Full Circle Leadership
March 18, 2026
By Kiersten Caputy
Donna GuzmanPhoto by Juliana Guzman
When Donna Guzman, MEd Curriculum and Instruction '09, Educational Leadership '14, reflects on what it means to be named Interim Principal of Fauquier High School, she describes it as both humbling and deeply meaningful. “Professionally, it represents trust,” she says. “Trust from the division, from the community, and from colleagues I respect.” While she did not anticipate stepping into this role at this point in her career, she calls it an honor and a responsibility she takes seriously.
Guzman began her career in school administration ten years ago as an assistant principal at Fauquier High School. Returning now, even for a short time, feels like a full-circle experience. “Fauquier High School is a place with history, pride, and strong traditions,” she explains. “Stepping into this role isn’t just about leadership. It’s about stewardship. I see myself as someone entrusted with caring for something bigger than myself.”
Her path to education began early. She has always loved working with children, but it was a high school childcare class that solidified her calling. Creating lesson plans and watching preschool students grow sparked a passion that led her to earn a bachelor of science in Early Childhood Education. Later, as she began working in Fairfax County and taking on additional leadership responsibilities, she realized her influence could extend beyond her own classroom.
“The more I led, the more my confidence and abilities grew,” she says. “I was realizing that I could have a positive impact on not just one classroom, but the systems that shape the experience for students and teachers.”
Guzman credits the College of Education and Human Development (CEHD) at George Mason University with giving her both the foundation and confidence to lead. She first earned her master’s in education in Curriculum and Instruction in 2009. While she entered the program to strengthen her craft as a teacher and pursue her passion for curriculum writing, she left with something more.
“What I didn’t realize I would learn about and leave with was a strong foundation in educational leadership,” she says. “I learned how to be a strong teacher leader and a change agent within my role as a teacher.” The program inspired her not only to refine her classroom practice but also to advocate for growth and change within her school.
She returned to George Mason in 2014 to complete her second master’s degree in Educational Leadership. The Administration and Supervision program provided a well-rounded course of study that blended foundational knowledge with practical preparation for building-level leadership. Many of her professors were current or former principals who offered real-world insight. “The professors provided real-world experiences and inspiration that were invaluable,” she says.
Today, Guzman is once again a George Mason student, pursuing her PhD in Educational Leadership as part of the first online doctoral cohort. Lifelong learning has always been part of her identity. “My mom will tell you that if I could, I would make a career of just going to school and taking classes,” she says. “I love to learn.”
Her decision to return was influenced by Roberto Pamas, Professor of Education Leadership, who shaped her leadership philosophy. Doctoral study now pushes her to examine assumptions and think critically about improvement and effectiveness. “My doctoral work constantly pushes me to interrogate assumptions about success and improvement,” she explains. “I’m more likely now to ask: What is the evidence? Whose voices are centered?”
As Interim Principal, Guzman’s first priority is listening. “During transitions, people need clarity and reassurance,” she says. She wants staff and students to feel seen, heard, and supported. Stability and consistency, she believes, are essential to maintaining instructional momentum and ensuring students feel safe, challenged, and connected.
Her leadership philosophy centers on relationships, trust, and communication. “Schools are built on people, and without strong relationships, nothing else sustains,” she says. She views communication as a two-way process, noting that the information shared with her is just as important as the information she shares with others. “Communication has to be a constant give and take,” she says. “If people trust your intentions and understand your direction, even hard conversations become productive rather than divisive.”
For current CEHD students and alumni aspiring to school leadership, Guzman offers grounded advice: “Stay rooted in your purpose and the why,” she says. “Leadership is complex and often messy. What matters is your students, staff, and community.” She emphasizes humility and continued growth. “The best leaders remain learners. Leadership isn’t about having all the answers. It’s about being willing to listen, learn, and grow alongside the people you serve.”
Looking ahead, Guzman is encouraged by the direction education is taking. She is excited that schools are becoming more reflective about how they define success, viewing achievement through a lens of growth rather than relying solely on a single test score. She also celebrates expanded opportunities for students to graduate with industry certifications in fields such as electricity, plumbing, cosmetology, and HVAC.
“We’ve moved away from a one-size-fits-all mentality,” she says. “Our students have different strengths and interests, and I’m proud that we are recognizing and celebrating those differences.” Guzman sees leadership becoming more adaptive, collaborative, and focused on systems thinking. “That evolution gives me hope.”
For Donna Guzman, leadership remains grounded in service, reflection, and care. From her early days designing preschool lesson plans to guiding a high school community, her journey reflects a deep commitment to learning and to leading with purpose.