College of Education News

Dr. Usamah Muhammad-Rodgers: A Trailblazer in Educational Leadership

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Dr. Usamah Muhammad-Rodgers is a distinguished educational leader whose career has been marked by innovation, resilience, and an unwavering commitment to student success. Hailing from Kansas City, she started her academic journey at Missouri State University, where she earned a Bachelor of Science in Elementary Education in 1993. As a student, she was actively involved in Alpha Kappa Alpha, served as the Woods House dorm president, and was a recipient of the Minority Leadership Scholarship. These early experiences shaped her dedication to educational opportunity and leadership.

Teaching and Administrative Career

Her professional career began in elementary education, where she quickly demonstrated her aptitude for leadership. She fondly recalls her time as a second-grade teacher, where she discovered the joy of shaping young minds and fostering a love of learning in her students. Those years in the classroom remain some of her most cherished memories, as they reinforced her passion for making a tangible difference in students’ lives. Dr. Muhammad-Rodgers continued her education, earning a Master’s in Education Doctorate in Educational Leadership from the University of Texas at Austin. Her trajectory in administration saw her excel at multiple levels, from elementary to high school, and across different educational settings, including public, charter, and private institutions.

During her tenure at the Dallas Independent School District, Dr. Muhammad-Rodgers played a pivotal role in transforming struggling schools. She served as the founding principal for Cedar Hill Collegiate High School, describing the experience as “lightning in a bottle,” due to the unique environment of a small school within a school.

“We just had a group of rockstar teachers, amazing parents, determined kids,” she recalls, highlighting the teamwork and dedication that fueled the school’s success.

As an executive director overseeing a high school feeder pattern, she led a remarkable turnaround: from six schools designated as “improvement required” to a system with no failing schools and 23 academic distinctions awarded by the Texas Education Agency. Her leadership was instrumental in implementing the Pathways to Technology and Early College High School (P-TECH) program, expanding it to 18 schools. This initiative has enabled thousands of students to graduate with both a high school diploma and an associate degree, opening doors to future academic and career opportunities.

In 2022, Dr. Muhammad-Rodgers was appointed as the superintendent of the DeSoto Independent School District, becoming its first female leader. Her arrival marked a turning point for a district that had faced years of financial instability and high leadership turnover. Inheriting a system that had cycled through seven superintendents and eight CFOs in less than a decade, she focused on stabilizing the district, rebuilding public trust, and ensuring financial accountability. Under her guidance, DeSoto ISD has moved beyond survival mode and is now actively engaged in reimagining its future.

Academic, Arts, and Athletics Vision

Dr. Muhammad-Rodgers has championed a holistic “AAA” educational experience that emphasizes academics, arts, and athletics. Recognizing the district’s historical strength in athletics—with multiple state championships in football, basketball, and track—she has worked diligently to elevate its academic reputation as well. She envisions a district that serves as the premier choice for families by fostering innovation in STEM education, operational cybersecurity, and healthcare pathways, ensuring students graduate prepared for success in a competitive job market.

Beyond her administrative roles, she has demonstrated a commitment to the arts, both in education and personally. She has actively promoted fine arts programming within DeSoto ISD, including innovative student showcases such as a glow-in-the-dark museum exhibit. Her passion for the arts extends to her own performances, as demonstrated by her surprise monologue of Sojourner Truth’s “Ain’t I a Woman” during a district event.

Recognition and Looking Ahead

Her leadership has been widely recognized, earning accolades such as Teacher of the Year in 1998, Principal of the Year in 2009, the Texas Black Legislative Caucus Outstanding Black Texan award in 2023 and the Missouri State University’s Bear of Excellence Award in 2024. She was also named Best K-12 Education Leader in both 2020 and 2022 and has received commendations from organizations like the NAACP and the University of Texas at Austin.

Dr. Muhammad-Rodgers has remained steadfast in her vision. She attributes her perseverance to a strong foundation in education, her faith, and the relationships she has built over her 25-year career in the Dallas metroplex. Looking ahead, Dr. Muhammad-Rodgers is determined to position DeSoto ISD as a leader in educational excellence. She is spearheading a demographic study and facilities assessment to modernize infrastructure and create innovative learning environments. Her ultimate goal is to establish DeSoto ISD as a district of choice, fostering an ecosystem where students thrive academically, artistically, and athletically.

Legacy and Impact

Dr. Usamah Muhammad-Rodgers’ journey from classroom teacher to superintendent is a testament to her visionary leadership, strategic thinking, and deep-rooted commitment to education. As she continues to break barriers and shape the future of DeSoto ISD, her impact will undoubtedly be felt for generations to come.

She also believes in the philosophy of “bloom where you’re planted,” emphasizing that success comes from working hard where you are, making the most of opportunities, and continuously growing in your career. This mindset, she believes, is key not only to personal and professional success but also to fostering an environment where both students and staff are empowered to reach their fullest potential, no matter their starting point.

Her unwavering dedication to education, leadership, and community empowerment serves as an inspiration to future educators and administrators alike. Addressing future educators at MSU, she offers these words of wisdom:

“We are the profession that makes professionals, so don’t take the nobility of being a teacher for granted. Always show up as your best self and give your students your absolute best, because their future depends on it.”

Dr. Muhammad-Rodgers is not just redefining the role of a superintendent; she is shaping the future of public education.

A collaborative partnership between Missouri State University and Mark Twain Elementary

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In the fall of 2024, a unique and intentional partnership between Missouri State University and Mark Twain Elementary was launched. This collaboration aims to enhance the preparation of future educators while offering valuable resources and support to the teachers and students at Mark Twain Elementary. The journey to this collaboration, its structure, and its aspirations provide a compelling model for impactful educational partnerships.

The foundation of the partnership

This partnership began in February 2024, when Dr. Amber Howard, Dean’s Fellow at MSU, started collaborating with Blaine Broderick, principal of Mark Twain Elementary. They worked closely to create a mutually beneficial framework, meeting frequently to finalize plans. This effort followed a year-long initiative by Dr. Howard and MSU’s Competency-Based Learning (CBL) team to identify a suitable school partner and develop a collaborative approach. By the fall semester, the partnership was in full swing, with MSU faculty teaching classes at Twain and students gaining invaluable classroom experience.

Motivation and vision

The partnership stems from a broader initiative to support the implementation of CBL in schools as part of a Dean’s Fellowship project. “Our college students being able to work with early childhood and elementary students to apply the skills they are learning feels more directly connected to what they want to do with their careers, so it is really exciting for them,” shared Dr. Stacie Finley, highlighting the transformative impact of connecting theory to practice.

Initial efforts revealed the need for clarity and consistency in how CBL is introduced and practiced. Additionally, MSU recognized the dual benefits of placing education majors in classrooms earlier and more frequently: it not only enhances their readiness to lead their own classrooms but also provides schools with additional support for students and access to a pool of well-prepared, familiar teacher candidates.

A woman meets students in a classroom
Paige Allman, a student in Dr. Tammi Davis’s ELE 425 class, introduces herself to her penpals in Dawn Snapp’s class at Mark Twain Elementary.

Mark Twain Elementary was a natural fit for this partnership. Principal Broderick, an MSU alum, and his team’s commitment to fostering a supportive, collaborative environment aligned perfectly with MSU’s goals. For Dr. Howard, who spearheaded the partnership, Twain holds a special place as the first school where she felt truly at home as a teacher.

Structure and implementation

In the fall semester, five MSU faculty members taught portions of their courses at Mark Twain Elementary as part of this partnership:

  • Dr. Stacie Finley: LTC 318 Foundations of Literacy Instruction
  • Dr. Diana Piccolo: ELE 429 Math Methods
  • Dr. Tammi Davis: ELE 425 Writing Methods
  • Dr. Amber Howard: ELE 500 Current Issues in Elementary Education
  • Ellen Fogle: ELE 500 Current Issues in Elementary Education

These classes directly connect theoretical knowledge with practical application. For example:

  • Dr. Finley’s literacy class pairs MSU students with 22 Twain students for one-on-one tutoring sessions.
  • Dr. Davis’s writing methods course includes a pen pal project where MSU students correspond weekly with 21 second-grade pen pals at Twain, analyzing writing and building meaningful connections.
  • Dr. Piccolo’s math methods students observe lessons in seven classrooms and design interactive math activities as their final projects.

MSU’s ELE 500 students also participate in 130-hour internships, spending one full day per week at Twain. These internships, required for all education degrees at MSU, far exceed the state’s minimum requirements, reflecting MSU’s commitment to comprehensive teacher preparation.

a woman sits with students in a classroom
Hannah Holcomb interned in this second grade class at Twain as part of her ELE 500 course, where she will also student-teach in the spring semester.

Fostering growth for all participants

The partnership is designed to benefit both the MSU students and the Twain community. By immersing MSU students in classrooms earlier and often, the program bridges the gap between academic preparation and the realities of teaching. “I haven’t been with this young of an age in my entire college experience. I loved how excited they were to learn and to meet me. It was a prime example of why I chose this career to begin with,” shared a student after completing the semester. According to student reflections, the experience has been transformative, reigniting their passion for teaching and reinforcing their career aspirations.

Twain’s teachers and students also gain significant advantages. Students receive personalized attention through tutoring and pen pal projects, while teachers appreciate the additional support and collaboration.

“I love the Missouri State professors I get to work with and I’ve always had hard-working MSU students,” said one of the Twain teachers with students in the penpal program.

Looking ahead, the partnership aims to expand its impact by offering professional development (PD) opportunities for Twain’s teachers, with a focus on equity in assessment and the principles of CBL.

Expanding the model

The success of this partnership is paving the way for similar collaborations. This semester, Dr. Howard and faculty are duplicating the Twain partnership with Disney Elementary. Dr. Lori Elliott, the principal, has already welcomed MSU interns in the past and expressed enthusiasm for deeper collaboration through hosting literacy and methods courses this semester. The plan for these partnerships includes having two elementary schools where ELE and ECE students can see a model of the best practices they learn about in their college courses while also integrating PD sessions for the schools to support the district’s transition to CBL.

The partnership between MSU and Mark Twain Elementary exemplifies the power of intentional collaboration. By aligning the needs and goals of both institutions, it creates a mutually enriching environment where future educators and current practitioners learn and grow together. As the partnership evolves, its potential to shape the future of education in Springfield Public Schools, and schools across Missouri, is immense. Through shared dedication to supporting students, teachers, and schools, MSU and its partners are building a brighter future for education.