Learn more about Rachel Allyne Barrong-Aazzerah, a graduate of COE's Professional Administrators Licensure program, through our Graduate Spotlight series

“It is important to network with your fellow classmates and learn from their diverse perspectives and experiences.” – Rachel Allyne Barrong-Aazzerah

Meet Rachel Allyne Barrong-Aazzerah (she/her), who is completing the Professional Administrators Licensure program, offered through the College of Education's partnership with the Coalition of Oregon School Administrators.

Rachel has always had a passion for teaching, stemming from her transformative experience in Oregon public schools. She is a long-time educator who has held many positions including being a high school math and science teacher in Oregon for 15 years and serving as the Senior Manager of Test Development for the Next Generation Science Standards for the American Institutes for Research in Washington D.C. After adopting her son, who has Prader Willi Syndrome, she decided to move back to Oregon to be closer to family and make a difference in Oregon schools again.

Through the Professional Administrator License program, Rachel has learned about a variety of leadership perspectives from each of her professors, who are all experienced Oregon administrators, and from her classmates who work in public schools and districts across the state. She also appreciates the program's partnership with the Coalition of Oregon School Administrators, which allowed her to participate in a variety of professional learning opportunities and conferences.

Rachel is currently the Director of Assessment and Systems Improvement at Reynolds School District. Following graduation, she has applied for the Education Specialist (EdS) program at the University of Oregon and eventually hopes to complete her doctorate.

Hometown: Cottage Grove, Oregon 

What inspired you to pursue an administrator license?

Throughout my entire experience in Oregon public schools growing up, I was fortunate to have dedicated educators, athletic coaches, and administrators who mentored me along the way. I knew in first grade that I wanted to become a teacher. 

I was a middle and high school math and science educator for fifteen years here in Oregon, the Science and Social Sciences Assessment Specialist at the Oregon Department of Education for five years and served as the Senior Manager of Test Development for the Next Generation Science Standards (NGSS) for the American Institutes for Research (AIR) in Washington D.C. for two years. 

My husband and I then adopted a baby boy who has Prader Willi Syndrome (PWS) and decided to move back home to be around our families for support. At that point, I decided to earn my administrative credentials to provide leadership for a school district here in Oregon. I missed working with educators and students in a school district setting and I wanted to help assure that every student has a positive K-12 experience like I did. I am passionate about many aspects of school and district leadership, including curriculum and instruction, assessment and accountability, and school improvement. After I earned my principal licensure, a position opened with the Reynolds School District that focused on assessment, data, accountability and school improvement. I applied and have been in my current position ever since. I love to help leaders use their academic, school climate, and culture-based data to drive school and district improvement! 

What was your favorite resource at the College of Education?

This licensure is required for me in my current role, but the program has been so much more than just checking off a box. I have learned and gained multiple leadership perspectives from each of my professors, who are all experienced Oregon administrators, and from my classmates who work in public schools and districts across the state. This, along with mentorship from my professors, has been my favorite resource at the College of Education.

I am a virtual student and not on campus daily, but I still have been able to be an active member of the College of Education Dean’s Student Advisory Board. I have connected with students in the Coalition of Oregon School Administrators (COSA) principal and Professional Administrator Licensure program and brought their concerns to the board. I have also been able to share perspectives on what is happening in Oregon K-12 schools with the other board members. I appreciate that the Dean of the College of Education wants to hear from a diverse student population about their concerns about their programs and what is happening in their coursework and during their practicums.

How has the program prepared you to serve students from all backgrounds?

The Coalition of Oregon School Administrators (COSA) partnership with the University of Oregon has also allowed me to participate in a variety of different professional learning opportunities and conferences in the areas of equity, law, special education, human resources, and psychological safety. Between the program, completing a practicum in a diverse school district like Reynolds, and participating in a variety of different professional learning opportunities, I have been prepared to assist and work with students and stakeholders from a variety of different cultures, ethnicities, genders, and abilities. 

What are your plans following graduation?

Now that I have completed the program, I have applied for the Education Specialist (EdS) program at the University of Oregon and eventually hope to complete my doctorate. I hope that someday I will be able to serve a school district here in Oregon at the cabinet level. I would also like to be able to assist aspiring administrators to learn about assessment and data literacy and give back to them by helping aspiring district leaders with their practicums. On a personal note, I hope to continue to advocate for my son for him to also have a high-quality public-school education, despite his diagnosis. He is my why!

 What advice would you give incoming/current students?

In addition to completing all the papers, projects, and practicum, it is important to network with your fellow classmates and learn from their diverse perspectives and experiences. Participate in the different COSA-sponsored conferences and professional learning opportunities that are available to you. You will learn so much from the presenters, your professors, current administrators, and your classmates!  If you are a beginning administrator, find a support system of experienced administrators who you can reach out to when needed. Having a support system in school administration is key! Also, make sure to make time for self-care during the programs and when you become an administrator.  Most importantly, keep students at the center of decisions that you will face.