From IT to Superintendent: David Feliciano's Non-Traditional Path to Leading a School District

💡 Key Takeaways

• Holistic Student Support: La Mesa-Spring Valley School District focuses on mental health and community support through substantial grants, aiming to provide comprehensive care for students and their families.

• Leadership Authenticity: David emphasizes authenticity, vulnerability, and trust as core principles in leadership, aligning with Patrick Lencioni’s framework on organizational health.

• Collaborative Bargaining: A transformative approach to union interactions, featuring interest-based bargaining, has significantly improved relationships and trust between district administration and staff unions.

• Diverse Leadership Paths: David’s journey from IT to superintendent highlights the value of diverse professional experiences and the importance of stepping into leadership roles even when they seem nontraditional.

• Mission-Driven Culture: Emphasizing a collective mission, David’s leadership fosters an environment where every team member is driven by a shared purpose, striving to improve the educational experience for students.

Nurturing Visionary Leadership for Diverse School Communities

In the context of educational leadership, David Feliciano, the Superintendent of La Mesa-Spring Valley School District in San Diego, stands out for his community-centric approach. Feliciano’s narrative, as shared in a recent episode of the Engaging Leadership Show, provides deep insights into the role of leadership in fostering educational success and inclusivity.

“I strive to be authentic myself. I try to be very vulnerable and real. I wouldn't want to lead any other way,” said Feliciano.

Authenticity and vulnerability, as emphasized by Feliciano, are at the core of effective leadership. By aligning the district’s mission with a shared vision of community and student-centric support, he highlights the importance of trust and teamwork.

"If we're aligned on that why? And we know that we're all working in that same direction to essentially transform the lives of our students and their families.”

In fostering this environment, Feliciano underlines the need for a mission-driven leadership style that transcends bureaucratic barriers, prioritizing on-the-ground connections with students, parents, and educational staff. His focus on holistic support through initiatives born out of pandemic-induced challenges, such as mental health grants and community schools, reveals a commitment to addressing the pressing needs of the school community in real-time.

 

Innovative Grant Utilization and Interest-Based Bargaining

Educational institutions often grapple with funding limitations and union relationships. Feliciano’s strategies in navigating these challenges offer practical insights for other educational leaders. His proactive approach in securing substantial grants is noteworthy. The $6 million mental health grant and a $16 million community schools grant exemplify his strategic foresight.

“Our mental health grant... is a $6 million grant over five years... And then the other is the community schools granted... It's about $16 million over five years,” Feliciano shared.

These grants have powered significant support systems within the district, addressing both student needs and wider community engagement. Feliciano’s handling of these initiatives underscores the importance of aligning financial resources with the district’s core mission.

Moreover, his leadership in adopting interest-based bargaining (IBB) has redefined the district's relationship with its unions. Transitioning from adversarial negotiating methods to a more collaborative, relationship-focused approach has fostered a healthier, more effective working environment.

“We implemented an interest-based bargaining agreement... and had what she called a relationship summit... to talk about how we're going to treat each other and how we're going to work with each other and what it means, the shared interests that we have,”

explained Feliciano.

The success of this method highlights the potential for IBB to mitigate conflicts and cultivate trust, ensuring that e

Diverse Pathways to Effective Leadership

David Feliciano’s journey from IT professional to superintendent offers a refreshing perspective on leadership within education. His unconventional path demonstrates that diverse backgrounds can bring enriched perspectives and innovative solutions to educational administration.

“When they say they see something in me or they say that this is the right move for me, I put a lot of weight in that,” said Feliciano when reflecting on his shift to becoming a superintendent.

Feliciano’s story of overcoming imposter syndrome and leveraging diverse skill sets to drive district-wide initiatives is particularly inspiring. It reinforces the idea that effective leadership transcends traditional roles and qualifications, relying instead on one's ability to adapt, learn, and lead with empathy and vision.

His emphasis on hiring for qualities such as humility, hunger, and people skills, coupled with a genuine heart for student success, points to a broader understanding of what makes a successful leader in education.

“It was really about once I was in that job, whether or not I saw myself as having a seat at the table... one of the things that I share with people is I was kicked out of high school my junior year,” he candidly shared, demonstrating the power of resilience and self-belief.

 

Insights for Aspiring Educational Leaders

From community-aligned vision to innovative problem-solving and embracing diverse career pathways, David Feliciano’s leadership journey offers comprehensive lessons for educational leaders. His success in integrating mental health support and community initiatives showcases the impact of strategic grant utilization—essential tools in addressing modern educational challenges. Meanwhile, his reform of district-union relations through interest-based bargaining illustrates how transformational leadership can break down silos and build cooperative, thriving environments.

"Don't limit yourself in any way to the field that you're in... you should realize that just by virtue of your experience for how school districts work and really the world is open to you,”

Feliciano advised those aspiring to take on leadership roles.

Encouraging authenticity, trust, and a heart for community underscores the essence of creating effective leaders who can navigate and nurture the complex and diverse needs of educational environments.

 

MEET OUR GUEST

David Feliciano

David Feliciano has been the superintendent of La Mesa-Spring Valley School District in California since January 2019. Before this role, he served as the district's assistant superintendent of business services for nearly four years, bringing a wealth of experience in education leadership. His career began as a network analyst at the Orange County Department of Education, later holding positions such as director of educational technology and chief business officer.

A California native, David graduated from Bonita High School and earned a bachelor's degree in psychology from Vanguard University. He also completed the School Business Management Program at USC and the California School Board Association's Masters in Governance Program. 

David’s non-traditional career path, starting in IT and transitioning to education administration, shapes his approach to leadership. He focuses on fostering trust, innovation, and strong community connections to drive positive outcomes for students and staff.