Alexandra Estrella, Ed.D.

“As a first-generation college-bound Latina, education was my family’s way out of poverty,” says Alexandra Estrella, Ed.D., superintendent of Norwalk, Connecticut, Public Schools. “Despite limited formal schooling and no English fluency, my parents instilled in us that education was the key to success.”  

Inspired by her parents’ values and her own teachers, Estrella became a science teacher and then a school administrator committed to educational equity. In January 2025, AASA, The Superintendents Association honored her with its Dr. Effie H. Jones Humanitarian Award.  

In the following Q & A she talks about her career trajectory, the achievements that helped her stand out for national recognition, and what made Russell Sage’s Educational Leadership doctoral program the right choice at the right time.

What attracted you to a career in education?

I was profoundly shaped by educators like Ms. Rodriguez, my middle school Spanish teacher, whose relentless passion and unwavering commitment ignited a fire within me. 

Also, Mr. Lavisi, my fifth grade teacher, who was the first person who saw in me what others didn’t. He believed in me and pushed me to achieve my limitless potential. In one year with him, I moved to performing at the top 1 percent of the state based on state accountability measures.

Their transformative teaching extended far beyond the classroom, instilling values that still guide me today. They did not just teach lessons — they empowered us, placing students at the heart of everything they did. Their belief in me fueled my ambition to inspire others. 

I am driven by the desire to ensure every child has role models who look like them, who believe in their potential, and who show them that with grit and determination, no dream is out of reach. I believe in the power of schools to change lives and am resolute that no child should be kept from attaining his or her dream because of obstacles that can be overcome.

What were some key turning points in your career?

I taught science for many years and then entered administration, founding a dual-language middle school and expanding it to grades 6-12. I acquired several bilingual and technology grants supporting the success of the dual language program. I also started one of the first 6-12 special education inclusion programs in New York City.

Next, I became the superintendent of Community School District Four in New York City,  which comprises 23 schools serving approximately 13,500 students in grades 3K — which is kindergarten starting at 3 years old — through grade 12. As a direct reflection of my support to schools and my strategic leadership as superintendent of District Four, the district’s New York State ELA scores increased by 22% and mathematics by 20%.

Then, I transitioned to the superintendent of Norwalk Public Schools. My vision for Norwalk is centered on uniting people around a shared purpose to empower everyone to reach their fullest potential. 

You’ve continued to emphasize educational equity as superintendent at Norwalk.  What achievements would you like to highlight?

I arrived at Norwalk Public Schools in July 2020 and implemented systems thinking to determine the district’s status as it was recovering from the pandemic. [Systems thinking is an approach to problem-solving that considers how parts of a system interact with and influence each other.]

With the board of education, I implemented a district-wide study that evaluated building health, specialized learning, and multilingual learners. 

Simultaneously, I conducted listening tours and created multiple opportunities for stakeholders to participate in working sessions to determine the vision, mission, values, and strategic priorities of the 2021-2026 strategic plan. The strategic priorities are Future Readiness, Excellence, Engagement, High-Quality Instruction and Support, and Equity. 

The plan integrated equity goals into every central office department and school improvement plan. I and my deputy superintendent oversee this ongoing work, ensuring it is woven into the fabric of the district.

I’ll highlight a few outcomes of the plan related to equity and access.

I believe all students should have opportunities to be college- and career-ready through a second-network support system, and we now have counselors at each school, grades K-12, to advise scholars on career pathways and choices, which supports post-secondary planning. Counselors also receive professional learning to align with the American School Counselor Association model, as well as training in social-emotional learning and workforce development.

I broke the traditional “feeder pattern” and instilled school choice. Scholars from kindergarten through 12th grade can select from pathways such as International Baccalaureate, STEAM, marine science, dual language, Early College, and integrated art, to name a few. 

I heard the community’s plea for a central location to enroll students and acquire support to navigate the school system, so I created the Family Center with current employees. In addition to registration and guidance, the Family Center provides space for workshops and classes. It also provides resources for multilingual learners, including language assessments and assistance with class placements, transportation, and food services.

Another initiative I want to highlight is the NPS Portrait of a Graduate program. I know that NPS students’ success is related to high expectations from staff, leaders, and families. The Portrait of a Graduate is a collective vision of those expectations. Again, I employed systems thinking and an iterative, collaborative communication system to gather input and create a Portrait of a Graduate that reflects our community’s values and aspirations. Portrait of a Graduate is NPS’s North Star.

Finally, to bridge the digital divide, I partnered with Verizon Innovative Learning to expand broadband access. In 2024, the VILS grant expanded to include all four middle and four high schools, reaching $4.4 million invested to support 5,489 students. In addition to free Chromebooks with 5G data plans for every student and teacher, each school is assigned a full-time technology coach to co-teach and integrate technology into lessons and use a state-of-the-art VILS Innovation Lab.

I steadfastly hold to a moral imperative to ensure that all NPS students are well-versed in problem-solving and using technology, so staff prepare students for careers that are not yet created. 

What attracted you to Russell Sage College for your doctorate in Educational Leadership?

One of the unique features of the Russell Sage College doctoral program is that writing the dissertation occurs as the scholar completes courses, not waiting until all courses are completed. This way all students are empowered to complete the dissertation promptly, not remaining “all but dissertation” for an extended time. 

Also, the professors were superintendents and provided mentorship to me. They continue to be my mentors and guides as I remain in touch. Their guidance and support are priceless to me. 

Please tell me how Sage’s Ed.D. program prepared you for the next phase of your career.

During my time at Sage, I was the superintendent of Community District Four in East Harlem, New York City. Although I was a superintendent, the opportunity to be guided and mentored by superintendents outside the city provided me with opportunities to gain an understanding of the nature of the work. They shared what would yield success and how to avoid the pitfalls others inadvertently make. This was invaluable.

Is there anything you would like to add?

Building the capacity of principals from managers to instructional leaders has involved effective and robust professional learning, learning walks, coaching, and more recognition for our district. 

Two first-year principals in NPS were the only finalists for the Connecticut Association of School’s Outstanding First-Year Principal award in 2024, with the middle-school principal winning, and a high school assistant principal won the association’s Assistant Principal of the Year award. A veteran middle school principal won Middle School Principal of the Year. 

A veteran elementary principal is a current finalist for the Elementary School Principal of the Year. Both the middle school and elementary school principals co-lead the NPS Leadership Development Cohort, to ensure that new leaders have training in data analysis, goal setting, and a myriad of other key instructional leadership skills.