Education Leadership and Developments in Coachella Valley: A Focus on Sustainable Development Goals

Recognition of Indio High School Principal Derrick Lawson

Derrick Lawson, principal of Indio High School and an alumnus, has been honored as the 2025 Secondary Principal of the Year by the Association of California School Administrators (ACSA). His career, spanning four decades primarily within the Desert Sands Unified School District, culminates with this prestigious recognition as he prepares to retire on June 30, 2025.

Lawson’s leadership has significantly contributed to quality education (SDG 4: Quality Education) by fostering a safe and efficient learning environment that prioritizes student success. His advocacy during the COVID-19 pandemic, recognized by the National Association of Secondary School Principals as Advocacy Champion of the Year in 2021, highlights his commitment to inclusive education and community resilience (SDG 3: Good Health and Well-being).

Key Contributions and Leadership Philosophy

• Served as principal across Desert Sands Unified School District since 1993, returning to lead his alma mater in 2016.
• Recognized for impacting students and educators and shaping educational leadership at district, state, and national levels.
• Emphasized building bridges between students, families, and communities, reinforcing partnerships essential for sustainable development.
• Advocated for visible and vocal leadership to shape the future of public education.

Lawson’s approach aligns with SDG 17 (Partnerships for the Goals), emphasizing collaboration among stakeholders to enhance educational outcomes and community well-being.

Coachella Valley Unified School District Leadership Appointment

On June 12, 2025, Coachella Valley Unified School District appointed Socorro Sanchez as the permanent Assistant Superintendent of Educational Services under a three-year contract effective July 1, 2025. Sanchez’s leadership supports SDG 4 by advancing academic services and multi-tiered systems of support (MTSS) for secondary education.

• Previously served as interim assistant superintendent and director of MTSS academic secondary education.
• Former principal of Coachella Valley High School, bringing extensive experience in educational leadership.
• Her appointment strengthens institutional capacity and governance, contributing to SDG 16 (Peace, Justice, and Strong Institutions).

The district continues to address fiscal and administrative challenges by seeking a permanent Chief Business Official, reflecting commitment to transparent and effective management (SDG 16).

College of the Desert Leadership Contracts

College of the Desert’s board approved contracts for two vice presidents serving in interim and acting roles, ensuring continuity in student services and human resources leadership.

1. Amanda Phillips: Interim Vice President of Student Services through October 31, 2025, with a focus on student support and counseling services, advancing SDG 4.
2. Terri Wilson: Acting Vice President of Human Resources and Employee Relations through December 31, 2025, overseeing workforce management and institutional stability.

These appointments contribute to the college’s capacity to provide inclusive and equitable quality education (SDG 4) and promote decent work and economic growth (SDG 8) within the institution.

Summary of Sustainable Development Goals Addressed

• SDG 3 – Good Health and Well-being: Supporting student mental health and safety during the pandemic.
• SDG 4 – Quality Education: Enhancing educational leadership, student services, and academic support systems.
• SDG 8 – Decent Work and Economic Growth: Strengthening institutional human resources and leadership roles.
• SDG 16 – Peace, Justice, and Strong Institutions: Promoting transparent governance and effective management in educational institutions.
• SDG 17 – Partnerships for the Goals: Building community and stakeholder partnerships to improve education outcomes.

These developments in education leadership within the Coachella Valley demonstrate a commitment to sustainable development by fostering inclusive, equitable, and quality education and strengthening institutional capacities for long-term community benefit.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on education leadership, school administration, and student success, directly relating to SDG 4.
2. SDG 1: No Poverty
   • References to programs like California’s Summer EBT (SUN Bucks) addressing food insecurity imply efforts to reduce poverty and hunger.
3. SDG 3: Good Health and Well-being
   • Efforts to keep students connected during the COVID-19 pandemic relate to promoting well-being and mental health.
4. SDG 10: Reduced Inequalities
   • Focus on equitable access to education and support for vulnerable students suggests alignment with reducing inequalities.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • Target 4.c: Increase the supply of qualified teachers, including through international cooperation for teacher training.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education.
2. SDG 1: No Poverty
   • Target 1.2: Reduce poverty in all its dimensions, including food insecurity addressed by programs like SUN Bucks.
3. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being, relevant to efforts during COVID-19 to keep students connected.
4. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote social, economic and political inclusion of all.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Completion rates of secondary education (implied by graduation ceremonies and student success stories).
   • Number of qualified teachers and school leaders (implied by recognition of principals and leadership contracts).
   • Student engagement and retention during crises (implied by efforts to keep students connected during COVID-19).
2. SDG 1 Indicators
   • Access to food assistance programs such as Summer EBT (SUN Bucks) benefits per child.
3. SDG 3 Indicators
   • Measures of student mental health and well-being during the pandemic (implied by advocacy and support efforts).
4. SDG 10 Indicators
   • Equity in educational leadership appointments and access to educational resources (implied by administrative appointments and contracts).

4. Table of SDGs, Targets, and Indicators

Source: desertsun.com