A Tough Transition
One superintendent’s journey to confidence in the role.
A Tough Transition
One superintendent’s journey to confidence in the role.
Dr. Angel Rivera was born in Puerto Rico to a working-class family very much like those in Mesquite ISD, the district east of Dallas, Texas that he now leads.
He knows that for families like his, time and money are everything when it comes to what happens after graduation.
That’s why as superintendent, his mission is to expose Mesquite's 38,311 students to different career paths and to expand certification and college credit opportunities before they graduate from high school.
His hope for students is that they figure out where their passions and aptitudes lie early on so they can chart their own path for success.
Emily Gonzalez, a recent graduate of North High School, took advantage of many of the opportunities Mesquite had to offer, including student council and an emerging leaders’ program.
“I'm going to take all this that I have and evolve it when I go to college. I will continue to build myself up. I feel like I haven't gotten to the highest school in my life yet.”
Over the last school year, Mesquite ISD students earned a total of 14,000 dual credit hours, saving them $1.1 million in college tuition.
Another way to earn college credit in high school is by taking Advanced Placement classes and earning credit by passing exams.
Under Rivera's tenure, the number of students taking those exams has increased by 42 percent.
The number of career certifications earned by students almost tripled–from 1077 in 2021 to 3149 in 2024.
For Rivera, these are the measures that matter when it comes to his leadership.
“When kids come with new opportunities that they never would have had because of the work that we’ve done, that’s when I’m fulfilled.”
Over the last school year, Mesquite ISD students earned a total of 14,000 dual credit hours, saving them $1.1 million in college tuition.
Another way to earn college credit in high school is by taking Advanced Placement classes and earning credit by passing exams.
Under Rivera's tenure, the number of students taking those exams has increased by 42 percent.
The number of career certifications earned by students almost tripled–from 1077 in 2021 to 3149 in 2024.
For Rivera, these are the measures that matter when it comes to his leadership.
“When kids come with new opportunities that they never would have had because of the work that we’ve done, that’s when I’m fulfilled.”
The path to feeling fulfilled in the superintendent’s role was rocky at first.
In truth, Rivera – like many in his shoes – felt miserable the first few months after taking the job.
There were a lot of activities outside of the district – speaking engagements, lunches, meetings. He didn’t realize how much he would miss being close to the action and interacting with staff and students.
Like a gravitational pull, his old job as deputy superintendent beckoned. He kept trying to jump in and be the guy who solved everyone’s problems.
The person he hired to do that job, Dr. Janine Fields, leveled with him.
“She felt like I was second guessing her decisions and that I did not have full confidence in her abilities. When she told me that, it kind of broke my heart,” Rivera said.
At the six-month mark, Rivera had a “light-bulb moment.”
In 2022, Rivera joined a leadership program for newer superintendents at The Holdsworth Center. Listening to his peers and his coach during a learning session, he realized something.
"I may have the position and the title and the business cards, but I haven't mentally stepped into the role. On the drive back I asked myself. 'What are the things that only you can do as a superintendent that no one else can do?'"
Only he could create a clear vision for the district and inspire others to buy into it.
Only he could forge community partnerships that would serve students.
Only he could build relationships with the board.
Only he could make the hard decisions no one else could make.
“The day I started focusing on those things, I started gaining. I was getting joy from the role. I was getting confident. I understood what I needed to do.”
Being a superintendent isn’t like previous roles–it’s a completely different job.
To thrive, superintendents must leave behind work they loved and were good at and learn new skills and embrace a totally new professional identity.
In “Beyond Impossible: Making the Shifts Necessary to Thrive in the Superintendent Role,” Holdsworth President Dr. Lindsay Whorton argues that we must prepare new superintendents to embrace the role and the key shifts they need to make to be impactful.
"The job of superintendent is more complex and high stakes than ever and requires political savvy and superb communication skills. We should be up front about that with aspiring leaders and prepare them for the realities of the job before they get in the seat."
Holdsworth is helping fill the gap with world-class leadership programs for early-career and aspiring superintendents.
For aspiring superintendents, Holdsworth works closely with their bosses to design learning experiences and projects that simulate being in the top job, but with support and guardrails, much like a medical resident or an apprentice.
Deputy Superintendent Janine Fields is an aspiring superintendent in the program, with Rivera as her champion.
"He is very invested in getting me ready for the superintendency. He puts me through the paces to really think about, ‘What kinds of decisions would you make?’ What would you say to your trustees? What would you say to your community and staff?"
When Rivera first joined a Holdsworth program in 2019 with his previous superintendent, he didn’t see himself as the successor.
“I am convinced that I wouldn't be a superintendent today if it wasn't for my experience in Holdsworth. When I first got to Mesquite, I was impulsive in my decision-making. Now, when I put on my badge, I’ve got to pause and say, ‘Have I looked at all the avenues? Have I gathered feedback?”
The board-superintendent relationship sets the tone for the whole district.
As a board member in Mesquite for the past 31 years, Robert Seward has watched Rivera grow “dramatically” from when he first came to the district. Holdsworth has clearly benefitted him, as well as other leaders in the district.
Robert Seward, Board Member
“The board-superintendent relationship really matters. It sets the tone for this district all the way down. We’ve got a great relationship with him. He communicates very well with this board. He likes to learn. He'll listen to what's going on around him, not just in our community but in our state.”
One of the things Seward and Fields both appreciate about Rivera is that you always know where you stand with him. He is transparent and clearly communicates why he is making a certain recommendation or decision.
“His decisions – I can see they're tough and he feels the pressure of it, but he's not afraid to make those because he feels like he's done his research. He's willing to listen and he's willing to change. And that's what I think a great leader is able to do.”
In every decision, Rivera’s first question to himself is:
“What’s best for students?”
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