Dr. Phillip K. Woods

 

1. What is your educational background and what positions have you held? Please include the current school district.

I am a proud graduate of Aliquippa High School and earned my Bachelor’s degree from Indiana University of Pennsylvania in 2000. I later completed a Master’s in Special Education and Principal Certification at Slippery Rock University, followed by my Doctorate in Education (D.Ed.) in 2017.

My professional journey began at Holy Family Institute, where I served as a teacher and counselor supporting underserved youth. I continued my career in the Penn Hills School District, advancing from special education teacher to vice principal. In 2011, I became principal of West Mifflin Area High School, leading diversity and cultural initiatives that earned the school statewide recognition. I later served as principal of Woodland Hills High School, where I helped reduce violent incidents by 60%, increased AP enrollment, and raised graduation rates.

Currently, I am the Superintendent of the Aliquippa School District, where I lead with a focus on equity, innovation, and community partnership. Since my appointment in 2021, the district has transformed financially from a deficit to a $7 million surplus and made measurable gains in safety, attendance, and student achievement.

2. Name one SRU experience, in general or specific to the field, that you will never forget and explain why.

One experience I’ll never forget was the collaborative learning environment at Slippery Rock University, particularly during my Principal Certification program. The program challenged me to think critically about leadership beyond compliance—to focus on culture, climate, and systems change. The cohort model encouraged authentic dialogue about real-world challenges in education, and it was there that I began to understand the power of transformational leadership grounded in equity. That experience shaped how I lead today.

3. Name an SRU faculty member who had a positive influence on you and explain why.

I will always be grateful to Dr. Isherwood and Dr. Merhaut, who encouraged me to pursue the field of educational leadership after completing my master’s degree in special education. Their belief in my potential and their consistent guidance gave me the confidence to take the next step in my career. Without their encouragement, I don’t know if I would be an administrator today. They not only saw leadership ability in me before I saw it in myself, but they also modeled the kind of mentorship and trust that I strive to extend to others in my own leadership journey.

 4. What initially piqued your interest in pursuing a degree in education?

My interest in education was sparked by my own upbringing in the Linmar Terrace Housing Community in Aliquippa. Growing up, I saw firsthand the difference that caring educators and mentors made in the lives of young people who faced adversity. I wanted to be that same force for others—to create pathways of opportunity for students who might otherwise be overlooked. Education became not just a profession, but a calling—to break cycles, build confidence, and empower families and communities through learning.

5. What do you love most about being in education administration?

What I love most about educational administration is the ability to create systemic change. As an administrator, I can connect vision with action—building programs, policies, and partnerships that directly improve student outcomes. I value the opportunity to empower teachers, engage families, and build a culture of accountability and care. Every decision I make has the potential to uplift an entire community, and that’s both humbling and motivating.

6. What makes a great administrator?

A great administrator is a servant leader who listens deeply, leads courageously, and acts decisively. They balance empathy with high expectations, ensuring every stakeholder—students, staff, and families—feels valued and heard. Great administrators are systems thinkers who align resources, data, and people toward a shared vision. Most importantly, they lead with integrity, humility, and a relentless belief that every child can succeed when given the right opportunities and support.