Little Learners

I genuinely believe visibility is key to creating a positive school culture. By being present in classrooms, I demonstrate to teachers that their efforts matter. It allows me to offer specific, genuine praise and write thank-you cards that reflect the incredible work I see firsthand. Our teachers work so hard, and I do everything I can to recognize and celebrate their efforts.

Walking the halls and visiting classrooms daily also helps me connect with students on a personal level. I celebrate their accomplishments in real time—whether it’s giving a “Superstar” sticker, making a positive phone call home, or acknowledging a goal they’ve reached.

I also meet with small groups of students, such as my Men’s Club, where we talk about being safe, kind, and responsible, and the importance of working hard to build a good reputation. These personal connections with both staff and students create a culture where everyone feels seen, supported, and valued.

Feedback has been instrumental in my leadership journey. Because others have been willing to invest in me and provide honest feedback, I’ve learned how to leverage my strengths and be cautious of my blind spots. I continue to grow as a leader thanks to the guidance I receive from my admin team, teachers, and supervisors each year.

Since feedback has had such a positive impact on me, I make it a priority to pay it forward by providing thoughtful feedback to others. For example, my admin team and instructional coaches collaborate on walkthrough observations. Together, we observe a teacher in action and then provide specific, actionable feedback—highlighting what they’re doing well and suggesting one area for improvement. Small instructional changes are happening because we take the time to observe and debrief.

Every time I meet with students, I am reminded of why I chose a career in education. I’ve designed many PBIS rewards that focus on spending time with me, which provides me with meaningful opportunities to connect with students. For example, students can use their points to eat Zaxby’s lunch with a friend and me, walk to a local donut shop with me to buy a treat for themselves and their teachers, or even “buy” the principal’s chair for a day—when they do, we chat for a few minutes before I roll them to class in the chair.

I also host a weekly Men’s Club for each grade level, where I have in-depth conversations with boys who are working on leadership skills. I’m always looking for unique ways to connect with students and learn about their experiences, which helps me better support them both academically and personally.

Long before I became principal, Cumming Elementary had a beautiful tradition of giving our students with special needs a huge send-off as they boarded the buses for the Special Olympics. The entire student body lines the front parking lot with signs, music, and pom-poms, cheering on the athletes as they board the bus and take a full lap around the parking lot.

What makes this moment so special is that our students know the names of every athlete competing. It’s a powerful reflection of the inclusive and caring environment we’ve built at Cumming Elementary. This tradition truly captures the heart of our school—students celebrating one another and embracing differences with pride, joy, and genuine kindness.