When Pamela Rizkallah began her tenure as Superintendent of Cairo School District on July 1, she brought with her a wealth of experience, a passion for public education, and a belief that education is the greatest equalizer. Just a few months into the role, she is already making her mark by emphasizing teamwork, critical thinking, and a student-centered approach to leadership.

Rizkallah’s path to Cairo reflects a lifelong dedication to learning. Originally from Bavaria, Germany, she came to the United States at age 18 to attend university. She studied at Southern Illinois University Carbondale and McKendree University. She is currently pursuing her doctorate. “I perpetually go to school,” she admitted, explaining that her drive for education stems from personal fulfillment rather than recognition. My focus is on highlighting my team and building capacity in them. The kids fuel me. “That’s what fills my bucket.”

Her career in education has spanned three districts in Southern Illinois. She began as a teacher in Carbondale Elementary School District 95 before moving into administration in Harrisburg, where she served as principal and later as Chief School Business Official. Each role expanded her expertise and deepened her understanding of how schools function, both academically and financially. These experiences ultimately prepared her for her current position leading the Cairo School District.

As superintendent, Rizkallah is clear about her leadership philosophy: shared governance. “I very strongly believe that students have a voice. Teachers have a voice. Staff have a voice. The community has a voice,” she said. “Hearing from all stakeholders helps me drive my mission of doing what’s best for kids.” While she has no hesitation about making decisions when necessary, she believes collaboration leads to greater buy-in and stronger outcomes.

That philosophy is reflected in her approach to students themselves. Rizkallah is committed to ensuring children are not left out of the conversations that shape their education. She plans to begin inviting students to attend school board meetings to share their work, their ideas, and their perspectives. “Too often, adults say we are about children, but then we don’t have the children at the table,” she said. By giving students a platform, she hopes to empower them and highlight the many ways they contribute to the school community.

Her emphasis on student voice and engagement connects to a broader belief in the importance of critical thinking and reflection. She describes failure not as an endpoint but as “an opportunity to try again.” For her, “no” means “next opportunity.” This philosophy shapes how she encourages staff, students, and even parents to approach challenges—with resilience, self-reflection, and a determination to move forward.

Building relationships is another cornerstone of Rizkallah’s leadership. She makes time to walk the halls, speak with students, and engage parents directly. During one recent visit to the elementary school, students who didn’t yet know her asked if she was a teacher. When she explained that she was the superintendent, one child explained, “You’re the boss of the principals and the boss of everyone!” Rizkallah laughed at the memory, but she also used it as a teaching moment, showing students that her role is not about authority but about being present to support them.

Her commitment to accessibility extends beyond the walls of the schools. At a district meet-and-greet, she distributed her cell phone number and encouraged parents to reach out. “I want people to come and talk with me,” she said, recognizing that building trust requires openness and responsiveness.

Rizkallah is candid about the demands of her position. Without a full leadership team in place, she often balances administrative duties with immediate student needs. She acknowledges the long hours and personal sacrifices required in these first years, describing it as a “big lift.” Yet she embraces the responsibility, recognizing that the work is both a professional and personal commitment.

Looking ahead, Rizkallah defines success not only by test scores but by culture. “When we have engagement from kids and the community, when people come not just to complain but to share ideas, to build programming and resources for kids, that’s how success is measured,” she explained. For her, improved academics will naturally follow once a strong culture and capacity are in place.

At the heart of her vision is her conviction that education has the power to transform lives. “Education is probably the greatest equalizer,” she said. “You can go to school, and you have the choice to do whatever you want with your life.” In Cairo, she is determined to ensure that every student has access to those opportunities—and the support to reach them.

Superintendent Pamela Rizkallah’s mission is clear. She has come to Cairo to listen, to lead, and to advocate for children. With a belief in teamwork, resilience, and education’s power to equalize, she is guiding the district forward with humility and determination.