From the Classroom to Human Resources: Leading with Relationships at the Core
My journey in education began as a bilingual teacher, where I learned that relationships are the foundation of learning. Building trust with students and families—often across language and cultural barriers—taught me that connection must come before instruction. That lesson has guided me through every role since: Campus/District Instructional Technology Specialist, Assistant Principal, Principal, and now, Director of Human Resources.
Each step has deepened my understanding of how relationships shape outcomes. As a campus leader, I saw firsthand how the strength of a school culture depends on the strength of its relationships. Now, in Human Resources, I have the privilege of supporting every educator in our district—but I hold a special place for our principals. Having walked in their shoes, I understand the weight they carry: instructional leadership, campus culture, staffing, discipline, and the emotional labor that comes with being the heartbeat of a school.
Supporting principals means more than answering staffing questions or navigating policy—it means being a thought partner, a sounding board, and a steady presence. It means advocating for their needs at the district level and ensuring they have the resources and personnel to lead effectively. But just as I support them, I also encourage principals to lean into relationships to support their teachers—and each other—especially during the most challenging parts of the school year.
When the pressure mounts—testing season, staffing shortages, behavioral challenges—it’s easy to get swept up in logistics and lose sight of the human side of leadership. But this is precisely when relationships matter most. Teachers need to feel seen, heard, and valued. A simple check-in, a handwritten note, or a moment of genuine listening can go further than any formal recognition. Principals set the tone for their campuses, and when they lead with empathy, it ripples outward.
Supporting new teachers, in particular, is critical to retaining our future educators. Here are five ways principals can build strong relationships that help new educators thrive:
- Be Present and Approachable – Your visibility and accessibility matter. A quick hallway check-in or casual chat after dismissal can reassure new teachers that they’re not alone.
- Pair Them with the Right Mentor – Choose mentors who are empathetic and patient. A strong mentor relationship fosters growth through connection, not just instruction.
- Celebrate Small Wins – New teachers are often their own harshest critics. Recognize their progress with affirmations that build confidence and momentum.
- Protect Their Time and Energy – Avoid overloading them with extra duties. Give them space to focus on instruction and relationships with students.
- Foster a Culture of Support, Not Perfection – Normalize asking for help. Share your own learning journey to model vulnerability and growth.
And don’t forget the “why.” Remind new teachers of their purpose. Share stories of impact and help them reconnect with the reason they chose this profession. Purpose is what sustains us through the hard days.
One moment that reminded me of the long-term power of relationships happened at a teacher recruitment event at UTSA. A student shared that she had attended Wagner High School, where our current superintendent, Dr. Fields, had been her principal. She spoke with such warmth and said she now wanted to return to JISD—not just to teach, but to give back to the community that shaped her. That’s the legacy of relational leadership.
In Human Resources, I don’t just see vacancies—I see the ripple effect they have on morale, instruction, and student outcomes. Relationships aren’t just part of the work—they are the work. And when we lead with connection, we create schools where everyone—students, teachers, and leaders—can thrive.
Erika Oliván Garza is the Region 20 Past President, 2025 TEPSAN of the Year, and currently serves as the Director of Human Resources in Judson ISD in San Antonio, Texas. She is the co-author of the “T-TESS Black Book: The Go-To-Guide for Administrators.” Her 26 years of experience include serving as a bilingual teacher, curriculum writer, and campus instructional technologist in Northside ISD, and as technology instructional specialist, assistant principal and principal in Judson ISD.
