Valerie Craig-Ndiaye

I attribute much of my success to my mother and to the foundation my family provided. I was raised in South Carolina by parents who had limited formal education, yet they held an unwavering belief in the power of learning. They ensured that we were given every opportunity available to us. Attending school, working hard, and striving to improve were expectations in our home. From an early age, I learned that one should never settle, that the ability to think and learn is a gift, and that education can create possibilities beyond one’s circumstances.

As the youngest of nine children, I had my sisters and brothers as my first mentors. I watched each of them pursue their own paths and achievements, and their progress set a standard for me. With every milestone they reached, I felt motivated to ask myself what more I could accomplish. Their examples created both accountability and inspiration, shaping my work ethic and resilience.

The drive instilled by my family, combined with my parents’ deep respect for education despite their own limited schooling, has guided me throughout my 25 year career in education. It continues to sustain me as I pursue the completion of my doctorate, a goal rooted in the same values of perseverance, growth, and commitment to lifelong learning.

Valerie’s personal and professional journey has been profoundly shaped by her family. Her mother, despite facing significant challenges and having limited formal education, instilled in her a deep respect for learning and an unwavering belief in the transformative power of education. That foundation created high expectations, resilience, and a commitment to continuous growth.

In addition, her sisters played a pivotal role as early mentors and role models. Observing their determination and accomplishments reinforced the importance of perseverance and leadership. Together, these family influences cultivated Valerie’s strong work ethic, dedication to education, and sustained commitment to excellence throughout her career.

I would strongly encourage women to consider pursuing careers in health and physical education. The field benefits greatly from the perspective, advocacy, and attentiveness that many women bring to conversations around student wellness, equity, and whole child development. However, despite the growing presence of women in education overall, representation within health and physical education, particularly in leadership roles, remains disproportionately low. The discipline is still frequently associated primarily with sports and coaching, which can unintentionally narrow perceptions of who belongs in the field and what the work truly encompasses.

Health and physical education extend far beyond athletics. It centers on physical literacy, mental health awareness, lifelong wellness habits, and social and emotional development. For women passionate about working with students and with a strong foundation in these areas, this field offers meaningful, influential work. Representation matters. Female students benefit from seeing women in these roles, particularly when they can identify with and relate to their teacher. That visibility can foster confidence and a sense of possibility.

I have witnessed the impact of that representation firsthand. One of my former students is now a health teacher in our district. Seeing that progression reinforces the importance of mentorship and visibility. Serving in a leadership role within one of the largest districts in New Jersey demonstrates that women not only belong in this field but can also thrive and lead within it. When women step into these spaces and succeed, they create pathways for others to envision themselves doing the same.

One of the most significant challenges I have encountered in my role has been navigating a professional field that has traditionally been male dominated. Establishing credibility and earning trust required intentional effort, even though I transitioned into leadership from within the district as a former teacher. While I was already part of the system, stepping into a supervisory role required me to demonstrate consistency, expertise, and a collaborative approach to build strong professional relationships. Over time, I was able to cultivate that trust by remaining grounded in my knowledge, advocating thoughtfully, and meeting colleagues with respect and professionalism.

In addition, health and physical education is often perceived as secondary when compared to core academic areas such as mathematics, science, and English language arts. A continuing challenge is ensuring that our discipline is recognized as an essential component of a student’s overall development rather than being narrowly defined as sports or coaching. At the same time, this challenge presents an opportunity. It allows me to empower teachers to see the profound influence they have on students’ physical well being, mental health, confidence, and lifelong habits. Health and physical education teachers are not simply instructors of games or activities; they are educators who shape character, resilience, and healthy decision making. Elevating that understanding remains both my responsibility and my commitment.

The values that guide both my personal and professional life are deeply rooted in my upbringing in South Carolina. My parents had a limited education, yet they possessed a profound respect for learning and were unwavering in their belief that opportunity begins in the classroom. Attendance, effort, and excellence were not negotiable in our home. From them, I learned that one should never settle for less than one’s potential and that the ability to think, learn, and grow is a powerful tool that can open doors beyond circumstance.

Those lessons shape how I lead today. In my work, I am committed to elevating health and physical education so that it is recognized as essential to student development. I value ensuring that teachers understand the depth of their influence. They are not simply facilitating activities or coaching sports; they are shaping confidence, decision making, resilience, and lifelong wellness habits. Supporting teachers, affirming their work, and helping them see the significance of their role is central to my leadership philosophy.

Representation is another core value for me. I believe students benefit from seeing themselves reflected in positions of strength and success. This is particularly meaningful for female students who may not often see women in leadership roles within health and physical education. Serving as a visible example of what is possible carries responsibility, and I approach that responsibility with intention.

Family remains at the center of who I am. As the youngest of nine children, my siblings were my first mentors and models of perseverance. Today, that same commitment is directed toward my son as he prepares to graduate from high school and begin his college journey. Finally, I value lifelong learning. Pursuing and completing my doctorate is not only a professional milestone but also the fulfillment of a long held personal dream. It reflects the same principles instilled in me as a child: growth is continuous, education is transformative, and striving for more is always worthwhile.