From Baltimore to Woodbury: Superintendent Andrew Bell Reflects on a Career of Purpose and Progress
Photo of Superintendent Andrew Bell courtesy of Woodbury Public Schools.
BY MADISON JOLLEY | For AC JosepH Media
WOODBURY — When Andrew Bell enrolled at Morgan State University as a graphic design major, he never imagined that his journey would eventually lead him to become a school superintendent.
Bell, the current superintendent of Woodbury Public Schools, said it was during a summer work-study program at a youth camp on campus that his path shifted. The university’s dean of education, after observing Bell’s natural connection with the students, suggested he consider switching to education.
Bell was initially surprised by the suggestion, but the dean had already taken steps on his behalf, including registering him for the Praxis test, a requirement for entry into Morgan’s School of Education.
“He said, ‘You should be a teacher,’” Bell recalled. “And I did everything he told me to do.”
That pivotal moment launched Bell into the world of education, where he has spent the last three decades growing into one of South Jersey’s most respected school leaders. Bell has led Woodbury Public Schools since 2019. He is one of the longest-serving Black superintendents in the region, and earlier this year, was recognized by Governor Phil Murphy for establishing a phone-free learning environment across his district.
Before coming to Woodbury, Bell began his career in 1995 with Baltimore City Public Schools. He later moved to Camden in 1998, where he worked for over 20 years. Starting as a substitute teacher, Bell steadily advanced through the ranks, serving in a wide variety of roles including art teacher, coach, vice principal, principal, principal coach, and assistant superintendent.
Those early years, especially his time teaching and coaching, laid the foundation for his leadership style. Bell described those years as energizing and deeply fulfilling.
“I just wanted to be myself, and I think the students appreciated that,” he said. “I enjoyed coaching basketball and teaching art. It never felt like work. It felt like I was doing something meaningful.”
As Bell entered his thirties, he started thinking more seriously about his future in education. He returned to school, earning a master’s degree in less than a year, and began pursuing leadership roles.
But the journey was not always easy. At first, he struggled to be taken seriously as an administrative candidate. Eventually, with support from key mentors, he was given an opportunity to become a vice principal in 2008, around the same time he became a father.
His experiences in Camden shaped his views on leadership and equity. Over time, however, changes in the district’s leadership led Bell to believe it was time to move on. While becoming a superintendent had not been a specific goal, the opportunity at Woodbury felt like the right next step.
“I received a few calls encouraging me to apply,” Bell said. “I was not looking to be a superintendent, but I was open to where the journey would lead. After my last 18 months in Camden, I knew I needed something different.”
Accepting the position in Woodbury came with unique significance. Bell became the first Black superintendent in the district’s history and one of the few to serve in that role in Gloucester County.
“I probably did not fully understand what that would mean when I took the job,” he said. “But it has been a great experience. The community has been supportive, and we have accomplished so much.”
Among those accomplishments is the district’s steady focus on equity and representation. Bell has made it a priority to recruit more Black and brown teachers, believing that representation in the classroom matters for all students.
“We now have more teachers of color than this district has ever had,” he said. “That makes a difference. Students should see people who look like them leading instruction. It benefits everyone.”
He is also proud of the district’s instructional growth. When Bell arrived, Woodbury’s programming and instruction ranked at 43% in the state’s CUSAC evaluation. Today, that number is nearly 80 percent, a level that reflects strong academic progress.
Bell also spearheaded the passage of a major referendum that led to capital improvement projects across the district. These include a new career and technical education facility, expanded preschool classrooms, upgraded locker rooms, and an auxiliary gym for athletics and community events.
Despite all of these achievements, it is the phone-free learning environment that has captured the most attention. Bell made the decision after witnessing firsthand how disruptive phones had become in the school setting.
One day, while walking through the high school, he saw students on FaceTime in the halls, filming videos for TikTok, and scrolling through social media during class.
“In just a few minutes, I could see how widespread the issue had become,” he said. “It was time to do something bold.”
Instead of simply asking students to put phones away, Bell introduced lockable phone pouches to be used during the school day. While the policy initially faced pushback from some parents and students, the results have been clear.
“In my 30 years in education, I do not think I have made a better decision,” Bell said. “Student achievement has gone up. Teachers feel more in control. Students are more engaged.”
Bell shared that the number of students making the honor roll in grades 10 and 11 nearly tripled compared to the previous year. Teachers reported feeling more empowered to teach without the constant battle over devices, and classrooms have become more focused and calm.
As he looks to the future, Bell is also working toward completing his doctorate, with a target graduation date of December 2026. At the same time, he has begun to reflect on the legacy he hopes to leave behind.
“My purpose has always been to make the school experience better for kids,” he said. “As a teacher, that meant treating students with respect and making learning enjoyable. As a superintendent, it has meant removing barriers and promoting equity.”
Bell hopes people will remember him as someone who was fair, who held high expectations, and who always put students first.
“I want people to say that the district was in a better place when I left than when I arrived,” he said. “That we made real progress for students and families. That is the legacy I want to leave.”
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