When Chris Delehanty started out as a fifth-grade teacher, overhead projectors were standard classroom technology and getting a computer cart was something to celebrate. By the time he became an assistant principal, mobile learning devices had begun seeping into classrooms.

Although he didn’t have a professional background in technology, he volunteered to co-chair his district’s tech committee, where he became a driving force behind putting Chromebooks into students’ hands. Since then, his career has grown in lockstep with the shift in education toward evidence-based, technology-empowered learning. “When I became principal, I was bringing on Chromebooks as quickly as I could and working to give teachers the opportunity to experiment with using them in meaningful ways,” Delehanty recalls.

That focus catapulted him into the role of technology director for Del Mar Union School District at a time when schools across the nation were undergoing a digital revolution. Before he knew it, he was implementing a learning management system and developing a districtwide technology plan.

“I didn’t know a switch from a router, but I liked incorporating technology into the classroom and I like learning new things,” he says, adding that the experience taught him valuable lessons about how to lead others through a major transformation.

“How we roll out changes is really important. When you make a dramatic change, people need to understand the why behind it.”

Not only did working at the district level propel Delehanty out of his comfort zone, but it also taught him the value of a strong professional network. “It was the first position I’d been in where I realized I was the only one in the district doing that job,” he says. “The power of having a network beyond your district became really clear to me.”

That realization would shape the rest of his career. From technology, he moved into facilities and capital programs, overseeing modernization projects and a district bond program. The work reinforced the importance of both learning new systems quickly and knowing who to call when questions arose.

Those experiences led him to participate in CASBO’s Business Executive Leadership (BEL) Program, which helped set him up for his current role as assistant superintendent of business services. Since then, he has become increasingly involved in CASBO leadership, including teaching for the BEL Program and serving as assistant chair for the Legislative Committee.

“It’s an opportunity to give back on a greater scale,” he says. “Whatever feeds you – leadership, advocacy, presenting –there are opportunities. That’s what makes CASBO special.”

Always a teacher and learner, Delehanty remains intentional about staying connected to classrooms, even from the business office. He regularly visits school sites, walks campuses with principals and engages students and staff during modernization projects. His teaching background continues to influence his leadership style, particularly in how he structures meetings and builds culture.
“I try to think about how I’m engaging people in solving a problem,” he says. “How am I setting the stage so that all of the voices in the room are part of it?” At the core of his work is a commitment to helping others succeed.

“My vision is really about supporting the development of the people around me,” he says. “When they move on to do something great, that’s a success.”