Three principals in the Clark County School District — Karen Marintyc, Anthony Marintyc and Belinda Marintyc — said a family background in education influenced their decision to become school leaders and shaped how they connect with students.

The principals described similar motivations and different personal styles, saying the family tradition gives them a shared commitment to student growth and school culture. The account comes from a district profile that introduced the three educators and highlighted anecdotes about their classroom and extracurricular work.

Karen Marintyc, identified in the segment as an elementary school principal, said she looks forward to seeing students each day and watching them grow in class. One of the principals is quoted saying, "When I wake up in the morning, I am excited to get here to see their little faces, to watch them in their classrooms grow." That remark in the profile underscores a focus on daily student relationships.

The segment also introduced Anthony Marintyc as principal of the Advanced Technologies Academy and Belinda Marintyc as principal at Legacy High School. The profile noted an anecdote from Anthony’s early career as a band director at Mohave High School, where he met Belinda when she was a cheer coach; the piece said that an initial refusal to play certain music became a lighthearted story about how they bonded and later worked together to change culture at the school.

The principals described differences in personality and style. One said, "I definitely am that person who goes and speaks to everyone in the room, whether I know them or not," while another said they seek to build relationships through everyday interactions such as dancing with students at lunchtime and embracing student interests like Star Trek, Star Wars and anime to encourage acceptance and reduce bullying.

The profile emphasized relationship-building and creating an inclusive school environment. It noted that all three principals share a passion for education but bring different approaches — from outgoing outreach to quieter mentorship — to motivate students and shape school culture.

The segment did not include formal policy decisions, budget figures or districtwide directives; it presented personal backgrounds, anecdotes and approaches to student engagement.