“We call it the West Orange way. We don’t even call it diversity because I don’t want people to believe there’s another way. It’s our way, which makes us unique.”- Hayden Moore, Superintendent of West Orange Schools.

In the vibrant halls of West Orange Public Schools, a commitment to diversity, equity, and genuine human connection isn’t just an ideal—it’s an everyday reality. The Pioneer had the pleasure of interviewing eight district Administrators who shed light on the transformative practices that have shaped—and will continue to shape—the future of education in West Orange.

1. Mr. Moore: Superintendent of West Orange Schools 

Deep Roots and Personal Connection

For the Superintendent, West Orange is not merely a workplace—it is home. With nearly 30 years of experience and service, his educational journey began as soon as he graduated and has been intertwined with the very fabric of this community. His early years as a classroom teacher, followed by roles on the child study team and WOHS Dean’s office, laid a strong foundation for understanding the diverse needs of the student body.“I would like to say that I’ve always been on the block, and I just grew here.”

From Classroom Insights to District-Wide Impact

Determined to broaden his influence, the Superintendent pursued advanced degrees in school social work, a minor in school psychology, and a Master’s in administration. Each step was driven by the desire to impact not just individual classrooms but the entire district. His evolution from teacher to dean and eventually to principal was marked by a relentless focus on understanding and nurturing the potential within every child. “So I went to school, got another Master’s, and I asked the Superintendent at the time if I could be on the child study team, because I thought I would love to go from, you know, from being in a role of like a teacher to the role of, like, studying what makes kids feel a certain way, and how can I help that? And so I did that, and I got a Master’s in Social Work and a minor in Psychology, and I learned as much as I could. And then, I did the child study team for two or three years, and I went back to school for a Master’s in administration. While I was at Washington School, Marie DeMaio was the principal. I got an opportunity to help her a little bit in the office at the time, and I really thought, wow, this is a pretty big job, and you get to really make decisions for the whole school.”

Defining the “West Orange Way”

A core pillar of his leadership is the concept of the “West Orange Way”— a philosophy that embodies diversity, inclusion, and genuine care. In the early years of his career, there were only three educators of color in leadership roles, Mr. Hush, Mr. Fitzgerald, and himself. Today, Mr. Moore has been instrumental in ensuring that leadership mirrors the community’s diverse makeup. “People talk about diversity, but I call it the West Orange Way. I wanted it infused in everything we do. So much so, I felt like people got it when the school dedicated the bench to me outside. ‘There’s room for everyone, ’ and it’s important that everyone feels important and feels like they could thrive in our spaces.”

2. Ms. Flowers: West Orange Public Schools Business Administrator 

A Leap from Corporate Banking to the Heart of Education

Before stepping into the world of education, Ms. Flowers thrived in corporate banking—managing small to commercial banks where precision, strategic planning, and financial acumen were paramount. Yet, despite a successful career in finance, she felt a call from a different realm—a realm where numbers aren’t just figures on a spreadsheet but investments in human potential. In her interview, she recalled childhood games of Monopoly and imaginative moments playing “teacher,” she then realized that balancing a school district’s budget could directly shape a child’s future. “I was a career changer and didn’t start in education. I started in finance and as a branch manager, I managed various small to commercial size banks.  I started to notice how banking went from being a customer service-driven environment to a sales-driven climate, and I thought, this isn’t really for me anymore.  I had always thought about getting into education, and at that point, it seemed like the perfect time to do so. Growing up, my sister and I would play Monopoly and would fight over who would be the banker.  The same thing would happen when we played school, which one of us was going to be the teacher!  So when I made the decision to leave banking, I said to myself, ‘Okay, what’s next for me?’  The clear choice was education, so I went back to school and got my degree to teach.  It was then that I discovered what a School Business Administrator was and the responsibilities of the role and thought, ‘how do I fuse these two career experiences together?’  That’s when I knew that School Business Administrators are like the best kept secret…”

Climbing the Ladder with Empathy and Precision

Since joining West Orange in 2016, Ms. Flowers has grown into a role reminiscent of a corporate COO or CFO. Every day, she manages budgets, allocates resources, and makes strategic decisions that affect the educational experiences of hundreds of students. Yet, her leadership is uniquely personal; she is known to remember the names of over 150 students, attend community events, and listen intently to the concerns of families. “So overseeing the finances of the district…it’s really a matter of collaborating with everyone, having the administrators hear what our students’ needs and priorities are, what is being requested and just trying to pull it all together.”

Embedding Diversity into Every Financial Decision

A transformative aspect of her leadership is the incorporation of diversity into hiring and operational practices. Having experienced the direct impact of isolation and underrepresentation early in her career, she made it her own mission to ensure that leadership within West Orange reflects the community. This means actively recruiting individuals from varied cultural backgrounds, including candidates with disabilities, “so every student sees a piece of themselves in every role.”

3. Mr. Hush: Roosevelt Middle School Principal 

A Career Defined by Authentic Relationships

Recipient of the prestigious Martin Luther King Educator Award, Mr. Hush’s career is built on the fundamental belief that genuine care is the cornerstone of effective education. He creates effective “strategies” in favor of forging personal connections with every student, ensuring that each child feels seen, heard, and valued. “I can’t honestly say that is much in the way of a strategy, so for the most part, it’s just being genuine, genuinely caring, you know? And that’s really what it comes down to, us building relationships, seeing the kid who normally is not seen, you know, enjoying what everyone has to bring and has to offer, and then in turn, wanting to make sure that they have a safe, comfortable environment, where they can flourish, where they can grow, where they can be heard and they can be celebrated just the same.”

Extending Care Beyond the Classroom Walls

Hush’s commitment is evident in his willingness to extend his support well beyond school hours. He is a familiar face at extracurricular events, whether it’s a dance recital, a sports game, or even a figure skating competition. His presence sends a powerful message: that care and support do not end when the school day is over. “I’ve taken a lot of time to get to know kids, get to know their names, get to know their interests, support them outside of school. I’ve gone to a lot of events that had absolutely nothing to do with school, to see people dance or figure skate or wrestle for other programs or things of that nature, play softball for other programs that weren’t related to the schools, to help build that relationship and make kids feel important.”

Celebrating Diversity Through Culturally Responsive Initiatives

A passionate advocate for cultural celebration, Hush has led numerous initiatives that honor the diverse heritage of West Orange’s student body. From establishing culture clubs and organizing themed assemblies to coordinating multilingual communications and culturally specific food offerings. He creates an environment where every tradition is celebrated “So to say, with a lot of kids, we’ve utilized some of our programming, like, say, our culture club, I’ll use for an example, to celebrate the different diverse cultures and religions, not just the more typically celebrated and known, but diving in deeper into some of the the religions or celebrations that otherwise a lot of people wouldn’t have had exposure to, creating displays, doing greetings over the loud speakers, working with food services to have culturally specific dishes, things of that nature, to make people feel heard and seen..”

Leaving a Legacy of Love and Belonging

For this award-winning leader, his legacy is measured in the countless moments of genuine connection—every smile, every encouraging word, and every student who feels empowered to embrace their identity. Hush hopes that his work will be remembered not just in honor but in the lasting impact it has on every student’s life.“The thing I said to other administrators is, if you love the children, they’re gonna love you, you know? And what does that look like? It doesn’t mean, you know, just a high five here and there—if you actually take interest and care about kids, that’s what matters.”

4. Mr. Fitzgerald: Liberty Middle School Principal

An Unplanned Journey to Leadership

Mr. Fitzgerald’s journey to leadership at Liberty Middle School unfolded unexpectedly yet profoundly, marked by his deep-rooted experience at Edison and the serendipitous opportunity that changed his course. Having dedicated 17 years to Edison, including the pivotal role in launching a new school building in 2005, Mr. Fitzgerald found himself comfortable in his tenure until unforeseen events redirected his path to Liberty Middle School.

Initially intended as a brief two-week assignment, Mr. Fitzgerald’s stay extended incrementally—two weeks turned into two months, two months into a full year, and ultimately a permanent position. The transition was not merely a change of location but a transformative embrace of new challenges. When called upon by Mr. Moore, who was transitioning to Superintendent at the time, Mr. Fitzgerald faced a pivotal decision. Despite the uncertainties of the unfamiliar territory of Liberty Middle School, he recognized the opportunity for personal and professional growth.

“What drew me to this role was happenstance,” Mr. Fitzgerald reflected. “I had no expectation of leaving Edison, where I had grown so comfortable. But as circumstances unfolded, I found myself drawn to the challenges and possibilities at Liberty. It was a leap into the unknown, yet I felt ready to step up and make a difference.”

His decision was not just a career move but a commitment to embrace change and growth, leaving behind the known for the promise of new challenges. In doing so, Mr. Fitzgerald exemplified resilience, adaptability, and a steadfast commitment to educational leadership—a journey that continues to inspire those around him at Liberty Middle School.

Adapting to New Demographics and Staff Cultures

Transitioning from a Central Six building—where the focus was solely on sixth graders—to a middle school serving seventh and eighth graders presented a complex and multifaceted challenge for Mr. Fitzgerald. The shift was not just about managing an older student population; it required an in-depth understanding of their evolving social, emotional, and academic needs. Seventh and eighth graders navigate a critical period of self-discovery, peer influence, and increased independence, demanding a different approach to discipline, motivation, and support than younger students.

Beyond the students, Mr. Fitzgerald also stepped into a deeply established school culture. Unlike at Edison, where he had played an instrumental role in shaping the staff—many of whom he had hired fresh out of college and mentored through their careers—Liberty’s faculty had long-standing traditions and operational norms shaped by prior leadership. The challenge was twofold: gaining the trust of an experienced team while carefully introducing change in a way that honored the foundation already in place.

“When you spend 17 years in a building as an administrator, you become part of its fabric,” Mr. Fitzgerald reflected. “At Edison, I had built strong relationships, not just with students but with staff—many of whom I had hired and watched grow both personally and professionally. Coming to Liberty was a completely different experience. Here, the staff had their own culture, their own expectations, and their own way of interacting with leadership. It wasn’t just about stepping into a new role—it was about understanding an entirely new system. What worked for me at Edison didn’t necessarily fit here. The challenge was learning what made this team function effectively while figuring out how to bridge the gap between my leadership style and their established ways of doing things.”

The transition was not instantaneous, nor was it without obstacles. Mr. Fitzgerald had to navigate the nuances of leading a team that had operated under different leadership styles, all while adjusting to the broader scope of a middle school environment. It required patience, adaptability, and a willingness to listen—an ongoing process that ultimately strengthened his approach to leadership at Liberty Middle School.

Advancing Diversity and Community Engagement

As principal, Mr. Fitzgerald is steadfast in his commitment to fostering a school environment where every student feels a deep sense of belonging. Understanding that representation is a cornerstone of student engagement and success, he has taken deliberate steps to ensure that Liberty Middle School is a place where diversity is not only acknowledged but also celebrated. By prioritizing inclusive hiring practices, he has built a staff that reflects the rich cultural backgrounds of the student body. Beyond that, he actively encourages educators to share their own heritage and experiences, helping to create a learning environment where students can see themselves—both in the classroom and in the community around them.

While curriculum decisions are largely set at the district level, Mr. Fitzgerald understands the power of influence. Through ongoing conversations with department supervisors, he has advocated for the inclusion of historically underrepresented voices in the curriculum, particularly in English Language Arts and social studies. “The curriculum I don’t control,” he explains, “but I can influence it. I’ve seen that influence grow over the years, especially in ELA. Are we making sure to highlight Black and Brown inventors, scientists, and leaders who have shaped this country? That’s the question I ask.”

His vision for representation extends beyond textbooks. Under his leadership, Liberty’s physical environment has been transformed into a space that reflects the achievements and contributions of diverse historical figures. Walking through the halls, students are met with images of Frederick Douglass, Maya Angelou, and Martin Luther King Jr.—powerful reminders of the greatness from which they come. “When students see these figures on the walls,” Fitzgerald says, “it’s not just about history. It’s about reminding them that they, too, have the potential to achieve something remarkable.”

By embedding diversity into both the curriculum and the very fabric of the school, Mr. Fitzgerald is shaping Liberty Middle School into a forward-thinking institution—one where every student is empowered to embrace their identity, recognize their potential, and envision a future where they too, can leave a lasting impact.

5. Ms. Jackson: Redwood Elementary Principal

An Ambitious Beginning and Early Challenges

Ms. Jackson’s journey began at Montclair State University in 2012 when she enrolled in the Principal Preparation program with a clear vision for change. Despite early set backs she embraced constructive feedback and sights on continuous improvement. 

Infusing Global Insights into Local Practice

In 2019, the opportunity to serve as Interim Assistant Principal at Redwood opened a new chapter for Ms. Jackson. Now, she is the Principal.  International travel to countries like Brazil and Ghana broadened her horizons, exposing her to diverse educational practices and innovative teaching methods. These experiences provided a fresh perspective that she eagerly integrated into her leadership approach at Redwood.“I traveled to Brazil to see how students were taught there, in private schools, International  schools, and public schools, to be able to better assist our children here. I traveled to Ghana and went to schools there to see how the children learn there. I also traveled to India to teach teachers and primary students using constructive practices. I took a lot of courses on the internet, including an International Baccalaureate class for primary students, to figure out another way to teach and reach my students. I had already presented at the National Network for Education Renewal at that point, I think, three different times on culturally responsive practices.” 

Traveling abroad has taught Ms. Jackson that education is a global conversation. She learned that embracing diverse methods and perspectives can fundamentally enrich local culture. Cultivating an inclusive and dynamic school culture since assuming the permanent role at Redwood, the Principal has been dedicated to creating a learning environment that mirrors the rich diversity of the student body. She has led initiatives that promote culturally responsive teaching, organized international-themed workshops for teachers, and launched extracurricular programs that celebrate global traditions. “So we have book clubs, and then I also offer professional development. Two years ago, I offered professional development where culturally responsive practices included Hispanic and African Americans in science and math. Because we do a lot with ELA—a lot of writing, a lot of reading. But what about the other subjects? And, of course, we would hope that the diversity standard is met in social studies. So we focused on science and math through a different lens, exploring influential people of Hispanic and African descent.”

6. Dr. Orange-Jones: Edison Central Six Middle School Vice Principal 

Humble Beginnings and Early Aspirations

Starting in 1997 as an alternate route teacher in Jersey City, the Assistant Principal’s journey is rooted in determination and a passion for education. Arriving in West Orange Public Schools in 2003, she quickly distinguished herself through hard work and a deep commitment to creating opportunities for every student. “I believe whatever’s meant to be will be.  I took the teaching exam on a whim and passed it on the first try. I took the principal’s exam on a whim and passed it on the first try. And that was before I even started the Master’s courses. So I believe, like, God puts you in the place that you’re supposed to be. So when this came to be, becoming an administrator after 25 years of teaching, it was like the perfect storm. Suddenly, I’m not a science teacher at Roosevelt anymore. I am now the VP of Edison.”

Active Participation and a Vision for Change

Throughout her career, Orange-Jones immersed herself in district-wide initiatives—serving on committees for report cards, evaluations, and advisory groups. This active involvement not only honed her leadership skills but also instilled a profound understanding of the district’s diverse needs. She has been a tireless advocate for recruiting and promoting educators of color, ensuring that the leadership reflects the rich diversity of the community.“I integrated myself into a lot of different things in order to build up my skill set and my knowledge base so that I could become an effective administrator.”

Empowering Students Through Resilience and Self-Advocacy

Dr. Orange-Jones’ efforts help empower students with the resilience and self-advocacy needed to navigate the wider world— one often less diverse than West Orange. Through mentoring programs, extracurricular initiatives, and personalized support, she ensures that every student is prepared to face challenges head-on. I literally sat down [with a student] today, and we went over a plan. It is the end of the 2nd marking period, and the student had some challenges. We meet, and I’m like, ‘you’re going to meet with me every Friday, and you’re going to catch up on this work and go. You’re not going to get an A in this class. You’re probably going to have to live with a D or a C, but next marking period, we’re going to do [these things] because I need you to do better. Love yourself enough to know that you can do better.’”

Another defining aspect of Vice Principal Orange-Jones’s leadership is her dedication to education beyond the classroom, a commitment that extends to her work as an author. She just published a book that explores the importance of diversity, equity, access, and inclusion in education—an area she has tirelessly championed throughout her career. In her own words, “Even though the words ‘diversity, equity, and inclusion’ are being challenged, I’m going to continue to say it.”

Her book delves into the necessity of representation in schools, emphasizing the role educators play in fostering an environment where all students feel seen and valued. Drawing from her experiences as an educator and administrator, she highlights the impact of diverse hiring practices, inclusive curriculum development, and the power of student advocacy.

7. Dr. Alcindor: English Language Arts Supervisor

An Unforeseen Opportunity Amid Change

The path to becoming the English Language Arts (ELA) Supervisor was unexpectedly created for Dr. Alcindor after an unexpected shift in administrative positions occurred. With a strong background in classroom teaching and advanced certification in leadership, Dr. Alcindor was chosen for this Supervisory role when the position opened up following the former ELA Supervisor’s move to the position of Director of Human Resources. Faced with this unexpected opportunity, Dr. Alcindor embraced the chance to redefine how literature and writing are taught within the district. “I never envisioned being in this position… but I love this district. I really love the people that I work with, so I went for it, and I was fortunate enough to get the position.”

Developing a Curriculum that Acts as a Mirror and a Window

Central to the ELA Supervisor’s mission is the belief that literature should both reflect a student’s own experiences as well as offer a window into worlds beyond their immediate reality. He and fellow English teacher Mrs. Muldrow played a critical role in creating the Black Authors and Black Voices course. It blends historical context, cultural studies, and literary analysis. “We designed [Black Authors and Black Voices] course with the hopes of getting students to take the class and not think it’s solely an ELA class… It’s a fusion of literature, but also considers historicism and the Black identity.”

Collaborative Innovation and Continuous Improvement

Working in tandem with a dedicated Diversity, Equity, Access, and Inclusion committee, the ELA Supervisor constantly refines curricular content to mirror the evolving demographics of West Orange. Alcindor leads regular training sessions and open discussions with teachers, ensuring that every text and teaching method honors the diversity of the community. “But West Orange has a diversity, equity, access, and inclusion cohort of administrative leaders. So, there are five, maybe even more, elements in that committee that are very mindful and intentional about diversity, equity, access, and inclusion in our district, which is fantastic.”

8. Dr. Chung: Assistant Principal of School Counseling and Student Support Services

A Journey of Transformation and Adaptability

Beginning as a kindergarten teacher and transitioning into school counseling in 2005, Dr. Chung’s career has been a continuous journey of growth and adaptation. Faced with unforeseen challenges — such as the tragic loss of a colleague, budget cuts, and extensive administrative restructuring — she moved from the role of Assistant Principal of Attendance & Discipline/Dean of Students into her current position overseeing both the School Counseling Department and Student Assistance Counselors at the high school level.

Balancing Dual Roles: Administrative Precision and Heartfelt Advocacy

In her current role, she is responsible for crafting the master schedule that not only optimizes academic outcomes but also ensures that school counseling services meet the evolving social and emotional needs of high school students. Her work involves juggling logistical challenges with the responsibility of nurturing a supportive environment where every student feels safe and understood. “I have to manage the building, make sure that teachers are where they’re supposed to be, and students are being successful. There’s this other aspect of the emotional intelligence piece that I have to address, ensuring that students’ needs are being met.”

Drawing on Personal Experiences to Inspire Change

Dr. Chung uses her background as a teacher and counselor to relate to students on a personal level. Recalling memories of her high school counselor who once challenged her to stay in a class despite her resistance, she now emphasizes resilience and self-advocacy. She constantly encourages students to view discomfort as an opportunity for growth, teaching them that true strength comes from speaking up and standing firm in the face of adversity. “You are still going to be in the arena where you may be uncomfortable, but you need to be comfortable in those places because that’s where you’re needed the most. So even though some individuals are trying to push that in the background, it is our job to still continue to push forward and be in those places where we normally aren’t exposed.”

Investing in Professional Development and Inclusive Practices

Beyond her daily responsibilities, Dr. Chung is committed to continuous improvement for both staff and students. The counseling team reflects the community’s diverse needs. Our counselors speak Spanish, French, and Creole to serve every family effectively. “The School Counseling office is representative of the student body. We have Spanish-speaking counselors, counselors who speak French, and a school counselor who speaks Creole. So I think that it’s not just about hiring staff to reflect the student body, but ensuring they are the most qualified candidates to meet students’ needs.”

In an era where diversity initiatives are challenged outside these walls, West Orange remains a beacon of hope. In this community, differences are celebrated, and every child is given the tools to succeed. The legacy these administrators are building will resonate for generations, proving that when leadership is infused with heart, every student can shine.