Dr. Matthew W. Ross

To Lead is to Serve!  To lead others is not a right, nor a distinction to be won, but rather a privilege bestowed upon a person by others who desire him/her to lead.

Over the years, I have come to realize that no matter what my talents are, I cannot go very far without other people. But combined with their talents, creativity and potential, the sky’s the limit. This is why I am a firm believer that authentic leadership is the ability to work with and through others and influencing them to work enthusiastically toward the goals identified as being for the common good, with character that inspires confidence.

When working with and through others, there will always be two dynamics involved – the task and the relationship.  Successful leadership, then, is accomplishing the task at hand, while building/maintaining positive relationships. This, I believe, can only be accomplished by identifying and meeting the legitimate needs of others so they develop the knowledge, skills, and competencies necessary to not only accomplish the task at hand, but also all-encompassing tasks related to the greater common good.  And this, is why I have adopted, and continue to strive to embody, the servant-leader philosophy, which focuses the leaders efforts on the growth and well-being of others and the communities to which they all belong.

As a matter of example, a servant-leader takes the necessary actions to ensure others know he/she cares about them; because when a leader cares about others, others will pay that sentiment forward.  A servant-leader invests in people by giving of his/her time and connecting with them on both a professional and personal level.  Giving of one’s time is a surefire way to let them others know how much   one cares.  A servant-leader does not restrict his/her willingness to serve. For a servant-leader, no task is beneath them. Finally, a servant-leader encourages others to serve by letting them see him/her serve and encouraging them to join in.

Consider the following: Within the school system, the classroom teacher has the greatest impact on student learning by creating the environment where students can thrive.  Therefore, the classroom teacher is called to serve his/her students. And by extension, the principal (and his/her staff) serves his/her students by first serving his/her classroom teachers by creating the environment where they can thrive and in turn can better serve their students.  And by extension, the superintendent (and his/her staff) serves his/her students by first serving his/her principals (and their staff) by creating the environment where they can thrive, who in turn can better serve their classroom teachers, and who in turn can better serve their students.  And by extension, the Board of Trustees serve their students by first serving their superintendent by creating the environment where he/she can thrive, who in turn can better serve his/her principals (and his/her staff), who in turn can better serve their classroom teachers, and who in turn can better serve their students.

Serving others, as a servant-leader, in no way means abdicating one’s legitimate authority or responsibilities, but rather simply providing others with direction, inspiration, encouragement, counsel, example, energy, and above all else a framework for individual, collective, and organizational success by ensuring that every person understands how they can serve others.

To lead others is not a right, nor a distinction to be won, but rather a privilege bestowed upon a person by others who desire him/her to lead.

Over the years, I have come to realize that no matter what my talents are, I cannot go very far without other people. But combined with their talents, creativity and potential, the sky’s the limit. This is why I am a firm believer that authentic leadership is the ability to work with and through others and influencing them to work enthusiastically toward the goals identified as being for the common good, with character that inspires confidence.

When working with and through others, there will always be two dynamics involved – the task and the relationship.  Successful leadership, then, is accomplishing the task at hand, while building/maintaining positive relationships. This, I believe, can only be accomplished by identifying and meeting the legitimate needs of others so they develop the knowledge, skills, and competencies necessary to not only accomplish the task at hand, but also all-encompassing tasks related to the greater common good.  And this, is why I have adopted, and continue to strive to embody, the servant-leader philosophy, which focuses the leaders efforts on the growth and well-being of others and the communities to which they all belong.

As a matter of example, a servant-leader takes the necessary actions to ensure others know he/she cares about them; because when a leader cares about others, others will pay that sentiment forward.  A servant-leader invests in people by giving of his/her time and connecting with them on both a professional and personal level.  Giving of one’s time is a surefire way to let them others know how much   one cares.  A servant-leader does not restrict his/her willingness to serve. For a servant-leader, no task is beneath them. Finally, a servant-leader encourages others to serve by letting them see him/her serve and encouraging them to join in.

Consider the following:

within the school system, the classroom teacher has the greatest impact on student learning by creating the environment where students can thrive.  Therefore, the classroom teacher is called to serve his/her students. And by extension, the principal (and his/her staff) serves his/her students by first serving his/her classroom teachers by creating the environment where they can thrive and in turn can better serve their students.  And by extension, the superintendent (and his/her staff) serves his/her students by first serving his/her principals (and their staff) by creating the environment where they can thrive, who in turn can better serve their classroom teachers, and who in turn can better serve their students.  And by extension, the Board of Trustees serve their students by first serving their superintendent by creating the environment where he/she can thrive, who in turn can better serve his/her principals (and his/her staff), who in turn can better serve their classroom teachers, and who in turn can better serve their students.

Serving others, as a servant-leader, in no way means abdicating one’s legitimate authority or responsibilities, but rather simply providing others with direction, inspiration, encouragement, counsel, example, energy, and above all else a framework for individual, collective, and organizational success by ensuring that every person understands how they can serve others.

BIOGRAPHICAL SUMMARY

EXPERIENCE

• Superintendent of Schools-Vineland Elementary School District
• Assistant Superintendent, Educational Services-Eastside Union School District (2009-2013)
• Principal- Gifford C. Cole Middle School (2007-2009)
• Assistant Principal-Gifford C. Cole Middle School (2006-2007)
• History Teacher, Dean of Students, Athletic Director, Director of Activities – Tehachapi High School 
(1996-2006)

EDUCATION

• Ed.D, Educational Leadership, Liberty University
• MA, Education Administration, California State University, Bakersfield
• Teaching Credential, California State University, Bakersfield
• BA, Political Science, California State University, Bakersfield

PROFESSIONAL ASSOCIATIONS

• Association of California School Administrators (ACSA)
• American Association of School Administrators (AASA)
• California Association of Latino Superintendents and Administrators (CALSA)
• California Association of African American Superintendents and Administrators (CAAASA)

MILITARY SERVICE

•  California Army National Guard (Major/Field Artillery-Retired)

COMMUNITY/FRATERNAL ASSOCIATIONS

• Free and Accepted Masons
• York Rite Bodies, Bakersfield
• Scottish Rite Bodies, Bakersfield
• Shriners, Kern County