high school program that could use some help. The phone call he made on my behalf changed my life forever.

That call launched my nearly 30-year career in education — starting with teaching math and coaching basketball, and eventually evolving into roles in school and district leadership. I now serve as deputy superintendent in the Bellflower Unified School District in Southern California, after previously serving as Monrovia Unified School District superintendent, as well as an assistant superintendent and high school principal. I share this journey because not every district leader has walked the same path — and not all understand the depth of impact athletics has on students or the meaningful, multifaceted work that coaches do.

My journey from the hardcourt to the boardroom has equipped me with unique insights into the world of high school athletics — insights shaped by years of coaching, teaching, and leading at the district level. I’ve seen firsthand the challenges and opportunities coaches face, and the vital role they play in shaping school culture, student behavior and community trust. In this piece, I want to highlight three areas that I believe matter most: aligning your program with district values, prioritizing student growth beyond the scoreboard, and practicing fiscal integrity in all aspects of your work.

Coaches as cultural leaders Most districts have core values — words often displayed on posters, websites and in boardrooms. But those values only matter when they’re brought to life in classrooms, on campuses, and yes, on the fields and courts where our students compete. In many ways, no group has more daily influence on student culture and behavior than a school’s athletic coaching staff.

This is why alignment between a coaching staff and a district’s core values is not just important — it’s essential. As superintendents and district leaders, we are constantly working to reinforce a positive school climate where equity, integrity, respect, resilience and inclusion aren’t just buzzwords but everyday expectations. When coaches embody those values, they become some of our strongest allies.

I’ve seen firsthand how powerful it is when a coach holds a student accountable — not just for a missed practice, but for how they treat their classmates or how they speak to a teacher. I’ve also seen the damage when a coach ignores or excuses behavior that runs counter to what the school is trying to instill. Students are always watching, and the standards set by their coaches often speak louder than any assembly or mission statement.

As district leaders, we look for coaches who embrace the full mission of education — who understand that their job is to help shape responsible, respectful and resilient young people. When hiring or evaluating coaches, we consider more than just their win-loss record. We ask: Do they model the values we teach? Do they build a culture that lifts students up? Do they represent the best of what our schools stand for?

A coaching staff that aligns with district values strengthens the entire school community. It makes everything we do more cohesive, more consistent, and more meaningful — for students, families, and staff alike.

Not just athletes, but student-athletes Every district leader loves it when the sports teams of the schools they lead and support win — but do you know what we love even more? A team whose coach emphasizes what matters most and holds their athletes accountable for academics and good citizenship — at school and in the community. In other words, we want the players in your programs to be student-athletes, not the other way around. It’s not just superintendents who prefer this either — everyone who’s part of the school community does too, especially board members we work closely with.

As coaches, you get to experience something that most others in your school do not — the thrill of a win and the celebration of a hard-earned victory. As a district leader, I’ve always shared in that joy. But there is something that has always excited me more: seeing student-athletes excel in their studies and grow as responsible citizens. It’s about more than just athletic success today — it’s about shaping lives for tomorrow.

I trace these convictions back to my time as a high school principal. Some of the teams at those schools were packed with talent and won regularly. But here’s the twist: While their athletic skills were undeniable, their academic commitment and behavior on campus didn’t match. That experience deeply influenced my perspective on the true role of sports in education.

Now, after having served as a superintendent and continuing to lead at the district level, I feel even more strongly about this. I’ve sat in the hot seat where people question whether a coach is winning enough. I also know that expecting every athlete to carry a 4.0 GPA is unrealistic. But it is realistic — and entirely fair — to expect student-athletes to put effort into their studies and model positive behavior. I would proudly recognize a team in front of the board that maintained a collective 3.0 GPA and volunteered regularly in the community — even with a 2-10 record.