Jalila Frazier

I said I was going to be the superintendent of a school district. I wanted to be the superintendent and, you know, create policies and things like that. When I started teaching. Oh, my gosh. I love teaching. I love my students. Like I was 23 teaching 10th graders. So already there was like a close age gap. So we were able to build relationships.

I said I was going to be the superintendent of a school district. I wanted to be the superintendent and, you know, create policies and things like that. When I started teaching. Oh, my gosh. I love teaching. I love my students. Like I was 23 teaching 10th graders. So already there was like a close age gap. So we were able to build relationships.

I taught for four years, anywhere from geometry, algebra two, pre-calculus, you know, all those high school subjects. I taught physics as well. And then I came out of the classroom to be like a data coordinator.

I taught for four years, anywhere from geometry, algebra two, pre-calculus, you know, all those high school subjects. I taught physics as well. And then I came out of the classroom to be like a data coordinator.

I taught for four years, anywhere from geometry, algebra two, pre-calculus, you know, all those high school subjects. I taught physics as well. And then I came out of the classroom to be like a data coordinator.

um it's just a school level kind of um support and then i was promoted to be a district math supervisor so um at the age of 28 i was supporting at least 100 teachers at any given time making sure that they know how to teach mathematics well making sure that the curriculum is aligned ensuring that we are treating students properly and centering them and so forth.

um it's just a school level kind of um support and then i was promoted to be a district math supervisor so um at the age of 28 i was supporting at least 100 teachers at any given time making sure that they know how to teach mathematics well making sure that the curriculum is aligned ensuring that we are treating students properly and centering them and so forth.

um it's just a school level kind of um support and then i was promoted to be a district math supervisor so um at the age of 28 i was supporting at least 100 teachers at any given time making sure that they know how to teach mathematics well making sure that the curriculum is aligned ensuring that we are treating students properly and centering them and so forth.

And it was a lot, you know, but yeah, that's kind of what I did in that role in that capacity.

And it was a lot, you know, but yeah, that's kind of what I did in that role in that capacity.

And it was a lot, you know, but yeah, that's kind of what I did in that role in that capacity.

When I came out of the classroom, I was no longer directly connected to students. And although it was fun in a new role, it wasn't fun not being around kids. And I had to really make a decision. Is this what I want to do? Because kids bring something out of me. And just helping them or them helping me like it. You can't you can't compare. You can't describe.

When I came out of the classroom, I was no longer directly connected to students. And although it was fun in a new role, it wasn't fun not being around kids. And I had to really make a decision. Is this what I want to do? Because kids bring something out of me. And just helping them or them helping me like it. You can't you can't compare. You can't describe.

When I came out of the classroom, I was no longer directly connected to students. And although it was fun in a new role, it wasn't fun not being around kids. And I had to really make a decision. Is this what I want to do? Because kids bring something out of me. And just helping them or them helping me like it. You can't you can't compare. You can't describe.

So it started becoming a little lonely. And by the time I was maybe in my fourth year at the district, my supervisor, my wheel started turning and I said, I need to find a way to still be in front of students more often. but still be able to be in a leadership position so that I can support teachers. And so I decided to let me make a STEAM summer program. So I made a summer camp.

So it started becoming a little lonely. And by the time I was maybe in my fourth year at the district, my supervisor, my wheel started turning and I said, I need to find a way to still be in front of students more often. but still be able to be in a leadership position so that I can support teachers. And so I decided to let me make a STEAM summer program. So I made a summer camp.

So it started becoming a little lonely. And by the time I was maybe in my fourth year at the district, my supervisor, my wheel started turning and I said, I need to find a way to still be in front of students more often. but still be able to be in a leadership position so that I can support teachers. And so I decided to let me make a STEAM summer program. So I made a summer camp.

I had 20 days of vacation. So as an administrator, you can get 20 days of vacation, right? And with those 20 days, I strategically planned my summer. So I still had to be at work because I couldn't take all 20 days during the summer. So I took the first two weeks off. And then after that, I would take half days because the summer program, it was a full day, but I had a teacher.

I had 20 days of vacation. So as an administrator, you can get 20 days of vacation, right? And with those 20 days, I strategically planned my summer. So I still had to be at work because I couldn't take all 20 days during the summer. So I took the first two weeks off. And then after that, I would take half days because the summer program, it was a full day, but I had a teacher.

I had 20 days of vacation. So as an administrator, you can get 20 days of vacation, right? And with those 20 days, I strategically planned my summer. So I still had to be at work because I couldn't take all 20 days during the summer. So I took the first two weeks off. And then after that, I would take half days because the summer program, it was a full day, but I had a teacher.