Education has always been a central force in Jason Lopez's life. To this day, Lopez, head of The Pegasus School, remembers the name of every teacher he's ever had, from kindergarten on.

Because teachers played such a positive role in his life, he always knew he wanted to do the same for children, he says. After initially studying economics and sociology, Lopez went on to be a teacher, principal and eventually an assistant superintendent. Four years ago, he took the helm at The Pegasus School, a pre-K-8 school in Huntington Beach, California.

Lopez served on the planning committee for the 2018 CASE-NAIS Independent Schools Conference and is a member of the California Association for Independent Schools board.

Here, he shares his path to advancement and what he loves most about his job.

How did you come into your role at The Pegasus School?

I've had a bit of a circuitous route to becoming the head of The Pegasus School.

I began my life as an educator as a high school economics and math teacher in the public schools in southern California. I furthered my education into educational administration and worked as an assistant principal, principal, a director of secondary education and eventually assistant superintendent in a suburban school district outside of Philadelphia. I had the opportunity to move into independent school education at the University of Chicago Laboratory Schools, and I jumped at the chance to work more closely with teachers and students.

Four years ago, my wife and I had the opportunity to return to southern California, when I assumed the reins of The Pegasus School, where I have the privilege of working with an incredible faculty and staff. We teach an amazing community of 565 students. Though my title is head of school, I believe that I've maintained my role as a teacher but with a broader influence.

What are some of the big challenges you've faced and milestones you've achieved in your work?

Our school, which has a remarkable founding history, is navigating the challenges of "middle age." Originally founded as a school for gifted students in 1984, we have broadened our reach. We now serve a community of bright and motivated students, helping them develop their unique gifts. We have continued to navigate the transition from many founding administrators and faculty, while maintaining a very high standard for all of our employees—faculty, in particular.

Just in the past four years, we have successfully earned full reaccreditation from the California Association of Independent Schools, rewritten our mission statement, written our strategic plan (called Roots to Grow; Wings to Soar), refreshed our campus master plan and have begun to put structures in place for a capital campaign.

We're working towards an upgrade of some facilities, continuing to provide access to deserving students and families though financial aid and building our endowment with the goal of long-term sustainability for our school.

What's the best part of your job?

When I first became a teacher 29 years ago, I did so to positively impact childrens' lives. Now, with 565 students, 370 families and 115 faculty and staff members depending on me daily for leadership, support, guidance and care, I believe I am doing the things all teachers do. I am honored to have returned to this high calling.

Our revised mission statement contains the words curiosity, compassion, and community. Those three concepts capture what I like best about my work.

How has CASE membership influenced your career?

During the past year, our school was investigating the possibility of our first campaign in more than a dozen years and entering the search process for a new advancement director. So, I dove deeply into the CASE resources to help. Since I come from the public school arena, I've found CASE's guidance, connections and professional development to be key to my growth in the advancement space.

CASE's support and guidance during the last year and this has proven to be instrumental. The contacts we've made for both the search and the campaign investigation have allowed us to successfully advance the school on both fronts. Our advancement office is ahead of its goal on indicators like our annual fund, as well as major events planning and underwriting. It seems that more I am able to give to CASE, much more is returned—exponentially.

This article is from the BriefCASE February 2018 issue.