Dr. Marnie Hazelton, Superintendent of Schools for the Englewood Public School District, is a nationally recognized leader in educational equity, civic engagement, and transformative leadership. A recipient of the NJ Visionary Superintendent Award, she is celebrated for her innovative, community-centered approach to student success.
Under her leadership, Englewood has accelerated post-pandemic academic recovery, with reading proficiency rising and all student subgroups exceeding growth targets. She has built strong partnerships with local organizations, created a District Community Liaison role, and launched inclusive initiatives like the annual Back to School Fair.
Dr. Hazelton began her career as a tenured teacher in New York City and rose through the ranks to lead districts including Roosevelt, Linden, and Englewood. Her work has closed achievement gaps, expanded advanced coursework, and secured over $17 million in grants. She has also been honored with Leading Now’s Civic Leadership in the Superintendency Award (2025).
In this conversation with K12 Digest, Dr. Hazelton shares her remarkable journey from a classroom teacher to an award-winning educational leader. She discusses how she has guided districts through post-pandemic recovery while driving systemic change. She also opens up about her leadership philosophy, her belief in technology as a tool to enhance human potential and the groundbreaking initiatives reshaping Englewood’s academic landscape. Below are the excerpts of the interview.
Looking back on your journey from classroom teacher to district leader, which turning points shaped your leadership philosophy most?
What shaped my leadership philosophy most occurred during my first year as a teacher. I entered the profession as part of the first cohort of New York City Teaching Fellows, tasked with working in the city’s 40 lowest-performing schools. I chose to teach at P.S. 309 in Bedford- Stuyvesant, Brooklyn. There, I built a strong classroom community with my students and their parents.
I often found the curriculum too narrow and scripted, so I supplemented it by teaching ELA, math word problems, and science lessons using articles from The New York Times. When I challenged administrators about the lack of high-quality, engaging curriculum, the principal
dismissed me, saying, “What do you know? You’re a first-year teacher.” I replied, “Although I may be a first-year teacher, I went to good schools – both private and public – and this is not a good school.”
At that moment, I realized that if I wanted to make lasting change for students, I would need to move into leadership, to become a principal and influence the system from within.
During your tenure in Linden and now in Englewood, what have been the greatest challenges in driving equity and recovery in post-pandemic schooling?
When I began my tenure in Linden on July 1, shortly after schools had closed in March, I was immediately faced with the enormous task of developing safety protocols to bring students and staff back to the buildings by September. COVID-19 numbers were still spiking through the summer of 2020, making logistics extremely difficult.
At the same time, I was navigating my own son’s transition to virtual learning as he began his freshman year of high school. Districts serving majority-minority populations, like Linden, were slower to return to in-person instruction. I strongly believe that prolonged virtual learning would make recovery even harder for our students.
I presented data showing that many private schools and high-wealth districts were preparing for in-person learning, and I advocated for at least a hybrid model. My stance was sometimes misinterpreted; I was accused of suggesting that teachers who resisted returning were acting out of racial bias, but my intent was always to center students’ needs. I emphasized that if teachers were comfortable sending their own children to open schools, they could safely return to teach in Linden.
To support them, I offered flexibility: teachers could bring their children to school if their own districts remained virtual. We created dedicated spaces for those students to work quietly while their parents taught. My own son completed his virtual schooling from my office, modeling the shared commitment we were asking of others.
How do you see AI, adaptive learning systems, and emerging technologies reshaping instruction, assessment, or teacher roles in your district over the next five years?
We are embracing AI and providing professional development not only for our teachers and administrators, but also for our board members. Recently, we hosted a highly successful event, TechTober: Igniting Innovation in Education, which featured inspiring keynotes by Mineola Superintendent Dr. Michael Nagler and Marlon Lindsay of 21stCenturyEd. The event also included engaging breakout sessions on AI, STEM equity, gamification, and math apps, serving as a powerful reminder of how innovation can transform education.
We have also utilized ESSA funds to create a Cyber Café at the high school, featuring drones, a gaming station, a Mac Mini lab, a Makerspace, and 3D printers. We view technology and AI as tools to enhance education, not replace it. Our commitment remains focused on equipping students with essential human skills that technology can never replicate, such as collaboration, critical thinking, empathy, teamwork, ethical decision-making, innovation, and entrepreneurship.
Which initiative or achievement are you most proud of during your time in Englewood, and what insights did you gain through that process?
Since stepping into the role of Superintendent of the Englewood Public School District in June 2023, I’ve had the privilege of leading a vibrant and diverse community of 2,900 students. Among the many initiatives we’ve launched, I’m particularly proud of our efforts to amplify student voice, prioritize experiential learning, and rebuild essential district systems.
One standout achievement has been the restoration of senior internship programs at the Academies at Englewood and Dwight Morrow High School magnet programs. Through strong collaboration with local stakeholders, we also hosted a successful back-to-school fair that reconnected families and community partners with our schools.
Englewood is one of only nine low-income districts in New Jersey that has defied national trends by performing above pre-pandemic levels in reading, math, or both. This progress, highlighted in the Education Recovery Scorecard, is a testament to our focused academic interventions and the resilience of our students and educators.
We’ve partnered with The Algebra Project to strengthen mathematical literacy across all grade levels and adopted new literacy programs to close gaps widened by the pandemic. These efforts have led to our inclusion in prestigious initiatives such as Verizon Innovative Learning Labs, the League of Innovative Schools, and the Stop & Shop Food Pantry Program.
Instructional leadership has been a cornerstone of our success. We’ve implemented consistent, innovative practices across classrooms using frameworks like student-friendly learning objectives (WALT statements), Success Criteria, and the “Why.” Our strategic partnerships and community initiatives, such as family math nights and project-based summer camps, continue to enrich the educational experience for every student.
In the 2024–2025 school year, we expanded our Spanish Dual Language program to include Pre-K4 and launched a Mandarin Chinese after-school program for students in grades 1–3, further broadening our commitment to global learning and cultural literacy. We were also awarded a competitive $68,000 International Baccalaureate Course Expansion Grant to increase access to college-level coursework for traditionally underserved students.
These accomplishments reflect a collective commitment to equity, innovation, and excellence. Through this journey, I’ve learned that meaningful change is possible when we center students, build strong partnerships, and remain steadfast in our vision for transformative education.
How do you remain grounded or recharged outside of your role? What personal interests or values sustain you in this demanding work?
To stay grounded and recharged in this demanding role, I prioritize my health and quality time with family and friends. I make it a point to walk between school buildings whenever possible, and on weekends, I aim to walk seven miles each day. I also take full advantage of school holidays and cherish traveling with my son; it’s a special way for us to connect and explore new places together.
Maintaining healthy habits is important to me. I try to bring my lunch every day to avoid eating junk food at work, and I make sure to drink plenty of water to stay hydrated and focused throughout the day. These routines help me stay energized and present, both professionally and personally.
What advice would you offer to students who aspire to lead change in education and to young professionals considering a career in school leadership?
My advice to young educators is to lead with heart and trust your instincts. Never forget how you felt as a student, and strive to recreate those moments of joy, inspiration, and belonging for your own students. Be courageous, don’t be afraid to say no when something doesn’t serve students well. True leadership often requires challenging the status quo to improve it.
Most importantly, always keep students at the center of every decision you make. When your actions are guided by what’s best for students, you’ll not only lead with integrity but also create meaningful and lasting change.