Biography

Dr. Alicia Renix is an accomplished educator, instructional leader, and higher education administrator whose career reflects an unwavering commitment to teaching, learning, and community empowerment. Originally from Ohio, Dr. Renix relocated to Washington, D.C., in 2002 after graduating from college. She began her professional journey working in Congress, where she developed a strong foundation in public service, policy, and advocacy. Although her early career was rooted in government, her passion for children and communities ultimately led her to transition into the field of education—where she has now served for more than two decades.

With over 20 years of experience in PK–8 schools, Dr. Renix has held a range of impactful roles, including classroom teacher, instructional coach, vice principal, director, and principal. Across each position, she has demonstrated a deep understanding of curriculum and instruction, school leadership, and systems improvement. Her leadership is grounded in high expectations, relationship-building, and data-informed decision-making, all aimed at improving student outcomes and strengthening school communities.

Dr. Renix has dedicated much of her career to serving students and families in Ward 8 in Southeast Washington, D.C. Her work in this community is marked by a proven track record of driving positive academic results for children while empowering families through authentic engagement and service. She believes that schools must function not only as centers of academic excellence but also as pillars of stability, opportunity, and hope within their communities. Her leadership reflects a steadfast commitment to equity, access, and ensuring that every child—regardless of zip code—receives high-quality instruction and meaningful opportunities to thrive.

Currently, Dr. Renix serves as the Interim Director of the Teacher Education Program at Howard University. In this role, she manages school partnerships and oversees clinical experiences for all teacher education students. She works closely with local schools and district leaders to cultivate strong, mutually beneficial partnerships that provide aspiring educators with high-quality, practice-based field experiences. Dr. Renix ensures that placements are thoughtfully aligned to program goals and candidate development, prioritizing environments that model inclusive instruction, effective classroom management, and culturally responsive teaching practices.

In addition to managing partnerships, Dr. Renix supervises and supports student teachers throughout their clinical journey. She provides coaching, observation feedback, and professional mentorship designed to bridge theory and practice. Her work centers on developing reflective practitioners who are prepared to meet the diverse academic and social-emotional needs of their future students. She is particularly committed to helping teacher candidates build strong instructional foundations, cultivate professional dispositions, and understand the critical role identity and equity play in classroom practice.

Dr. Renix’s leadership in educator preparation reflects her broader belief that strengthening schools begins with strengthening teachers. She is passionate about designing systems that support candidate growth, fostering collaboration between university faculty and PK–12 partners, and ensuring that clinical supervision is rigorous, supportive, and aligned with professional standards. Through her work, she is shaping the next generation of educators to enter the profession confident, competent, and committed to excellence.

At the heart of Dr. Renix’s career is a deep dedication to service. Whether leading a school community, coaching a teacher, partnering with families, or preparing future educators, she approaches her work with integrity, purpose, and a belief in the transformative power of education. Her professional journey—from Congress to classroom to university leadership—reflects a lifelong commitment to advancing educational opportunity and building stronger communities through effective teaching and learning.