The Many Faces of CHSAA Leadership- Natalie Muñoz-Garcia - Colorado High School Activities Association

This week we sit down with Natalie Muñoz-Garcia. Natalie is an Assistant Principal and the Activities Director at Ponderosa High School. With thirty years in education and twelve years in her current role, the Colorado State University graduate still enjoys coming to work every day. This year, Natalie is looking forward to working with her 2^nd year principal, continuing to provide students with opportunities, and creating new traditions.

Have you always seen yourself as an educator?
I always wanted to be a teacher, but I did not set out to be an administrator. However, along the way, I worked with several school leaders who encouraged me to pursue leadership positions. I was a high school English teacher for 16 years and loved it! My first teaching position was at Sierra High School/Harrison School District. I taught freshmen and sophomore English and was the Student Government and Drill Squad advisor. After getting married and moving to the Denver Metro area, I taught in a few different schools. I spent a year at Aurora Central High School, and then at Ponderosa High School in DCSD. At PHS, I was also the JV Cheer Coach. Once we started a family, I spent ten years teaching at Eagle Academy, DCSD’s alternative night high school. While at Eagle Academy, I began working on my master’s degree, and completed my administrative hours at Ponderosa High School. I was offered a Dean/Activities Director position, and I jumped at the chance to be back at Ponderosa. While I struggled with leaving the classroom, I was excited for the new opportunity. I was then promoted to Assistant Principal/Activities Director, my current role, and I absolutely love it.

What activities were you involved in during college?
I was a member of Alpha Chi Omega sorority in college. It was a great experience, and it made a large, overwhelming campus seem smaller. It taught me how to live and work in a large group of women, how to build community relationships through philanthropy, and how to collaborate with other campus organizations to facilitate and coordinate large events. In many ways, it helped prepare me for my role as an Activities Director.

What do you love most about your current position?
As an AP and an Activities Director, I have many responsibilities. However, my favorite part of my position is the role of Activities Director. I am still a teacher at heart, and it is so rewarding to connect and support students through extra-curricular activities. While academics are extremely important, it is often what students learn by participating in an activity or sport where they learn the most about life. As Activities Director, I make it a priority to connect as many students with an extracurricular activity as possible, and to recognize and develop leadership potential in students. I am extremely proud of a program that I created at Ponderosa that supports student involvement and leadership. Ponderosa Activities Cabinet (PAC) consists of representatives from every club and activity at PHS. We meet monthly to network, promote, and support each other’s events, and learn a leadership activity they can implement with their groups. We also plan large events for the school, like school-wide activities fairs, Wish Week events, etc. There are approximately 40 student leaders who are part of the Activities Cabinet. This group has elevated and recognized Activities at Ponderosa.

What do you love most about being at Ponderosa High School?
Ponderosa High School is a special place. It has a long history of tradition, excellence, and community. I love that it has always felt like a family, and I love the connections I have made with students, staff, and community members over the years. I live in the community as well, and it is always great to run into former students and colleagues out and about. The same can be said about Douglas County School District. My daughters attended Douglas County schools, and their experience of a community of support is the same. There are amazing people who teach, coach and lead in DCSD; I have met some of my greatest friends at Ponderosa and in the Douglas County School District, and I am lucky to work alongside so many people I admire and respect.

Who are some of your mentors?
Personally, my mother was my greatest mentor. She was a strong, hard-working, and loving person. She taught me to stand up for what I believe in, no matter what, and she always encouraged me and supported me to get to where I am today. She balanced a successful professional career as a nurse and motherhood perfectly, which is no easy feat. She taught me the importance of kindness and treating others with respect, despite their situation. She was well-loved and respected by all who knew her. Professionally, I have had many mentors along the way. My first-year teacher mentor, Maureen Risbry at Sierra High School, shaped the educator I became. She taught me to see the bigger picture, to be flexible, and always put kids first. I would not have made it through my first few years of teaching without her. As a school leader, I learned a great deal from my first principal, Chuck Puga. His dedication and emphasis to building relationships with staff and students has had a great impact on the way that I lead. He has been one of my biggest champions over the years, and has always supported me, even after he left Ponderosa.

Is there one mistake that you may have made early in your career that taught you a valuable lesson?
One? There are too many to remember! I think what I learned is that I am going to make mistakes. I also learned it’s ok to make mistakes. Own them. Learn from them. I realized that no one will think less of you if you admit your mistakes. I also learned that you can’t lead on an island. Work as a team, ask for input, collaborate. The job can be very stressful at times, and you need to be able to rely on your colleagues to make tough decisions.

What is the significance of women serving in your current position?
It is important to have equal representation of women in leadership roles at the high school level. Female leaders can foster the development of positive environments specifically for female students. While it is our job to create positive learning environments for all students, the perspective of women in leadership can often bridge the gender equity gap between students. Additionally, school leadership should mirror the gender balance of its teachers, so teams that have multiple female administrators align with the faculty. Women in leadership positions at the high school level can also be the impetus needed to encourage more women in education to pursue leadership roles.

Do you have any advice for young women entering the profession?
My advice would be to find your “Why” or your “True North” early on in your career. If you are grounded and know who you are, you will struggle less when making tough decisions or getting through difficult situations and challenges. Revisit these each year. Additionally, find your people! You need support in this role. Surround yourself with those who will give honest feedback and be willing to reflect and get better every year!

How do you see yourself impacting the next generation of female leaders?
I think it’s important to recognize that you don’t have to be an administrator to be a school leader. I hope that I can build the capacity in current female teachers to lead, no matter what their positions. We create better opportunities for students if we all take the lead in different situations. Whether they are department leads, advisors, coaches, or curriculum coordinators, it is my responsibility to support them as they lead. I am not sure I would have gone into administration if I had not been recognized by my mentors as a leader and encouraged to lead. I hope to have that impact on others as well through my encouragement, recognition, and support.

We would like to thank Natalie for her work. She is truly a leader who recognizes the leadership potential in others, creates opportunities for growth, and builds capacity in teachers and students to find their own success.

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