How This NJ School Leader is Helping Teachers and Students Thrive

Neyda Fernandez-Evans’ personality is perfect for a career in education. Naturally curious, Fernandez-Evans dabbled in diverse career options before she found a home in education. Currently an assistant principal in Metuchen School District, Fernandez-Evans followed her own curiosity to get where she is today.

“I always wanted to be a teacher growing up,” she said. “However, I fell in love with art and became an art history major.”

It was a few years before Fernandez-Evans was pulled back to her first love, however. She spent time in the nonprofit sector and when it came time to make her big leap toward a career in education, Fernandez-Evans chose Montclair State University’s Alternate Route program to make her dream come true. 

More than 20 years after completing the program, Fernandez-Evans now serves as a Rutgers Alternate Route instructor in addition to her full-time role as assistant principal.

“Having been a candidate myself, it was a great way to give back.”

A first-generation Puerto Rican mainlander, education is a crucial part of her family’s culture, with many family members finding success as educators.

“I think it aligns with the traditions and values of Hispanics,” she said. “Education is key — it’s the key to success and building a better life and it’s a key way to give back and service the community.”

Education success using diverse learning practices 

Fernandez-Evans began her education journey as an elementary school teacher. Always curious, she began exploring various education techniques and was inspired by Singapore math. The method much better aligns with her visual learning style. 

“I thought ‘Wow! If I had learned math this way, I would’ve done better in grade school.’ So I started focusing on math and got my master’s degree in math education.”

Growing up, Fernandez-Evans learned math in a procedural way and admits she didn’t originally gravitate toward math because she was taught strategies that conflicted with her learning style. By discovering a love for math in a way that matches her style, she found a role as a math specialist for the NJDOE's Region 5 Regional Achievement Center, as well as a math supervisor, where she worked with students and teachers to help them succeed in mathematics. 

“I understand not everyone learns by following steps to solve an equation,” she said. “I bring in other strategies to help them discover who they are as learners and identify what helps them learn. Because I’m not good at math, I understand how to make it visual for students to help them understand.”

Part of this exploration includes a heavy focus on recognizing the purpose of mathematics in everything we do. 

“It’s not just procedure, but thinking, problem solving and seeing connections and patterns,” she said. “They need to be pattern seekers, be critical thinkers, need to question, need to push. Even though a student doesn’t have strengths in an area yet, you shouldn’t put them in a box. Just because they struggle at one thing doesn’t mean they will always struggle.”

Giving back as an assistant principal and Alternate Route instructor 

One of the reasons Fernandez-Evans had the dream of eventually becoming an administrator is because she wanted a more holistic view of the students’ education experience. She also wanted to have more of a role in student, family and teacher support. 

“As a math supervisor, I really only looked at students’ math abilities, worked with math teachers and saw one part of the child,” she said. “There’s a whole other side academically and emotionally, and being there to support a whole child is what attracted me. There are so many more teachers I can support and collaborate with as well.”

Even though she’s switched gears in her career, Fernandez-Evans still gets to explore her love for math as an instructor for the Rutgers Alternate Route math course, which all teacher candidates, regardless of subject area, take to strengthen their capacity for interdisciplinary teaching.

“The fact that there are specific courses and how to teach them is phenomenal,” she said. “With the program, I feel like I'm supporting teachers who are interested but don’t understand how to teach math.” 

She specifically enjoys helping teachers see math in a different light. 

“The way we’ve structured the curriculum is to support teachers in understanding big ideas in math. Not just procedure, but thinking problem solving and seeing connections and patterns. We bring that out a lot in the course.”

Representation as a leader 

Now that Fernandez-Evans is in a leadership position, she is humbled to be the representation she missed throughout her education attending Catholic school in Jersey City.

“There were maybe three or four Hispanic people in my grade, so there were some unique challenges going to school around people who didn’t look like me.”

After graduation, Fernandez-Evans sought out a university with a strong Hispanic community. She chose Montclair State University and found plenty of support. 

“I wanted to be in an area where the kids see themselves in their teacher.”
Because of her own experience as a young student, Fernandez-Evans takes her current leadership role seriously, understanding what her representation means to the students.

“Where I am now, there’s a growing Hispanic community and I feel like I can be there for the kids. I’m humbled more than anything else,” she said of being a role model for her students. “There’s a lot of pressure - you want to make sure you are setting a good example and you’re there for them.”

Part of that representation includes her unique relationship with the school principal, who was a trusted colleague of Fernandez-Evans for two years prior to their administrative roles.

“It’s great to see two women in leadership supporting each other and the teachers.”

She admits there’s a special energy between the two of them that only enhances their support for each other and their staff.

“There’s a deep level of trust that we have with each other. Some of the teachers have come and told us they are enjoying our leadership.” 
 

 
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