Every community has those quiet figures who lead not by position but by presence. In Dunsmuir, California, that person is Ray Kellar. His path to becoming Superintendent of Dunsmuir High School wasn’t a straight line, but each turn along the way added depth to his understanding of what leadership really means.
Mr. Kellar’s story begins in Sacramento, where he graduated from a large high school in 1976. Surrounded by more than two thousand students, he found his footing through the steady encouragement of teachers and coaches who believed in him. Their influence stayed with him long after graduation. Education was a familiar calling in his family, too. An aunt and uncle who spent their lives teaching often spoke about their students’ achievements.
Those stories planted a quiet ambition in Mr. Kellar, a desire to be part of something that changed lives. But his early career took a different turn. For fifteen years, he served as vice president of a local bank, managing finances and building trust in his county. He enjoyed the work and the rhythm of community life, but deep down, he wanted to do more. One day, Kellar realized that he wanted his work to create opportunities for others. That realization guided him toward education, where purpose and service meet in everyday ways.
Leading with Purpose and Unity
As Superintendent of Dunsmuir High School, Mr. Kellar views his role as more than just administration. For him, leadership is about setting a tone that others can believe in. His day begins and ends with the same goal in mind: creating an environment where students and staff feel valued, supported, and inspired to do their best work.
Mr. Kellar often describes his position as both a responsibility and a privilege. He believes a superintendent must be a role model first, one whose actions speak as loudly as decisions. “I want to provide a positive atmosphere for staff and students,” he said. “When everyone works together toward the same goal, good things happen.”
Under his guidance, Dunsmuir High School has strengthened its sense of community and shared purpose. Teachers collaborate more closely, students feel encouraged to participate, and families see the difference in the school’s culture. Mr. Kellar takes pride in these accomplishments, not because they carry his name, but because they reflect a collective effort. For him, success is not measured by numbers or awards, but by the quiet satisfaction of seeing everyone move forward together, united by one vision: the success and growth of every student.
Building Opportunities Beyond the Classroom
When Mr. Kellar stepped into the role of Superintendent, his focus was clear: learning should reach beyond the walls of the classroom. He saw that academic growth often begins with exposure, moments that allow students to see the world beyond their small community. To make that vision real, he began developing programs centered on enrichment and engagement.
Under his leadership, students now participate in college tours, college fairs, and field trips that connect their studies to real-world experiences. They attend athletic events, theater performances, and music festivals that broaden their perspectives and spark new interests. These opportunities, Kellar believes, are essential for helping students imagine what is possible for their own futures.
“I want every student to feel like they belong,” he said. “When they see what’s out there and realize they have a place in it, their motivation changes.” His initiatives have helped create a stronger sense of connection among students, encouraging them to explore, ask questions, and set bigger goals. By weaving enrichment into everyday learning, Mr. Kellar has turned engagement into a shared experience, which reminds students that their journey doesn’t end at graduation; it only begins there.
A Vision for Growth in Changing Times
For 2026, Mr. Kellar’s vision for Dunsmuir High School centers on preserving opportunity even as the student population declines. He understands that smaller numbers should never mean smaller dreams. His focus is on maintaining the quality and variety of programs that make the school stand out, while ensuring that every student continues to have access to meaningful learning experiences.
“As enrollment shifts, our job is to make sure students don’t lose opportunities,” Mr. Kellar explained. “We want to keep offering programs that open doors.” He remains committed to sustaining a rich mix of courses and activities, from culinary arts and computer science to music and robotics. These offerings give students the chance to explore different paths, discover talents, and prepare for diverse futures.
To measure success, Mr. Kellar looks beyond test scores. He values student engagement, participation, and growth as the real signs of progress. His goal is to keep the school vibrant, innovative, and connected to the changing needs of young people. With each step, he continues to shape a district that proves a small school can still provide big opportunities, as long as it holds tight to its commitment to student learning and possibility.
Leading Through Challenge and Compassion
Leadership often reveals its true strength in difficult moments, and for Mr. Kellar, one of those moments came in the form of a single parent who could not be satisfied with the school’s efforts. What began as simple disagreements grew into a situation that tested his patience, empathy, and resilience.
Mr. Kellar focused on what mattered most: the student. He understood that frustration from adults should never come at the cost of a child’s education. “The challenge was keeping the student from getting lost,” he said. Throughout the conflict, he stayed calm and professional, guiding his team to remain supportive despite the personal toll it took on both staff and himself.
In time, the parent transferred the student to another school. When that experience proved less positive, the family returned to Dunsmuir High School. Mr. Kellar welcomed them back without hesitation, centering the conversation on the student’s growth rather than the past. Over time, the parent stepped back, and the student began to thrive.
For him, this experience reaffirmed a simple truth about leadership: it is not about winning arguments but about standing firm for what is right, even when doing so requires patience, grace, and a steady hand.
Adapting Education to Fit Every School
Ray Kellar has spent decades leading a small school and observing how different environments shape learning. His experiences have taught him that one-size-fits-all rules often fail to meet the needs of students and staff. Small schools operate at a different pace, face unique challenges, and require approaches that larger schools cannot always apply.
He believes that understanding these differences is essential for meaningful improvement. “The needs of all involved are different,” he said. “Small schools cannot operate under the same guidelines as larger schools, and the same goes the other way. Recognizing those needs would allow everyone to succeed.”
If given unlimited resources, he would create programs and policies tailored to the realities of each school. Students would receive opportunities suited to their environment, while teachers and staff would get the support needed to meet those challenges. For Mr. Kellar, the goal is practical: education should work for every student and every school. By designing strategies around actual needs, he believes all schools can thrive, each at its own pace and with its own strengths.
Measuring Growth Through Engagement and Evaluation
For Mr. Kellar, assessing student growth goes far beyond test scores. He believes that the most meaningful progress comes from seeing students engaged, challenged, and supported in ways that match their individual needs. At Dunsmuir High School, the entire staff plays a central role in monitoring this growth, constantly evaluating the effectiveness of every program offered.
Mr. Kellar emphasizes intentionality in his approach. Teachers and administrators regularly seek ways to involve students in tutoring sessions, enrichment programs, and other targeted support activities. They track participation and engagement to identify where students thrive and where additional guidance is needed.
“Unique opportunities continue to arise when we pay attention to what students need,” Mr. Kellar said. These moments allow the school to adapt quickly, offering programs that spark interest, strengthen skills, and encourage students to take ownership of their learning. By combining structured evaluation with flexible, student-centered programs, he ensures that both academic performance and personal development are supported. For him, success is a living measure, seen in students who are active participants in their education and in a school culture that values growth at every level.
Providing Opportunities for Every Student
In a small school like Dunsmuir High, Mr. Kellar sees the size of the student body as an advantage when it comes to equity. With fewer students, it becomes possible to ensure that every program and resource reaches each individual. This allows the school to offer a wide range of academic, artistic, and extracurricular opportunities without leaving anyone behind.
He works closely with his staff to make inclusion a priority. They actively seek ways to engage all students and families, making sure tutoring, enrichment programs, and special activities are available to everyone. “We make it a priority to include everyone,” he said.
This approach has helped build a community where students feel seen and supported. Access to resources is not determined by ability, background, or circumstance. For Mr. Kellar, equity is practical and deliberate. By ensuring that every student can participate fully in school life, he creates an environment where each student has the chance to grow, explore, and succeed.
Preparing for the Future
As Mr. Kellar approaches retirement, his focus has shifted from daily operations to ensuring a smooth transition for the next leader. After decades of guiding Dunsmuir High School, he wants the school to continue thriving long after he steps down.
Mr. Kellar is committed to mentoring and preparing his successor. He has worked closely to ensure that the new administrator will be knowledgeable about the school’s programs, the needs of the students, and the unique challenges that come with leading a small community school. “My goal is that the new administrator will be prepared, knowledgeable, and ready for the challenges ahead,” he said.
Even as he plans to retire, his vision remains centered on continuity and stability. He believes that strong leadership is built over time and that passing on institutional knowledge is one of the most important contributions a superintendent can make. His legacy, he hopes, will be a school that continues to provide opportunities, foster engagement, and support every student, guided by leadership that is ready to meet the future with confidence.
Finding Balance Beyond the School
For Mr. Kellar, leading a school often means long hours and constant attention to detail. School responsibilities take up much of his time, and he acknowledges that the role can be all-consuming. Yet he has found ways to maintain balance and stay grounded outside of work.
Family time remains a top priority. Moments spent with loved ones provide perspective and energy, reminding him of life beyond administrative duties. Travel also offers a chance to step away, experience new places, and recharge. Whether exploring a new city or enjoying quiet moments at home, these experiences bring fresh ideas and renewed focus.
Mr. Kellar also enjoys working around his house, tackling projects that require hands-on attention and creativity. These activities may seem ordinary, but for him, they are essential. They provide a sense of accomplishment outside the school environment and help maintain a healthy work-life balance that supports both his professional and personal well-being.
A Message of Leadership and Respect
Ray Kellar believes that education is a shared journey, and every member of a school community plays a role in helping students succeed. He encourages staff, students, and families to approach that journey with kindness, respect, and cooperation.
“We are all on the same road to educational success for our students,” he said. “Be kind, helpful, and respectful to those who share this road, and make sure that they all have proper space to travel with you.” For him, leadership is about creating a path where everyone can move forward together, supported and valued.
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“We are all on the same road to educational success for our students. Be kind, helpful, and respectful to those who share this road.”
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