Last summer, my family saw the new “Superman” movie. Largely satisfying, although I’d be lying if I said it was better than a seven out of 10. The reason for the rating? I already knew Superman’s origin story — I had heard it, read about it, or seen it a thousand times: boy from Krypton, superpowers from Earth’s yellow sun, adopted parents from Smallville, Lois Lane, Lex Luthor, green kryptonite.

But in this version, even though they introduced (spoiler alert) Krypto the super dog (very cute), Super Girl and the budding Justice League, I felt they cut corners. They leaned on assumptions, expecting the viewer to “just get it” or to mentally fill in the gaps and/or ask questions later.

On the drive home, that got me thinking about our own origin stories as educational leaders. What parts of our stories are visible to others, and what’s left on the proverbial cutting room floor? Where do we let other people fill in the blanks? What don’t people see, and what assumptions do they make about us based upon a résumé? What’s the in-between story, the context, that explains how we got to where we are?

Looking back over a 30-year career, it’s easy to sum up the milestones: I taught here. I was an assistant principal there (and there, and there). I became a site principal (twice), then a director, and later an assistant superintendent. It’s a respectable résumé, for sure. But the truth is, those titles don’t fully explain who I am as a leader or how I lead. The résumé shows where I’ve been, but not who I’ve become along the way.

What’s missing are the stories, the people, the colleagues, and the experiences that shaped me. Honestly, I’ve worked for some very tough leaders — some deeply committed to their work, others stuck in outdated models of “irate and dominate,” or “punish for disloyalty.” I worked under “drill and kill” mindsets, and I learned a lot about what not to do when my turn came.

But I’ve also been very fortunate. I’ve worked with people who were invested in me as a human and as a leader. Some had impeccable “court sense.” Some simply gave me the space to “let Matt be Matt.” I had mentors who challenged my thinking, helped me develop my intuition, and pushed me to see the forest through the trees. I collaborated with dreamers, realists, union leaders, and community partners, especially colleagues who consistently found the good, even in difficult circumstances.

Each of those experiences added a chapter to my story and helped build the leader and the person I am today. But again — what does the outside world know of this?

What does your résumé not say?

What’s in the margins of your story that built your style, your outlook, your perseverance? What forged your dedication to doing what’s right, even when it’s not convenient, popular, or politically safe?

I’ve previously shared that when I first joined ACSA, I was enamored with the phrase “bold and courageous leadership.” I was determined to do what’s best for kids, even when faced with the louder battle cry, “What’s best for adults?” That mindset still guides me. We are entrusted with our students for only 12 short years. We don’t have time to waste, and our students are counting on us to get it right — now.

So, I’ll ask again: What’s your origin story? What’s the narrative that fills in the space between your résumé lines? And most importantly, what does it say about the leader you’ve become?

Matt Chamberlain is the assistant superintendent for Human Resources in Vallejo City Unified School District.