Stephanie Kaczor

Stephanie Kaczor has spent 27 years in education, dedicating 18 of those to a single district, Riverside Public Schools. A firstgeneration college graduate from rural Nebraska, she began as a teacher before becoming a coach, athletic director, principal and district superintendent. Her rural upbringing reflects the value of perseverance, mutual support and the responsibility to look beyond individual ambition.

On a Friday afternoon, as the school dismissed early, Kaczor was preparing for the district’s “tailgate with the teacher” event. Ahead of the home football game, staff served food while an entire community played bingo, enjoyed face painting, trolley rides, water balloons thrown at staff, and scavenger hunts. Boosters helped organize games and community members contributed activities of their own. For a district spanning four towns across four counties, such gatherings transform geographical proximity into belonging, uniting families, teachers and the wider community through a shared school tradition.

For Kaczor, that connection grows through relationships built early, knowing people’s stories and sharing opportunities and setbacks together. Riverside’s success is closely bound to the future and well-being of its surrounding communities. She wants the region to remain a place where people choose to live, work, and raise their children, a vision that relies on active parental involvement, growth mindset, and community support.

Community stewardship also means preparing students for a transitioning workforce and equipping teachers to refine and adapt their strategies to an uncertain future. Rather than cling to established practices or follow every emerging trend, Kaczor prioritizes forward-thinking leadership. She anticipates future needs, modernizes instructional strategies and strengthens digital literacy while preserving the human relationships that are fundamental to education.

“If we want our communities and schools to thrive, we must build sustainable systems where opportunity, safety, and instructional excellence are intentionally built in,” says Ms. Kaczor. “You don’t have to know everything to innovate—you just have to stay curious, communicate transparently, and make the best decisions possible for the road ahead.”

Education is a catalyst for community growth and poverty alleviation. Strong schools give children and families the opportunity to rise, and when they rise, the whole community rises with them.

Holding a District Together

The 2014 merger consolidated four towns into one school system administratively, but the challenge has been bridging local strengths and differences and helping each community recognize its place within the shared whole. Growing up in a rural area, Kaczor had lived within a culture where neighbours were family, fences were not boundaries and looking after each other was less a virtue than a way of life. That instinct, to treat community as precious and protective, is the foundation for how she approaches the merged district.

“If we want our communities and schools to thrive, we must build sustainable systems where opportunity, safety, and instructional excellence are intentionally built in.”

Kaczor drives collaboration and trust through informal interactions rather than waiting for the bond to develop passively. She genuinely knows no stranger—whether engaging at the state level on policy priorities or championing local initiatives, her energetic, hands-on investment proves that community success and school progress are inextricably linked. The numerous opportunities offered in this district build familiarity among teachers, families, boosters and community members beyond their usual routines, making it easier to address student needs collectively and proving that when a community pulls together, student achievement naturally follows.

She advises emerging administrators to seek trusted guidance and embrace honest feedback. Technical skills can be acquired, but authenticity and humility are what truly shape an organization’s culture. She also advises that trust takes shape through ordinary acts of service—after all, actions speak louder than words. People may not remember everything you say, but they will always remember what you do and how you made them feel.

Staying Ahead of Change

Kaczor sees education as a profession of constant change and warns against the quicksand of staying with comfortable practices while the world moves on. School leaders must anticipate the future with optimism. She looks five or ten years ahead to anticipate the skill set students will need, whether they enter the workforce, pursue a trade or attend college. These forecasts then guide staff training and the evolution of classroom instruction.

Yet preparing students for the future requires more than keeping pace with technology. Kaczor encourages educators to adopt a growth mindset, modernize teaching strategies and build students’ digital literacy. As AI becomes part of the classroom, she believes teachers must welcome this shift with courage and curiosity, knowing that tools may advance, but the human bond at the heart of education remains irreplaceable.

Kaczor maintains open communication with the school board, staff, students and local community while keeping Riverside connected to other Nebraska districts and school systems across the country. She evaluates what works elsewhere and adapts relevant approaches to address local needs. Her involvement in state-level education initiatives also keeps her informed about wider developments affecting schools and their students.

Turning Belief into Institutional Capacity

Educational leadership does not end at the district line. As head of numerous state committees, president of Nebraska’s Rural Schools Association and her NCSA region, Kaczor contributes to state discussions on school safety, early childhood and education mandates while mentoring aspiring superintendents and principals across the state.

“Leadership, at its heart, isn’t about title, authority, or having all the right answers—it’s about trust, connection, and shared purpose. I’ve always believed in challenging the status quo, thinking independently, and having the courage to stand up for what’s right. That means leading with active listening, genuine care, and grounded optimism rather than pressure or fear. The higher you step into leadership, the less your success is measured by what you accomplish personally, and the more it’s defined by how you elevate the people around you. You are truly only as good as the team you empower,” says Ms. Kaczor.

Behind her professional commitments lies a personal history that is most definitely shaped by faith, family and hard work. From her roots, where higher education was not a given, she knows humble beginnings need not determine how far someone can go. She encourages others to think independently, surround themselves with trusted truth-tellers, remain open to learning and take on greater responsibility and service leadership. Never take “no” as an answer… but have a more “not yet” mindset.

From a first-generation college graduate to Superintendent of the Year 2026, Kaczor’s 27-year career reflects her belief that schools fulfill their greatest purpose by opening doors, expanding career opportunities, and helping students realize their potential. She sees education as a vital civic effort, where helping young people thrive strengthens both workforce readiness and the communities they call home.