Chico Unified’s new superintendent, Mr. Greg Blake, may be settling into a much larger district than he has ever led before, but his approach is simple and direct: listen first, learn the community, and make thoughtful decisions. After spending nearly a decade as superintendent for the Thermalito Union Elementary School District and years before that for the Golden Feather Union district, Blake explains this move is less about leaving something behind, and more about moving forward. “I had a good thing going on over there,” he remarked, “but wanted to try something new, and here we are.”
Blake didn’t originally expect to become a superintendent; he spent 17 years teaching high school before stepping into district leadership. Education appealed to him early on when he realized he wanted to “do something that could make a difference,” and, to him, teaching felt right. He describes his journey into administration as a series of doors opening, saying opportunities appear and “you either answer the door or you don’t.” As he puts it, he feels he has “the right temperature” for being a superintendent–a statement that reveals his quiet confidence in his leadership abilities after so many years spent honing them.
So far, his primary goal is not to reshape programs immediately. Instead, he hopes to learn more about the people who keep the Chico Unified School District running: students, teachers, families, administrators, and community members. “Chico’s a pretty good place,” he noted. “It’s not broken.” For now, he sees his first year as a chance to observe and connect with his community; “My goal this year is to meet a lot of people and make connections with people so that when I need input, I can get it.” When asked what his first impression of Mr. Blake was, Pleasant Valley’s principal, Mr. Whittaker, said, “He comes to our district with a lot of experience, having been a teacher or administrator at the elementary, middle school and high school level. He has shown an interest in learning about Pleasant Valley High School.”
Rather than focusing solely on test scores, Blake measures academic success by how well students grow into “good humans.” If students graduate ready to help their communities, stay out of trouble, volunteer, and treat others well, he counts that as a success for the district. “Part of my job is to put systems and supports in place to help people create the best human beings we can,” he said. He believes students should be supported through mistakes; after all, “students are young people, and by their very age, make mistakes. Let’s not condemn anybody.”
Blake emphasized that his leadership depends on understanding a situation before acting. When asked what one of the biggest lessons he learned in previous districts was, he stated it was to “slow down, get a lay of the land, and make a decision using all the information before just charging in.” Though he expressed particular care for neurodiverse students and those with IEPs, he is careful not to name any single group as his top focus this early in his tenure. “There are 12,000 kids that we need to serve,” he noted. In his view, it is too early to prioritize one particular group without deeper insight.
Blake hopes to reconnect with high school culture as well. After many years teaching, coaching, and announcing games, returning to secondary campuses has been exciting for him. He has already attended rallies, sports events, and performances, including PV’s homecoming rally as well as the Almond Bowl (see cover photo). He believes visibility helps students feel more connected to the district. As put by Mr. Whittaker, “It’s meaningful when a superintendent takes time to visit campus, talk with students, and hear directly from teachers and staff.” He commended Blake’s unwavering presence at school events, saying, “His visibility at major events like the Almond Bowl shows that he values our school community and takes pride in celebrating student success. Seeing the superintendent engaged and approachable helps build trust with staff, students, and families.” In another statement, Whittaker noted that “His [Blake’s] focus on building relationships and understanding each school’s unique culture shows that he prioritizes collaboration over top-down direction.”
Looking ahead, Chico Unified will begin major campus construction within the next several years. Blake mentioned that the Rosedale, Parkview, and Chapman elementary schools are set for rebuilds within the next six to seven years, projects he believes will make a meaningful difference for future students. In the meantime, he hopes families and students remember this simple message of his: “I want to help all of us get students to be the best versions of themselves.”
When asked if there were any changes he would like to see occur under Mr. Blake’s leadership, Mr. Whittaker said, “I’d like to see continued transparency and open communication between district leadership and school sites. I would also hope that there will continue to be teacher voice in district-level decision-making as well as providing consistent professional development.”
Unsurprisingly, Blake is already beginning to build connections within the Chico Unified community. By spending much of his time attending local school events and socializing with both teachers and students on campus, he is following through with his intention to start off on the right foot with the district and be as unfailingly present as he can. Reese Brunemyer, a sophomore at Pleasant Valley High School, had the opportunity to speak with Mr. Blake on campus after he had visited for an interview with the Saga. “I met him in the hallways and I loved how he was super easy to talk to, and positive!” she noted. “He showed a lot of interest in getting to know students.”
When asked what he hopes people say about him in a year, his answer was immediate. He wants students to know that he “cared about kids,” showed up, and stayed present. More than any new initiative or structural change, he hopes to lead with patience, humility, and student-centered support. A statement from Mr. Whittaker suggests that in a year, this aspiration will ring true; “Mr. Blake’s philosophy of putting students first and fostering strong relationships aligns well with PV’s culture of connection, community, and continuous improvement,” Whittaker said. “His emphasis on collaboration and equity complements our school’s focus on supporting the whole student [body]—academically, socially, and emotionally.” With years of experience paired with overwhelming support from students and staff alike, Blake is undoubtedly fit for the job and requirements of being a superintendent–and his unwavering determination to build a better future for CUSD students sets a hopeful tone for the coming years and beyond.
