A Conversation with Dr. Kara Heinrich, Westminster's Incoming Assistant Superintendent of Educational Services
June 1, 2026
Dr. Kara Heinrich joins Westminster School District on July 1, 2026, as Assistant Superintendent of Educational Services — bringing with her more than 20 years of Pre K–12 experience spanning the classroom, school site leadership, and district executive roles.
A former teacher and principal at the elementary, middle, and high school levels, Dr. Heinrich most recently served as Assistant Superintendent of Educational Services at Culver City Unified School District, where she led curriculum, instruction, student services, and compliance across nine schools. Prior to that, she served as Senior Director of Elementary Schools at Torrance Unified School District, with earlier experience as Director of Curriculum TK–12.
Dr. Kara Heinrich earned a Doctorate of Education in Leading and Learning in Organizations from Vanderbilt University, where her doctoral research focused on equity in mathematics and dismantling opportunity gaps for students. She also earned a Master of Education from UCLA's Principal Leadership Institute, a Master of Education in Curriculum and Instruction from Claremont Graduate University, and a Bachelor of Science in Human Development from UC Davis. Throughout her career, she has been recognized with multiple regional honors for her leadership, including recognition as Middle School Principal of the Year.
We sat down with her to learn more about who she is, what she believes, and what she is looking forward to as she joins the community at Westminster School District.
Read Dr. Kara Heinrich’s Interview:
1. You have spent more than 20 years in education — what has kept you in this work?
I have had the privilege of serving in almost every role a school has to offer, as a classroom teacher, a principal at the elementary, middle, and high school levels, and as a district leader. Each of those experiences has shown me something different about what students need and what great schools make possible.
What has kept me in this work is one of my foundational beliefs that schools and educators have the power to shape whether students feel connected, capable, and seen. I have always been motivated by helping create school communities where students feel they belong, where their voice matters, and where access and opportunities are intentionally designed so every child can envision a future for themselves.
The moments that stay with me most are watching students begin to see themselves differently because someone in their school community helped open a door wider for them. That sense of possibility is what continues to make this work engaging and meaningful to me.
2. Your doctoral research focused on equity in mathematics and closing opportunity gaps. Why does that particular issue matter to you?
Mathematics is one of the places in a child's education where doors open or close early, and often for reasons that have nothing to do with a student's ability. My doctoral work at Vanderbilt examined how schools can dismantle those gaps intentionally, not just acknowledge them.
What made this work feel urgent to me was seeing how early students often begin internalizing messages about who is "good at math" and who is not, and how frequently those patterns align with race, language background, disability status, or access rather than actual potential.
Throughout my career, I have seen incredibly capable students placed on narrower academic pathways simply because they did not receive the same early opportunities, encouragement, or instructional support as others. Once that happens, the effects can compound over time.
My research focused on how schools can intentionally build systems that expand access rather than limit it. Mathematics should be a gateway to opportunity, not a filter that closes doors for students before they have truly had the chance to discover what they are capable of.
3. What do you think schools most often get right — and where do you think there is still the most room to grow?
One thing schools consistently get right is the heart people bring to this work. Educators care greatly about their students and school community, and that commitment is something I have seen in every community I have served.
Where I believe we still have the greatest opportunity for growth is in creating systems that fully support the incredible people doing the work every day. Strong instruction should not depend on individual heroics alone. Teachers, support staff, and administrators deserve clear systems, aligned supports, meaningful professional learning, and structures that create consistency for students across classrooms and schools.
I believe some of the most important work district leaders can do is reduce fragmentation and build coherence so educators can focus their energy on students rather than navigating disconnected systems or competing priorities.
4. Westminster School District serves a diverse community of students and families. What does it mean to you to earn a family's trust?
As I join the Westminster School District, I know trust is something that must be earned over time. I look forward to listening first, learning from families, staff, and students about what they value most in their schools and what aspirations they hold for their children.
I believe trust is built through presence, consistency, transparency, and genuine connection. Westminster is a community with tremendous diversity, strength, and pride, and I value the opportunity to build relationships with families and serve alongside them in support of their children’s growth and success.
5. What are you most looking forward to as you step into this role on July 1?
I am genuinely excited about Westminster's strong PK–8 focus and the opportunity it creates for instructional coherence and long-term student growth. I have also been incredibly impressed by the district's commitment to innovative programs, multilingual and cultural learning opportunities, and creating environments where students feel connected and supported.
Most of all, I am looking forward to being present in schools, visiting classrooms, listening to students and staff, and learning what makes each school community unique. Those relationships and shared understanding are what create the foundation for meaningful improvement and lasting success.
Dr. Heinrich will officially join the Westminster School District on July 1, 2026. To learn more about Educational Services, visit wsdk8.us.