For LeAnne Salazar-Montoya, inspiration to lead was close to home.
Her father, Leroy J. Salazar, exemplified servant leadership in their rural New Mexico commuity. He served as chair of the school board, city manager, and in many other community roles to support the growth and well-being of his Española Valley community.
Because she saw it, she knew she could be it.
And, she did.
Salazar-Montoya went on to become a first-generation college graduate, educator, and eventually a school superintendent. But despite her success, she often felt isolated in her leadership roles. “There were times I questioned if I belonged,” she recalls.
Ultimately, Salazar-Montoya transformed her experiences into her mission. And, now an assistant professor in ’s Department of Educational Psychology, Leadership, and Higher Education, she’s become a nationally known advocate for the diversification of school leadership, frequently showing how diverse educational leadership improves student outcomes and ensures others don’t question if they belong.
If they can see it, they can be it, she says.
Turning Experience into Action
Salazar-Montoya applies research-driven strategies in educational leadership programming to attract and retain Latinx school administrators.
“School leadership should reflect the students we serve,” she explains. And it goes beyond ethnicity and race. “The education field is dominated by women, but most of the leadership roles are held by men.”
And so, (L3) Radiance Project was born. The free, six-class course caters to prospective and current Latinx education leaders, initially attracting more than 50 participants.
The free professional development program connected participants with top Latinx school leaders, while integrating research, storytelling, and advocacy into the curriculum.
Partnership Engagement
Salazar-Montoya knew meaningful change would require collaboration. She turned to an organization she knew well from her days as a superintendent — the National Association of Latino Administrators and Superintendents (ALAS) and its Nevada chapter (NVALAS).
NVLAS President Ramona Esparza viewed the support, resources, and professional development opportunities provided by the Radiance Project as essential for Latinx leaders in Clark County. The organization partnered with Salazar-Montoya to grow the program and expand its reach. NVLAS became a co-sponsor, provided mentors, and assisted with grant funding through the .
“These types of programs are essential to recruit, retain, and elevate Latinx leaders in Clark County,” Esparza said.
Impacting Future Leaders
Early results are promising. Several Radiance participants have already advanced into school leadership roles in Clark County. Many cite the community network they developed while in the program as a critical resource that has helped them through difficult moments in their career journeys.
“[Salazar-Montoya] instilled confidence and a sense of belonging in future school leaders, empowering them to thrive in diverse educational environments,” said Professor Sean Mulvenon, a colleague in the Educational Psychology, Leadership, and Higher Education Department.
Radiance has also gained national attention, spurring conversations about equity in podcasts, during conference sessions, and in the broader media. In addition to highlighting ’s role in advancing education and leadership opportunities, Salazar-Montoya’s efforts and expertise were also recognized with the and an invitation to collaborate with state legislators to develop solutions to pressing education issues.
Her work also resulted in Salazar-Montoya being selected as this year’s 51ԹϺ Community Engagement Service-Learning Faculty Award recipient for her work. She was selected by a volunteer committee comprised of 51ԹϺ leadership, faculty, staff, students, alumni, and community partners who made particular note of how directly her work aligned with ’s Top Tier 2.0 community partnership objectives.
According to Esparza, programs like Salazar-Montoya’s Radiance Project “have provided valuable insights and role models for educators, reinforcing the idea that one cannot aspire to be what they cannot see.”
