Wisconsin Recognized for Principal ExcellenceIn the last six years, five Wisconsin school leaders have been recognized as National Principals of the Year. 
During National Principals’ Month, we asked each of them what drives student success at their schools. Each national award winner made it clear that while this is an individual award, none of the progress behind the recognition would be possible without the collective work of their colleagues, students, and the families in their communities. What have been the biggest factors driving the student success at your school? The greatest factor driving student success at Shorewood High School has been our commitment to moving from good intentions to intentional, coordinated action. We have worked to build systems in which students experience both high expectations and meaningful support. That includes strengthening Tier 1 instruction, expanding co-serving practices, using data to identify inequities, investing in student belonging, and approaching discipline through restoration rather than exclusion whenever possible. One example is our co-serving work in Algebra and Geometry. We intentionally paired special education and general education teachers, protected collaborative planning time, and provided ongoing professional learning. As special education teachers became active instructional partners – not simply support personnel – all students benefited from greater access to content and multiple ways of learning. Students without disabilities even shared that explanations from their special education teachers helped them understand mathematics more clearly. Five factors contribute most to student success at Brookfield East High School:
Andy Our success at Pilgrim Park Middle School has come from refusing to separate academics from student belonging. Students deserve both unwavering support and unwavering expectations, and we've intentionally built a culture where belonging and accountability strengthen—not compete with—one another. That balance, combined with a commitment to continually studying our results and refining our practices, has been the driving force behind our growth. Ultimately, I don't think student success comes from one program or one initiative. It comes from relationships, high expectations, committed educators, a supportive community, and a shared belief that every student can be successful. When those things come together as they do in Mukwonago, students have the opportunity not only to succeed, but to really thrive. Student success at Ronald Reagan High School stems from deep staff longevity paired with an inclusive International Baccalaureate (IB) mission that guides every student. With over 50% of our staff dedicated to our community for more than a decade, high retention builds deep relational trust and strong instructional practices. Unanimously aligned under the same IB vision, our staff delivers a seamless, high-rigor learning experience where global citizenship and academic growth are the standard for every student. What did it mean to represent WI school leaders nationally? I am proud to represent the thoughtful, student-centered leadership happening throughout our state, especially the leaders doing courageous and often unseen work every day to make schools more equitable, restorative, and responsive to students. As a Black woman, an HBCU graduate, and a leader who believes deeply in leading from the heart, this recognition holds additional meaning for me. I understand that I am also representing aspiring leaders who may not always see themselves reflected in positions of educational leadership. I felt tremendous pride to represent not only my school and community, but the incredible work of school leaders and educators across our state. I was proud to bring the Brookfield East, Elmbrook, and Wisconsin stories to a national conversation while learning from remarkable leaders across the country. It was an incredible honor to represent Wisconsin, and especially to represent middle level leaders on the national stage. One of the most valuable parts of the experience was learning how differently public education operates across the country. In many states, legislation dictates much of what happens inside schools. Wisconsin has historically afforded educators a greater degree of local decision-making, even while navigating an increasingly polarized political landscape. That perspective made me even more appreciative of the professionalism and leadership of Wisconsin educators, who consistently keep students at the center of every decision despite the challenges around us. The experience gave me an opportunity to share the great work happening in Wisconsin schools while also learning from school leaders across the country. What stood out to me most was realizing that, while our schools may look different from state to state, the challenges and opportunities we face are remarkably similar. We are all working to create schools where students feel known, supported, challenged, and prepared for their future. Participating in once-in-a-lifetime experiences alongside inspiring peers across the country offered both fresh perspectives and validation of Wisconsin's educational excellence. Ultimately, serving in this role meant acting as a bridge between national vision and local impact, returning home with ideas to better serve our students, staff, and communities. What professional learning has been the most impactful for you and your team? The most impactful professional learning for my team and me has been collaborative learning that is connected to student evidence and immediately applicable to our practice. At the district and administrative leadership level, our SAIL work has been especially influential. It has helped us strengthen our collective leadership capacity, align our improvement efforts around shared priorities, and use focused 100-day cycles to move from broad goals to measurable action and impact. Just as importantly, SAIL has pushed us to examine how we lead adult learning, monitor implementation, and remain accountable for the impact of our decisions on students. At the building level, we have worked to carry that same approach into our professional learning with staff. Our School Equity Leadership Team has played an important role in this process by analyzing data, leading professional learning, and helping departments translate our equity commitments into concrete instructional action. Some of our most transformative learning has come through continuous improvement work. It has helped our school create greater clarity and focus around a small number of meaningful goals, build and align the systems necessary to achieve them, and continually reflect, learn, and adjust along the way. Similarly, our staff's work to build a system of reading across all content areas has been truly inspirational. Through a shared focus on building background knowledge, intentionally developing academic vocabulary, and creating a common process for students to annotate complex and rigorous texts, our staff has worked collectively to strengthen how students read and engage with challenging material. We have been proud to see the impact of this shared commitment on student reading, learning, and success. The most impactful professional learning has been the kind that changed not just what we do, but how we think. AWSA's SAIL continuous improvement process gave us a practical framework for setting focused goals, measuring progress, and making meaningful adjustments through 100-day cycles. At the same time, our work in trauma-informed practices with Josh Varner deepened our understanding of student behavior and reinforced the importance of responding with empathy while maintaining high expectations. Combined with ongoing learning around data literacy, these experiences have strengthened our ability to make thoughtful, student-centered decisions and foster a culture where we're never satisfied with "good enough." Continuous improvement has become part of our identity. The professional learning that has been most impactful for me is learning that I can take back to my team and put into practice. AWSA conferences and networking opportunities have been especially valuable because they allow me to learn from other school leaders, hear what is working in their schools, and bring new ideas back to our own building. Serving on the MSOE Principal Center Board has also been a valuable experience, giving me opportunities to learn, collaborate, and think differently about leadership and the work we do as school leaders. I also value the professional learning that happens within our own school through PLC collaboration. Some of our most meaningful learning occurs when teachers sit together, examine student data, discuss student needs, share strategies, and work collaboratively to strengthen instruction. What advice would you give to colleagues wanting to make a similar level of impact for their students? First, get close to the students, the classrooms, and the evidence. Second, do not try to transform everything at once. Identify a high-leverage need, start with a small group of willing people, give them time and support to learn together, and study what happens. Our co-serving work began with educators who were willing to share ownership of the classroom and learn alongside one another. Their experiences and early successes helped us build credibility and expand the work. Third, build others' capacity. Finally, lead with both courage and care. I believe schools are among the most amazing community gathering places we have. I encourage school leaders and leadership teams to dream big and to create schools that provide every student with the academic skills, knowledge, and authentic confidence to shape their future and make a difference in the world. We know our kids will change the world. Visionary, focused, aligned, and transformational teams create better tomorrows for all kids. “Keep dreaming big” is some of the most impactful advice I have ever received as a school leader. My best and most high-leverage advice for anyone who wants to make a meaningful impact on student learning and achievement is to get your calendar and workflow under control. Seriously! It sounds simple, maybe even obvious, but the first step in making a high-level impact is knowing what the work is—and protecting the time to actually do it. These are big jobs, and a lot of people depend on us. When someone is standing at your door asking for help, it can feel almost impossible to say, “Sorry, I can’t talk right now—I’m walking to a meeting!” But if we aren't intentional about our time, the urgent will always crowd out the important. Know when you need to be in classrooms, when you need uninterrupted time for strategic work, when you need to complete evaluations, and when you can be responsive to the needs of the building. Partner with your administrative team to protect those priorities and create coverage when emergencies inevitably arise. Start with relationships and start small. You don't have to change everything at once. I also believe strongly in bringing people into the work rather than doing the work to people. Give teachers and students a voice. Build leadership capacity in others. Celebrate the small wins. And when something doesn't work, laugh and treat it as information rather than failure. Most importantly, keep the focus on the question, “Is this what is best for students?” If the answer is yes, keep going. If the answer is no, be willing to adjust. I believe leadership is ultimately about creating the conditions for other people to succeed. Prioritize trust over transactions. When staff and students feel genuinely seen, valued, and supported, it creates a psychological safety net that encourages academic risk-taking, reduces burnout, and builds community loyalty. Connect with state and national networks, observe peer schools, and step into advocacy spaces. Bringing fresh perspectives back to your district and school elevates your daily practice and increases student outcomes. Is there anything else you would like to share/include in the article that wasn't addressed in the other questions? I am especially proud that my journey began at Lane College, an HBCU that helped cultivate my belief in the power of education, service, and community. I hope this recognition reminds emerging leaders – particularly women and leaders of color – that they do not have to abandon their identities, values, or compassion to lead at the highest levels. They can lead boldly, make room for others, and use their influence to create opportunities that extend far beyond themselves. It's so important – in all the conversations around data, literacy, continuous improvement, culture, and belonging – to remember to have fun. Attend the new student breakfast. Lead a club. Roller skate through the hallway to celebrate with a student when they meet a goal. Do the Cha-Cha Slide at the school dance. Rent the dunk tank. Those moments aren't distractions from the work—they're part of the work. They tell students, "This is a place where you belong, and we're celebrating with you." I am especially passionate about creating schools where students don't simply attend school, but rather they feel that they are part of it. Student voice, leadership, school pride, belonging, and recognition are not extras. They are important pieces of creating a culture where students want to be successful and want to contribute to their school community. |
