From the Hardcourt to the Board Room: A District Leader’s Perspective on Coaching, Character, and Integrity

The family of a student-athlete I coached gave this to me nearly 30 years ago. I had more hair then.

It’s the height of March Madness—a time when college basketball dominates headlines, brackets get busted, and fans across the country are glued to the drama of the Final Four. As someone who started his career on the basketball court, this time of year always brings a rush of nostalgia. It reminds me of where it all began for me—not in a packed arena, but in a college gym in San Diego.

During my freshman year, I was lost and uninspired as a business major. I used to hang around the basketball gym quite a bit because I had played in high school and missed the game. That’s where I met Randy Bennett—now the longtime head coach at St. Mary’s College, whose team just made another strong postseason run. Back then, Coach Bennett suggested I consider coaching and teaching, and mentioned he knew a local high school program that could use some help. The phone call he made on my behalf changed my life forever.

That call launched my nearly 30-year career in education—starting with teaching math and coaching basketball, and eventually evolving into roles in school and district leadership. I now serve as Deputy Superintendent in the Bellflower Unified School District in Southern California, after previously serving as Monrovia Unified School District Superintendent, as well as an assistant superintendent and high school principal. I share this journey because not every district leader has walked the same path—and not all understand the depth of impact athletics has on students or the meaningful, multifaceted work that coaches do.

My journey from the hardcourt to the boardroom has equipped me with unique insights into the world of high school athletics—insights shaped by years of coaching, teaching, and leading at the district level. I’ve seen firsthand the challenges and opportunities coaches face, and the vital role they play in shaping school culture, student behavior, and community trust. In this piece, I want to highlight three areas that I believe matter most: aligning your program with district values, prioritizing student growth beyond the scoreboard, and practicing fiscal integrity in all aspects of your work.

Coaches as Cultural Leaders

Most districts have core values—words often displayed on posters, websites, and in boardrooms. But those values only matter when they’re brought to life in classrooms, on campuses, and yes, on the fields and courts where our students compete. In many ways, no group has more daily influence on student culture and behavior than a school’s athletic coaching staff.

This is why alignment between a coaching staff and a district’s core values is not just important—it’s essential. As superintendents and district leaders, we are constantly working to reinforce a positive school climate where equity, integrity, respect, resilience, and inclusion aren’t just buzzwords but everyday expectations. When coaches embody those values, they become some of our strongest allies.

I’ve seen firsthand how powerful it is when a coach holds a student accountable—not just for a missed practice, but for how they treat their classmates or how they speak to a teacher. I’ve also seen the damage when a coach ignores or excuses behavior that runs counter to what the school is trying to instill. Students are always watching, and the standards set by their coaches often speak louder than any assembly or mission statement.

As district leaders, we look for coaches who embrace the full mission of education—who understand that their job is to help shape responsible, respectful, and resilient young people. When hiring or evaluating coaches, we consider more than just their win-loss record. We ask: Do they model the values we teach? Do they build a culture that lifts students up? Do they represent the best of what our schools stand for?

A coaching staff that aligns with district values strengthens the entire school community. It makes everything we do more cohesive, more consistent, and more meaningful—for students, families, and staff alike.

Not Just Athletes, Student-Athletes

Every district leader loves it when the sports teams of the schools they lead and support win—but do you know what we love even more? A team whose coach emphasizes what matters most and holds their athletes accountable for academics and good citizenship—at school and in the community. In other words, we want the players in your programs to be student-athletes, not the other way around. It’s not just superintendents who prefer this either—everyone who’s part of the school community does too, especially board members we work closely with.

As coaches, you get to experience something that most others in your school do not—the thrill of a win and the celebration of a hard-earned victory. As a district leader, I’ve always shared in that joy. But there is something that has always excited me more: seeing student-athletes excel in their studies and grow as responsible citizens. It’s about more than just athletic success today—it’s about shaping lives for tomorrow.

I trace these convictions back to my time as a high school principal. Some of the teams at those schools were packed with talent and won regularly. But here’s the twist: while their athletic skills were undeniable, their academic commitment and behavior on campus didn’t match. That experience deeply influenced my perspective on the true role of sports in education.

Now, after having served as a superintendent and continuing to lead at the district level, I feel even more strongly about this. I’ve sat in the hot seat where people question whether a coach is winning enough. I also know that expecting every athlete to carry a 4.0 GPA is unrealistic. But it is realistic—and entirely fair—to expect student-athletes to put effort into their studies and model positive behavior. I would proudly recognize a team in front of the board that maintained a collective 3.0 GPA and volunteered regularly in the community—even with a 2–10 record.

Fiscal Integrity

Think about your role as a head coach today. It’s no longer just about mastering the 'Xs and Os.' Now, you’re also navigating the less glamorous, yet equally crucial, waters of fiscal management. I understand it’s not what you signed up for—but it’s part of what makes you a guardian of your program’s—and your school’s—integrity and reputation.

Unfortunately, it’s easy for well-meaning coaches to unintentionally run into problems. Even though every district has policies and regulations related to fiscal management that align with state and federal law, those procedures can be difficult to understand and incredibly cumbersome to follow. That complexity can lead to honest mistakes—or even tempt someone to try and cut corners.

Take fundraising as an example. In California, if a coach wants their team to raise money for new uniforms, they must:

• Obtain pre-approval from the Associated Student Body (ASB) for the fundraising activity, including its purpose, and complete a “revenue potential” form.

• Deposit all collected funds immediately into the team’s ASB account.

• After the fundraiser, the student leaders of the team’s ASB account must formally approve how the funds will be spent.

• The school-wide ASB student council must also approve the expenditure.

• Finally, the ASB director and administrative designee must sign off on the purchase.

This process can take time—sometimes weeks—which makes it easy to understand why a coach or parent group might try to speed things along informally. That’s where problems start.

The same holds true for booster clubs. While they are often generous, passionate supporters of our programs, they are also independent organizations that must operate within clear boundaries. Booster clubs cannot make purchases on behalf of the school without district approval, nor should they bypass ASB processes or blur lines between personal and school finances. When those lines are crossed—even unintentionally—it can lead to compliance violations, public mistrust, or worse, investigations and consequences for staff members.

Superintendents and district leaders feel the weight of these responsibilities alongside you. A financial misstep—no matter how small—doesn’t just reflect on the team or school; it can cast a shadow over the entire district. Sometimes it’s not even the misstep itself, but the appearance of one, that erodes community trust and is hard to recover from.

That’s why we strive to build a culture of fiscal responsibility, ethical conduct, and transparency in all aspects of our athletic programs. It’s not just about keeping the books—it’s about protecting our students, our schools, and the integrity of the work we all do.

Final Thoughts

The work you do as coaches and athletic leaders matters—deeply. Athletics has the power to transform lives, build character, and unite school communities. But it also comes with responsibilities that extend far beyond the game itself.

As someone who has taught, coached, led schools, and served as a superintendent, I see you. I respect what you do. And I believe that when athletics is done right—with integrity, purpose, and heart—it becomes one of the most powerful forces for good in our schools.

Let’s keep building programs that not only win games—but also win respect, shape lives, and reflect the very best of who we are as educators.

Dr. Ryan Smith, with 20 years of leadership experience in public education, is dedicated to ensuring every student receives an outstanding education and reaches their highest potential. Through his current service as Deputy Superintendent in the Bellflower Unified School District and previous experience as Superintendent of the Monrovia Unified School District, his commitment to putting students first has driven success and positive change across various schools and districts. Learn more about Dr. Smith at his website, on LinkedIn, or X.