A superintendent’s work is professional and personal for Raymond Sanchez, who leads the Public Schools of the Tarrytowns in the suburbs just north of New York City. As a child, he recalls waiting in line with his grandmother to get food assistance.
“I always have this mindset of what I didn’t have, and I want to make sure that all kids have opportunities,” says Sanchez, recently named New York’s Superintendent of the Year.
“I’ve seen what education has done for me and I know what it can do for so many others,” he adds. “That’s something that’s at the forefront of my leadership—in my conversations with everybody, whether it’s community members, staff or my board of education.”
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Sanchez became superintendent in the Tarrytowns in 2023 after serving many years as superintendent of the nearby Ossining Union Free School District, where he launched many initiatives that he has brought to his current district. These include full-day pre-kindergarten, a commitment to bilingualism and multiculturalism, the community school model and student voice.
The district now offers dental and mental health care, free afterschool programming and Saturday nutrition and enrichment sessions. Acting on student feedback, Sanchez and his team launched a Future Healthcare Leaders program that covers CTE in healthcare fields. They also added fashion programs and more higher-level courses.
One key to elevating student voice has been encouraging the principal of the high school to spend more time with students and provide them with space to share their ideas. “It was really important that [students] have a voice in the process,” he explains. “It just speaks to the importance of having kids work as partners with us.”
Advocating for colleagues
Throughout his career, Sanchez has been a member of several professional organizations. He’s on the executive board of the New York State Council of School Superintendents and represents the state as a member of AASA, the School Superintendents Association.
“It’s an opportunity to be of service to my colleagues and advocate where necessary to make sure that all kids—irrespective of where they are in New York State or nationally—are having their needs met,” he notes.
This level of advocacy requires a lot of reading to keep track of state and national policy proposals that impact K12. Policymakers in New York are now discussing funding reform and regulating the use of smartphones in schools, among other topics. Nationally, he will keep track of the incoming Trump administration’s plans for K12.
“These are things we need to be conscious of, particularly if we’re going to continue to make sure we have a strong public education system across our country,” he points out.
‘You have to get out of the office’
The disruptions of the COVID years changed the relationships that superintendents and other educators have with parents and caregivers.
“It told us a lot about our families and some of the needs, and provided a space for us to learn and go deeper so we can respond,” he says. “There’s a greater need to remind ourselves that dialogue goes a long way and that we’re all active listeners.”
This reinforces his commitment to remaining visible in the community as often as possible.
“You have to get out of the office and that takes conscious effort because it’s beyond the work hours,” he concludes. “In some cases, it’s being visible and supportive of events that are taking place or putting yourself on the agenda at various meetings. For instance, I’m going to speak at a village board meeting to just share what’s happening in our schools.”
