Andrew Jordan has spent nearly two decades shaping schools, leading communities, and balancing a career in education with a love of athletics and small business. From his roots in Stockton, Illinois to his current role as Superintendent, his career reflects quiet, steady growth. In this Q&A, he breaks down what success really means—not just in schools, but in life.
Q: You’ve held roles from Assistant Principal to Superintendent. How has your definition of success changed as you’ve moved through your career?
Andrew: Early on, success felt like checking boxes—test scores up, attendance high, things running on time. But the longer I’ve done this, the more I see success in smaller, less measurable ways. A kid who didn’t speak at all in class starts participating. A family who’s never attended a school event shows up. A teacher tries something new that works. That’s the real stuff. It’s slower, but it sticks.
Q: You’ve won awards and led big initiatives, like securing grants and presenting at state conferences. What personal habits helped you get there?
Andrew: I’ve always been wired for routines. I grew up playing sports, and that structure helped a lot. Whether it’s showing up early to prep the gym or now being the first to arrive at school, I’ve never believed success comes from shortcuts. I keep a handwritten daily checklist in a small notebook. Even in this digital age, crossing things off that list keeps me grounded and on track.
I also make time each week to read something that has nothing to do with education—usually about running businesses or coaching strategies. That keeps my thinking fresh and lets me connect ideas across different spaces.
Q: What’s one failure or setback that taught you more than any success?
Andrew: When I first took over as Principal, I tried to change too much too fast. I had all these ideas from grad school and leadership workshops. But I didn’t spend enough time listening to staff. I made decisions in isolation. I thought being decisive meant being right. I learned quickly that leading well isn’t about proving yourself—it’s about building trust. That year taught me to slow down and include people early. Now, I rarely make major changes without first sitting down with the people it’ll affect the most.
Q: You have a background in athletics and business, including the Wine Run 5K and the Stockton 3-on-3 Tournament. How have those experiences shaped how you think about success?
Andrew: Athletics taught me grit. Not just pushing through, but coming back after something goes wrong. Organizing community events taught me something else—logistics matter. Details matter. But people matter most. You can’t run a tournament or a business—or a school—without figuring out how to work with people across different roles and viewpoints. The 3-on-3 tournament ran for 15 years, and some years it rained, volunteers canceled last-minute, or we had tech issues. But people kept coming back because they saw it was for the right reasons. That’s a kind of success I’m proud of.
Q: A lot of young educators struggle with burnout. What advice would you give them about building a sustainable path to success?
Andrew: Protect your purpose. It’s easy to drown in emails, meetings, and policy changes. If you’re not careful, you forget why you started. I tell new teachers: keep a folder—physical or digital—of student notes, parent messages, moments that remind you you’re making a difference. Revisit it when things get tough.
Also, get outside your bubble. Presenting at conferences or joining statewide committees helped me reset my perspective. You start to see that your problems aren’t just your problems. And sometimes, someone else has already solved them in a way you hadn’t considered.
Q: What’s something you believe about success that others might not agree with?
Andrew: Success is quiet. People think it’s about big titles or applause, but the best leaders I’ve known never chased attention. They kept showing up, doing the work, helping people grow. You won’t always get credit. That’s okay. If your students and your staff are thriving, and your community trusts you—that’s success.
Closing Thought:
“The scoreboard’s important,” Andrew says, “but so is the locker room. What happens behind the scenes—the relationships, the effort, the reflection—that’s where real success lives.”
Whether in the classroom, on the court, or behind a superintendent’s desk, Andrew Jordan’s story shows that success isn’t a moment. It’s a process. One checklist, one decision, one student at a time.