K-12 Educational Leadership: A Textbook to Prepare California School Administrators

Dr. Nathan Herzog is a seasoned educational leader whose career spans more than 26 years in public, private, and charter schools, with experience ranging from preschool classrooms to doctoral-level programs. He has served as a K-12 teacher, department chair, and administrator, and currently holds a tenured faculty position and serves as Dean of a School of Education. His leadership has shaped academic programs, driven institutional accreditation, and guided future educators and administrators through every phase of their careers. 

Holding a Master’s in Multicultural Education and a Ph.D. in Leadership in Higher Education, Dr. Herzog has combined rigorous academic training with practical leadership. He has developed and directed graduate programs, implemented data-driven initiatives, and earned multiple awards for teaching excellence and educational impact. 

Dr. Herzog’s commitment to community-based education is reflected in his work with the California Department of Education (CDE), the California Commission on Teacher Credentialing (CCTC), and local school districts and county offices of education. He has held advisory and leadership roles with nonprofits, child advocacy organizations, and city and county planning commissions, building bridges between schools, political leaders, and support agencies to improve educational systems and outcomes statewide.

David Bills brings over 30 years of distinguished leadership in California public education, having served in a wide range of roles including teacher, coach, athletic director, assistant principal, principal, and assistant superintendent of human resources. This breadth of experience across both instructional and administrative domains has shaped his holistic and grounded approach to educational leadership. 

Now serving as Director of Teacher Education and Field Experience Coordinator, Mr. Bills plays a pivotal role in shaping and mentoring the next generation of educators and school administrators. He is widely respected for his ability to translate real-world experience into meaningful preparation for aspiring professionals, particularly in the areas of school operations, personnel management, and teacher development. 

Mr. Bills’s leadership is marked by a deep commitment to student-centered practices and educator empowerment. His mentorship style emphasizes practical skills, ethical leadership, and responsive decision-making—qualities he cultivated through decades of hands-on service in schools. 

A lifelong advocate for public education in California, Mr. Bills maintains strong ties to the Rocklin/Roseville region, where his work continues to impact local schools and communities. His enduring legacy is defined by a passion for nurturing effective school leaders who are prepared to meet the complex demands of today’s educational landscape.

Dr. Pam Castleman brings nearly three decades of distinguished experience in education, serving in teaching and leadership roles across school, district, county, and state levels. Her extensive background ultimately led her to a career in educational policy, where she contributed meaningfully to systemic reform and instructional improvement across California’s public education system. 

As a program consultant for the California State Board of Education, Dr. Castleman provided expert guidance in curriculum development, working closely with lawmakers and multiple state agencies to ensure the delivery of rigorous, standards-aligned instructional programs. Her leadership helped lay the groundwork for comprehensive college and career readiness initiatives. Notably, she played a key role in developing career pathways in fields such as biotechnology and international business at the middle and high school levels. She later contributed to the writing of the California State Plan for Career Technical Education, reflecting her commitment to equipping students for future success. 

Today, Dr. Castleman offers a rare and valuable perspective on the intersection of policy and practice—especially in the implementation of research-based instructional strategies within California’s Local Control Accountability framework. As a district administrator, she has mentored emerging school leaders in state credentialing programs, focusing on areas including curriculum planning, assessment, data analysis, program alignment, and school safety. 

Her collaborative work with first responders has led to model safety plans recognized across school systems. In addition, she has served as a frequent member of Western Association of Schools and Colleges (WASC) accreditation teams, where she has consistently provided expertise in instruction and assessment. 

Dr. Castleman's research has taken her across the country to conduct qualitative studies in exemplary schools, identifying best practices in teacher collaboration, assessment, and systemic student support. These experiences have deepened her passion for teaching and mentoring graduate-level research students, where she continues to inspire the next generation of educational leaders.

Patrick McDougall is a distinguished educator and veteran school leader with over 32 years of service in California’s public education system. With 29 of those years spent as a middle and high school principal, he played a pivotal role in the successful launch of three new schools in one of California’s largest school districts, each time serving as the founding principal. His leadership was instrumental in building strong school cultures, developing staff teams, and establishing systems that foster student achievement from day one. 

Mr. McDougall is widely recognized for his commitment to educational excellence, innovation in school design, and his deep investment in cultivating future leaders. His extensive leadership experience includes strategic planning, instructional oversight, teacher development, and community engagement. 

A passionate mentor, Patrick has supported countless aspiring administrators, offering practical, grounded insight into the complexities of school leadership. His legacy is defined by clarity, compassion, and the ability to guide others with humility and purpose. 

Currently serving as a college instructor in teacher and administrator preparation programs, Patrick continues to influence the next generation of educators. He brings to his students a wealth of real-world experience and a steadfast commitment to public education, preparing them to lead with confidence and conviction in today’s dynamic school environments.

Dr. Hervey Taylor holds a doctorate in Educational and Organizational Leadership and brings over 30 years of experience in both public and private education. His distinguished leadership journey includes serving as a founding principal and holding executive roles in undergraduate education. Widely respected for his collaborative leadership style and systems-level thinking, Dr. Taylor is a recognized expert in family and community engagement, school culture development, instructional leadership, and organizational change. 

Throughout his career, Dr. Taylor has successfully mentored teachers and administrators in areas such as curriculum innovation, strategic professional development, and inclusive leadership practices. His dual experience in both teaching and administration has equipped countless educators with the tools, confidence, and mindset to lead with effectiveness and empathy in diverse educational environments. 

Committed to advancing equity and excellence, Dr. Taylor has made it a personal and professional mission to identify and mentor future educators and school leaders who will inspire, empower, and positively impact students, schools, and the broader community. His focus remains on fostering learning experiences that are both academically rigorous and socially meaningful. 

Dr. Taylor is dedicated to building the capacity of future K–12 educators and administrators. He leads efforts in professional learning communities, promotes collaborative and cooperative learning strategies, and supports the integration of learning theories into real-world academic contexts. His work ensures that emerging educators are well-prepared to meet the evolving needs of the next generation of students.

Dr. Wendy Westsmith is a seasoned educator and accomplished K–12 administrator whose distinguished career spans decades of transformational leadership in public education. She has served in key roles such as principal and instructional leader, where she led school-wide improvement efforts, championed teacher development, and cultivated high-performing, student-centered learning environments. 

Holding advanced degrees in education, including a doctorate in Educational Leadership, Dr. Westsmith integrates scholarly expertise with the insight gained through years of frontline experience. Her leadership is characterized by a clear vision for school culture, a deep commitment to instructional excellence, and a purposeful mentorship of emerging administrators. 

Known for her relational and collaborative leadership style, Dr. Westsmith excels at guiding future leaders through the multifaceted challenges of school administration. She brings clarity, compassion, and strategic insight to the process of navigating change, building effective teams, and sustaining professional resilience. 

As a contributing author to this book, Dr. Westsmith offers a voice of experience and encouragement. Her contributions reflect not only her expertise but also her passion for equipping the next generation of school leaders with practical strategies and a grounded understanding of what it means to lead with integrity and purpose in today’s evolving educational landscape.