Meet Eric Griffin

Eric Griffin proudly serves the community of Delhi (Del-Hi), California as the Superintendent of Delhi Unified School District.

Let's learn a little more about Eric and his education leadership journey.

From an early age, Eric Griffin knew he wanted to be a teacher. With both parents and three grandparents in the profession, education “ran in his blood.” He grew up in classrooms, staff lounges, and workrooms, often helping prep materials, grade papers, and make copies. Those experiences gave him what he describes as a “backstage pass” into how schools really work.

Listening to candid conversations among educators showed him the realities behind school systems—the successes, the frustrations, and the human side of every role. It also shaped a belief that still anchors his leadership philosophy today: People First, Always. Seeing teachers, administrators, and classified staff as individuals with lives, stories, and dignity formed the foundation of his equity-centered leadership lens.

Griffin began his own career as a classroom teacher and loved it—especially building connections with students and families. He volunteered for extra duties and special projects whenever they benefited students, which broadened his experience across grade levels and school sites.

During those early years, however, he noticed something that would change his professional path: his passion for doing whatever it takes for students wasn’t universal. He observed burnout, apathy, and sometimes even unkindness toward students, often without intervention. Though perfectly content in the classroom, he decided to pursue an administrative credential so he could eventually influence systems more broadly.

Eighteen months after completing his certification, he interviewed for two vice principal openings in his district. He wasn’t selected—but he was the runner-up. Soon after, at the suggestion of his then Superintendent and future mentor, he accepted a new and unconventional teaching opportunity with the goal of continuing to expand his experience working with students across grade levels. Just 18 months later, a principal position opened at his district’s all-kindergarten school. The role aligned perfectly with his experience, and he was selected for the job.

While Griffin values his current role as Superintendent, he often says his favorite job was serving as principal of Stephens Elementary School in Chowchilla. At the time, the school served about 250 students in TK through second grade, and he knew each and every one of them by name. He cherished morning drop-off, personally opening car doors and greeting students, as well as recess and lunch duty—moments he considers essential for understanding children as people. In those informal settings, he learned which students were socially isolated, who needed academic or emotional support, whose shoes were falling apart before the rainy season, and whose grandmother in Mexico had passed away the night before.

For Griffin, these moments defined leadership. Data and observations matter, he says, but genuine understanding comes from human connection.

"Data and observations matter, but genuine

understanding comes from human connection."

A central theme in Griffin’s leadership philosophy is that supporting students begins with supporting the adults who serve them. He believes that when teachers and staff feel valued and appreciated, they are more effective and impactful. Much of his work focuses on removing barriers—excessive paperwork, inefficient systems, or unnecessary requirements—so educators can focus on teaching and supporting students.

Rather than climbing the steps of a ladder, Griffin describes his career progression as a series of “nesting dolls”: each new role expanded the circle of people he was responsible for supporting while still including those he had supported before. As a teacher, he served his students. As a principal, he served students and staff. As a district leader, he served administrators, their teams, and entire school communities. Today, he sees his responsibility as supporting each and every student and staff member in the system.

Griffin identifies the most challenging aspect of educational leadership as working with the adults in the system. Every staff member brings personal beliefs, histories, priorities, and past experiences—sometimes including mistrust from previous leadership or negative experiences with school systems. Rebuilding trust after years of broken promises or poor communication can be difficult and requires patience, empathy, and consistency.

He also notes the paradox of education leadership: although administrators are typically appointed rather than elected, the work is inherently political. Leaders must navigate relationships with labor unions, ever-changing laws and regulations, community expectations, and public opinion—all while keeping student growth at the center.

When asked, Griffin often shares three guiding principles with those entering the profession:

Stay purpose-driven. Never lose sight of why you entered education—always keep students at the center of your work.

Relationships precede learning; support precedes accountability. Just as students can’t be tested on what they haven’t been taught, employees can’t be held accountable for skills they haven’t been supported in developing.

Be the leader you always wished you had. While technical skills and policy knowledge matter, he believes the most powerful leadership principles come down to common sense, empathy, and integrity. When faced with a difficult decision, he advises leaders to consider what they would have wanted their own principal, director, or Superintendent to do if they had been in the same situation-and then to do that!

In every role he has held, Griffin’s approach remains consistent: leadership is about people, purpose, and the courage to do what is right for students—even when it isn’t easy.

Here is a brief look at Eric's career and leadership progression: