Name: Dr. Reza Namin

Title: Superintendent of Schools

Organisation: Maine Indian Education

Dr. Reza Namin has impressive Scholar and Athletic Accomplishments. He is the 2019 Harvard University Graduate School of Education Fellow and currently serving as the Maine Indian Education Superintendent, leading the Passamaquoddy, Penobscot, and Wabanaki Schools. He has over twenty years of experience as a Superintendent, Chief Academic Officer, and CEO.

He has over twenty years in many administrative and leadership capacities. Ten years as a school superintendent and these experiences helped him gain the knowledge, background, and vision required to serve as an effective superintendent of schools. He has implemented significant initiatives to foster public awareness that is the cornerstone for support of education in the community, ensuring that staff, students, parents, and the community are kept informed of the mission and the accomplishments of the school system and promoting a strong, positive posture in building public support for the school system.

Dr. Namin has Professional Certification as a School Superintendent (in Grades Pk-12) in Massachusetts, Maine, New Hampshire, Rhode Island, and New Jersey. He has a Ph.D. in Math and Science Education with a focus on Curriculum and Technology; a Certificate of Advanced Studies in 3D Geometric Modeling from Brown University, Providence, Rhode Island; a Certificate of Advanced Graduate Studies in Leadership and Educational Administration, Med, and BS in Chemistry and Mathematics from Worcester State University, Worcester, Massachusetts. Dr. Namin completed his Post-Doctoral Studies in Leadership for understanding at Harvard Graduate School of Education.

Dr. Namin is a member of the National Superintendents Association Hall of Fame and a finalist for the National Superintendent of the Year. He has been nominated for the Presidential Award for Excellence in Teaching Mathematics, Science and Technology, and The Massachusetts Teacher of the Year; was elected to serve in the Worcester State College Alumni Advisory Board and is the only alumni with the distinction of both Induction to Worcester State College Athletic Hall of Fame and the recipient of the Outstanding Achievements in the Field of Education Alumni Award. A former Professional Soccer Player who played for Boston and was drafted by the MLS. He was named the New England Coach of the Year in NCAA Division I while coaching at Holy Cross College.

During Dr. Nomin’s tenure in Massachusetts, Massachusetts Board of Education, he was unanimously named by the Massachusetts Board of Education to serve as Co-Chair of the Massachusetts Mathematics and Science Advisory Council for a three-year term. He completed two-three years of terms in the State Science, Technology & Engineering Advisory Council and took part in the revision of the new Science, Technology & Engineering Framework. He has also been recognized by the Northborough Board of Selectmen, on behalf of the citizens of Northborough, for six years of dedicated service as the chairman of the Northborough Youth Commission.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Dr. Reza's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

As a leader with over two decades of experience in education administration, I've found that one of the most challenging aspects has been balancing the diverse needs of multiple stakeholders while driving meaningful educational change. In my current role as Maine Indian Education Superintendent overseeing Passamaquoddy, Penobscot, and Wabanaki Schools, and throughout my career, I've had to navigate the complex dynamics between staff development, student achievement, community expectations, and cultural sensitivity. Specifically, the challenge lies in implementing significant initiatives while ensuring all voices are heard and respected.

Drawing from my experience, I've learned that transformative change requires not just vision but also the ability to build consensus and maintain strong communication channels with staff, students, parents, and community members. The key to addressing this challenge has been developing robust public awareness strategies and fostering transparent communication systems.

This approach has helped me build the community support necessary for implementing educational innovations while staying true to each community's unique needs and cultural values. My background in both athletics and academics has taught me that success comes from bringing diverse groups together around a shared mission while respecting and incorporating different perspectives into the decision-making process.

2. How did you become an Educational Leader? Can you please briefly tell the story?

My path to leadership emerged from a unique combination of academic and athletic achievements. After playing professional soccer for Boston and being drafted by MSL, I transitioned into coaching, eventually being named New England Coach of the Year in NCAA Division I at Holy Cross College. This experience taught me valuable lessons about team building and motivation.

Simultaneously, I pursued advanced education, earning my Ph.D. in Math and Science Education and completing post-doctoral studies at Harvard Graduate School of Education. The blend of athletic leadership and academic expertise opened doors to educational administration. Starting in Massachusetts, I served as Co-Chair of the Mathematics and Science Advisory Council and led various educational initiatives. Over twenty years, I progressed through roles as CEO, Chief Academic Officer, and Superintendent, culminating in my current position as Maine Indian Education Superintendent overseeing Passamaquoddy, Penobscot, and Wabanaki Schools.

My leadership style developed from this dual background, combining the team-oriented approach from athletics with the analytical thinking from academics. This unique perspective has been crucial in implementing educational innovations while building strong community relationships.

3. How do you structure your work days from waking up to going to sleep?

"My day begins at 5:30 AM with exercise - a habit of my professional soccer days. By 7:00 AM, I'm reviewing priorities and emails from Passamaquoddy, Penobscot, and Wabanaki Schools under my supervision. 8:00 AM to 4:00 PM typically involves:

• School visits and classroom observations

• Meetings with principals, teachers, and tribal education committees

• Administrative tasks and policy implementation

• Student achievement data analysis

• Budget management

• Community and stakeholder engagement, 4:00-6:00 PM, is dedicated to strategic planning and addressing any urgent matters from the day. Evenings from 6:00-9:00 PM involve:

• Educational policy research

• Professional development planning

• Advisory council work

• Family time 9:00 PM: Review the next day's schedule and prepare for an early start."

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

A recent leadership lesson has reinforced the critical importance of cultural competency in education leadership. Working with the Passamaquoddy, Penobscot, and Wabanaki communities has deepened my understanding that effective leadership requires genuine cultural understanding and respect for indigenous educational values and traditions.

This lesson emerged while implementing new academic initiatives across our tribal schools. Success wasn't just about academic metrics – it required carefully balancing state educational standards with preserving and promoting tribal languages, customs, and ways of knowing. This experience reminded me that authentic leadership means being both a learner and a leader, especially when serving diverse communities.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

“Leading with Cultural Intelligence” by David Livermore profoundly impacted my leadership approach, particularly in my current role with Maine Indian Education. The book's insights into adapting leadership styles across different cultural contexts resonated deeply with my work, bridging diverse educational communities. Reading this while transitioning to oversee Passamaquoddy, Penobscot, and Wabanaki Schools helped me develop more culturally responsive leadership strategies.

I applied the book's frameworks to build stronger relationships with tribal communities, integrate traditional knowledge into our curriculum, and create more inclusive educational environments. This has been crucial for implementing effective changes while respecting and preserving indigenous cultural values.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

Build authentic relationships across all levels of your organization. My journey from professional athlete to Harvard Fellow to Superintendent has taught me that sustainable leadership isn't just about strategic vision – it's about understanding and connecting with your community. Whether working with teachers, students, tribal leaders, or board members, taking time to listen, learn their perspectives, and build trust. These relationships become your foundation for implementing meaningful change.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

A meaningful moment came during my first year as Maine Indian Education Superintendent. While reviewing curriculum changes, an elder from the Passamaquoddy tribe shared stories of how traditional knowledge had been historically excluded from their schools. This conversation transformed our approach - we developed an integrated curriculum that weaves together state standards with indigenous wisdom and language.

Seeing students now learning mathematics through traditional basket weaving patterns and science through ancestral environmental practices showed me how authentic leadership means creating space for community wisdom to shape education. This experience exemplifies why cultural understanding and inclusive decision-making are essential for meaningful educational change.