by Heber Paredes

My name is Heber Paredes, and I am an principal in Fairfax County Public Schools in Virginia. My journey into education began with a passion for technology, but over time, I discovered that my true calling was working with students and supporting their growth. As a son of a pastor, I grew up watching my father build and nurture communities. This upbringing instilled in me the importance of creating a sense of belonging—a principle that now guides my work in education.

From Tech to Teaching: A Shift in Purpose

My initial career path was focused on computer science. I loved the idea of working with technology, and I still do. Technology is an integral part of education today, and my background in tech has certainly come in handy. However, as I continued down that path, I realized that my true passion lay in working with children. I had always enjoyed teaching and mentoring, whether it was in Sunday school at my church or through tutoring. Midway through college, I made the decision to shift my focus to education, and I haven’t looked back since.

I started as a first-grade teacher in Montgomery County, Maryland, where I quickly learned that teaching was about more than just delivering content. It was about connecting with students and helping them see their potential. My principal at the time, Dr. Zaia Gatlin, introduced me to the concept of equity and the importance of meeting each student where they are. That experience planted the seed for the equity work I’m involved in today.

Building Capacity in Others

One of the most important lessons I’ve learned as an educator is the power of building capacity in others. As an administrator, I see it as my responsibility to help teachers and students see strengths they may not even know they have. Just as my own mentors helped me grow into leadership roles, I now work to empower others to step into their potential.

This work starts with building strong relationships. Whether it’s with students, teachers, or families, creating a sense of trust and belonging is key. I believe that when people feel valued and supported, they are more willing to take risks and grow. As educators, we need to provide opportunities for our students to see themselves as leaders and for our teachers to take on new challenges.

Cultural Background: A Guiding Influence

My cultural background plays a significant role in my approach to education. As a pastor’s kid (PK) with deep roots in the church, I learned early on the importance of community and belonging. I remember my father welcoming new families to our church, helping them find resources, and guiding them through the challenges of adjusting to life in a new country. That experience has shaped how I approach my work with newcomer students and their families today.

When students arrive at our school from other countries, they are often overwhelmed by the new environment. I see it as my job to help them navigate that transition and feel like they belong. At my school, we’ve implemented a newcomer program that provides additional support to students who are new to the country. We connect them with mentors, help them with basic language development, and ensure they know where to go and who to turn to for help.

This program is about more than just academics—it’s about making sure our students feel seen, heard, and valued. It’s about showing them that they have a place in our school community, no matter where they come from.

Connecting with Families: Building Trust and Partnership

Engaging families, especially those from diverse cultural backgrounds, is essential to student success. In many cases, Hispanic families hold the public school system in high regard and may hesitate to get involved because they trust the educators to do what’s best for their children. However, it’s important for us as educators to make it clear that we see families as partners in their child’s education, not just passive observers.

To build that partnership, we need to be intentional about creating opportunities for connection. Whether it’s through parent coffees, evening events, or personal phone calls, we need to let families know that their presence and input matter. It’s not enough to just send out surveys—we need to act on the feedback we receive and show families that their voices are heard.

One of the most impactful ways I connect with families is through regular communication. When a student ends up in my office for disciplinary reasons, I see it as an opportunity to build a relationship with their family. I make sure to call parents, not just to report an issue, but to collaborate with them on finding solutions. I want parents to know that I’m here to support their child, not just discipline them. This approach helps build trust and encourages families to engage more fully with the school.

Moving Forward: Growing Leaders, Growing Communities

As a Hispanic leader in education, I see it as my responsibility to mentor and inspire others. Whether it’s connecting with other Hispanic educators through our Hispanic Educators Association or sharing best practices with colleagues, I’m committed to helping others grow. My goal is to continue building networks that support and empower Hispanic students and educators, both within Fairfax County and beyond.

At the end of the day, it’s about creating environments where everyone—students, teachers, and families—feels like they belong. When we build a sense of community and trust, we create spaces where people can grow, take risks, and achieve their full potential. That’s the legacy I want to leave behind.