Name: Bree Valla

Title: Superintendent

Organisation: Vista del Mar Union School District

Bree Valla got her Bachelor’s of Science and Master's Degrees from California Polytechnic University, San Luis Obispo. She earned her doctorate from California Lutheran University. She has worked in the K-12 education system for 24 years, starting as a teacher and continuing as an instructional coach, principal, Assistant Superintendent of Human Resources, Deputy Superintendent, and Superintendent.

Her passion is working to ensure that all students receive high-quality educational experiences, regardless of their background. She values collaboration and sees school districts as community hubs that can provide not only great educational experiences, but also as a conduit for families to access community resources. When she is not working, she enjoys spending time with her husband and children, working with their livestock, or cheering her kids on at their sporting events.

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

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

Cheers,

Jonno White

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

One of the most challenging aspects of being an educational leader has been providing students with the services they need while ensuring that staff are not overwhelmed or overburdened. The constant pressure of meeting ever-changing requirements and managing reporting demands often takes valuable time away from offering the level of support that is ideal for those working most closely with students. Balancing these priorities without compromising the well-being of staff or the quality of student services has proven to be an ongoing challenge.

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

One of the most challenging aspects of being an educational leader has been providing students with the services they need while ensuring that staff are not overwhelmed or overburdened. The constant pressure of meeting ever-changing requirements and managing reporting demands often takes valuable time away from offering the level of support that is ideal for those working most closely with students. Balancing these priorities without compromising the well-being of staff or the quality of student services has proven to be an ongoing challenge.

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

I begin my day with self-care, which is essential for setting the tone for a productive and positive day. I start with a walk to enjoy the outdoors and reflect on my day ahead, followed by a trip to the gym to prioritize my health and fitness. I believe that I can't be my best for others unless I take care of myself first. Afterward, I say goodbye to my family and head into the office. My workday starts with checking emails and addressing any pressing needs across the district.

As the office starts to buzz and students arrive on campuses, I make it a point to be visible, engaging with my cabinet members, district and site staff, families, and students. My days are packed with meetings, where I collaborate with the community, staff, and student committees to brainstorm ways to move the district forward. Once I return home, I make dinner, help my children with their homework, and take time to unwind before bed.

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

A recent lesson I've been reminded of as an educational leader is that, in addition to focusing on the learning experience for students, it's crucial to engage with and educate families about the complexities of public education. After COVID, families have become more involved and interested in the day-to-day operations of schools. As a leader, it’s important to not only help them understand the intricacies of our system and its requirements but also to embrace their creative ideas and solutions. This partnership is key to moving the district forward and ensuring that we continue to meet the needs of both students and families.

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?

One book that has had a profound impact on my journey as an educational leader is Dare to Lead by Brené Brown. Before reading it, I believed that leaders needed to always appear confident and never show uncertainty. However, Brown’s approach to leadership, which embraces vulnerability and authenticity, transformed how I view my role. Her message about allowing your personality and humanness to shine through in leadership has made me a more genuine leader. It has helped me build stronger connections with my team, creating a more open and collaborative environment where trust and vulnerability are valued.

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?

The advice I would give to a young educator aspiring to be an educational leader is to focus on building strong relationships with current and past leaders. Use them as a support system throughout your journey into and during your leadership role. Leadership can often feel isolating, and having trustworthy mentors and confidants to turn to for guidance and support is crucial. They can provide the collaboration, perspective, and encouragement you need to maintain your well-being and stay effective as a leader. No one should have to navigate leadership alone.

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

One meaningful story that comes to mind is a reminder of how the work we do at the district level truly impacts families, even when we may not always see it firsthand. I was at the grocery store when a parent approached me, tearful and deeply grateful. She shared how her family's life had been forever changed by an opportunity we had expanded to all students, rather than limiting it to certain campuses.

As a single mother who wasn't fluent in English, she explained how she never would have been able to provide such an opportunity for her children on her own. She thanked me profusely, saying that the experience had made a significant difference in her sons' lives. It was a powerful reminder of why our efforts to create more equitable opportunities matter and how they can transform the lives of families who need them most.