The National Association of Secondary School Principals named its 2026 National Principals and Assistant Principals of the Year. The honorees represent Illinois, North Carolina, Tennessee and Wisconsin.

Meet the winners:

Middle Level Principal of the Year Sonia Ruiz, Jane Addams Middle School in Bolingbrook, Illinois

Ruiz is in her fourth year as the principal, leading��with a focus on belonging, equity and shared leadership.

Under her leadership, Jane Addams has earned ���Exemplary Status��� for three consecutive years, placing the school in the top 10% of schools in Illinois. She believes a strong school culture is built through relationships, belonging and collective responsibility.

She has strengthened systems that support academic growth, social-emotional well-being, and equity for all learners. She serves as the Illinois Principals Association���s diversity and equity chair.

High School Principal of the Year��Jason Johnson, Orange High School in Hillsborough, North Carolina

With more than 25 years in education, Johnson has served as a teacher and leader in Chatham and Guilford county schools and as a school transformation coach with the North Carolina Department of Public Instruction.

A two-time Orange County Principal of the Year (2010, 2025), he has also served on the district���s equity task force. His ���lead with love��� philosophy drives his focus on equity and academic growth for all students.

Middle Level Assistant Principal of the Year��Bill Toungette, Woodland Middle School in Brentwood, Tennessee

Toungette has served as assistant principal of Woodland Middle School since 1996. Throughout his long tenure, he has played a pivotal role in shaping the school���s culture and supporting its academic vision.

He is recognized for fostering collaboration among teachers, strengthening student support systems, and guiding countless families through the challenges of middle school. Colleagues describe him as dependable, compassionate and unwavering in his commitment to excellence.

His decades of service reflect a deep dedication to education and have had a profound impact on the Woodland Middle School community. His legacy continues to inspire students, staff, and the community.

High School Assistant Principal of the Year Amanda Jamerson, Shorewood High School in Shorewood, Wisconsin.

Jamerson has fostered a restorative, equitable and student-centered school culture throughout her tenure.

Beginning her career as a special education teacher, she brings a deep understanding of inclusive practices and student support systems to her leadership. She has led transformative initiatives that have improved school climate and outcomes, including designing and implementing a restorative actions framework that reduced office discipline referrals by 69% over three years. S

She also co-led the development of a comprehensive cell phone policy that strengthened instructional focus and reduced peer conflict. As the building equity lead, she founded the school���s equity leadership team and co-leads the African American Youth Initiative, expanding mentorship, leadership development and college-readiness opportunities for students across southeastern Wisconsin.

Find more solutions in the full “Field Guide for People Leadership,” which is available with .油Then, navigate to the People section of the Content Hub, which is listed in the menu on the left side of 91心頭+.

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“It [COVID-19] has definitely changed the landscape,” says Principal Nicole Bottomley, a principal of 13 years. “It was very difficult in terms of hiring. I would say even now, we’re starting to see a little bit of a return, but not anywhere near what we used to have.”

By mid-2025, roughly one in eight teaching positions (or more than 411,000 posts)��were either vacant or staffed by under-certified educators, according to .

However, talent scarcity doesn’t stop Bottomley from seeking high-quality teachers. There are still non-negotiables���for example, applicants must care deeply about students and “seeing kids succeed.”

“They [applicants] have to understand that students should have a voice,” she explains. “I want to make sure that they value student voice and agency, especially at the high school level.”

She also values applicants who acknowledge they don’t have all the answers and who convey a growth mindset during the job interview.

“We’re really looking for individuals who understand that it is a continuous learning experience,” Bottomley says.

Collaborative hiring and teacher burnout

Students know exactly what they want from their teacher, which is why Bottomley includes two to three students on her interview committee alongside assistant principals and department leaders.

“Our kids are involved in all aspects of the school, and the hiring process shouldn’t be any different,” she argues. “These educators are going to be working directly with our students. Students should be involved in that hiring process.”

It’s also a great way to prepare students for their own job interviews, she adds.

When it comes to retention, Bottomley protects teachers from burnout by not overloading them with new responsibilities.

“Every year that I’ve been in education, more and more is asked of teachers,” she says. “There’s so much that teachers are asked to do outside of their initial teaching responsibilities from bell to bell: attendance, paperwork, documenting the needs of students. There’s just a long list that I think has increased over time.”

Principal-teacher communication is critical. However, leaders must carefully plan their��interactions to avoid disrupting a teacher’s work-life balance.油For example, Bottomley drafts emails on Sunday evenings and schedules them to send on Monday morning.

“I recognize that as a principal, if I’m sending an email at 10:00 on a Sunday night, teachers feel like they have to read it because their principal sent it,” she explains. “I don’t want anyone feeling like that.”

Above all, teachers want to feel valued and respected. That’s a lesson she’s learned throughout her 26 years in education and from exit interviews with teachers.

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel,” Bottomley says, quoting Maya Angelou.

More from 91心頭: Here are a dozen of the nation���s top principals

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The unveiled the finalists for its National Middle Level and High School Principals of the Year and Assistant Principals of the Year awards. These leaders were chosen based on their ability to “transform” their schools and communities, according to NASSP CEO Ronn Nozoe.

Let’s meet each of the finalists in their respective categories:

Middle level principal finalists:

Deborah “Debbie” Dennie, Leonardtown Middle School, St. Mary’s County, MD

As principal over the last 10 years, Dennie has provided steady, visionary leadership grounded in high expectations. Throughout her career, she’s improved instructional practice through data-driven decision-making, elevated student accountability and cultivated a culture of continuous professional growth among educators.

Sonia Ruiz, Jane Addams Middle School, Bolingbrook, IL

Ruiz, who is in her fourth year as principal, makes it a priority to lead with a focus on belonging, equity and shared leadership. Jane Addams Middle School has earned “Exemplary Status” for three consecutive years, placing the school in the top 10% of schools in Illinois.

David “Dave” Wiedlich, Radnor Middle School, Radnor, PA

Wiedlich has distinguished himself as an innovative, student-centered leader committed to school culture. During his tenure, he has advanced data-informed MTSS practices, increased student engagement across all academic settings and expanded curricular, co-curricular and extracurricular offerings to students.

High school level principal finalists

Jason Johnson, Orange High School, Hillsborough, NC

Johnson, who was recently named North Carolina’s Principal of the Year, has more than 25 years in education, previously serving in teaching and school transformation coaching roles. He’s also served on the district’s Equity Task Force, using his “lead with love” philosophy to drive equity and academic growth for students.

Colin McNaught, Cimarron-Memorial High School, Las Vegas, NV

McNaught began his career at Cimarron in 2013 as a biology teacher, later serving as a student council adviser, dean of students and assistant principal. A former Teach for America educator, he is committed to high standards, strong relationships, transparency and collaborative leadership to ensure every student thrives.

Christine Udarbe, N��n��kuli High and Intermediate School, Waianae, HI

Udarbe was named the 2026 Hawaii Secondary Principal of the Year and was recognized as a NAESP Leeward District Distinguished Principal in 2023. Through visionary, data-driven leadership, she has led a comprehensive campus transformation grounded in restorative and trauma-informed practices, systemic safety improvements and strong stakeholder collaboration.

Middle level assistant principal finalists

Leah Marsh, Niles Middle School, Niles, OH

Marsh was named Niles’ assistant principal in 2021. She led the implementation of a comprehensive curriculum framework in all core content areas, established a student mentoring and wellness program, and helped drive a 10% reduction in chronic absenteeism through PBIS initiatives. She also serves in leadership roles with the Ohio Association of Secondary School 91心頭istrators and the Ohio Leadership Advisory Council.

Mark Summa, Avon Middle School, Avon, CT

Throughout Summa’s four years as assistant principal, he’s focused on empowering his school community by expanding leadership opportunities for staff, teaching leadership skills to students and incorporating parent voices in school decisions. He has grown the mentorship program, redesigned SEL programming to be responsive to student needs and leveraged teaching excellence to drive instructional development forward to meet all learners where they are.

William “Bill” Toungette, Woodland Middle School, Brentwood, TN

Toungette has been the assistant principal since 1996. His long tenure has resulted in an improved school culture rooted in teacher collaboration, student support systems and family engagement. Colleagues describe him as dependable, compassionate and unwavering in his commitment to excellence.

High school level assistant principal finalists

Amanda Jamerson, Shorewood High School, Shorewood, WI

Jamerson is the associate principal of Shorewood High School, where she has led transformative initiatives that have improved school climate and outcomes, including designing a Restorative Actions Framework that reduced office discipline referrals by 69% over three years. As the building equity lead, she founded the school���s Equity Leadership Team and co-leads the African American Youth Initiative, expanding mentorship, leadership development, and college-readiness opportunities for students across southeastern Wisconsin.

Brooke Mayo, Tualatin High School, Tualatin, OR

Over the last four years, Mayo has been pivotal in creating an inclusive and supportive school culture, particularly for the LGBTQIA+ community. 91心頭istrators have recognized her work in equity-centered systems leadership, highlighting her ability to lead with courage and care in complex situations. She implemented a partnership between high school and middle school Gay-Straight Alliance students, which has eased transitions for incoming students.

Cara Vienna, Los Alamitos High School, Los Alamitos, CA

Vienna oversees counseling, special education, college and career, math, mental health and intervention as the assistant principal of Los Alamitos High School. Recognized as a servant leader, she prioritizes relationships and collaboration with all stakeholders to drive meaningful change. Under her leadership, Los Alamitos High School achieved a 100% graduation rate for two consecutive years with over 3,000 students enrolled.

More from 91心頭: How Superintendent Pamela Nathan rallies her district around innovation

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Step 1: 80/20

Martin says the rule applies to all use cases of AI, including a presentation he gave to his staff.

Over the course of six months, Martin did all the research, collected resources and developed a detailed outline, which he estimates was 80% of the work. The remaining 20% was done by AI, which offered suggestions to the outline without making changes to Martin’s original work.

The same principle must be applied to students’ use of AI to enhance learning, he argues, as AI must not be used for “cognitive offloading.”

“AI didn’t write the outline for me,” Martin says. “I did the research and read its suggestions and I made the changes.”

He adds that he brought the ideas. AI simply made his ideas better.

Step 2: 20/80

After perfecting his outline, he needed to create the presentation, a less thought-provoking task that AI would streamline. In other words, Martin would contribute 20% of the effort and let technology do the rest.

He uploaded his outline into , a free-to-use, AI-powered presentation and website builder. In 30 seconds, it produced a presentation that was tweaked.

Martin hopes his students can benefit from this school of thought.

“We do not want kids leaving Buckeye Central doing nothing but cognitive offloading and replacing their brains with AI,” he says. “We want to teach them how to use it the right way as an assistant to improve their knowledge base.”

Experimenting without guidance

Meanwhile, Martin says the school district has paused its development of AI policies and guidelines after replacing nearly all of its administrators. In the meantime, he says educators can still introduce students and staff to the technology, because he fears an equity gap will emerge if kids don’t know how to use AI.

“The genie is out of the bottle,” he says. “We’re not putting it back in. We only get three wishes, so how can we use them to make sure we’re controlling AI so it becomes a tool for students without replacing their learning?”

The equity gap he’s concerned about doesn’t refer to access, but students’ expertise. Learners who fall “trap” of AI will use it to cheat and plagiarize. The experts will become stronger academically.

The Buckeye Central Local School District is also in the process of certifying its teachers in AI, which Martin believes will help leadership develop a stronger AI policy.

More from 91心頭: Here are 5 steps for connecting students��� passion with purpose

Using AI to ‘isolate pain points’

Martin says he’s been experimenting with AI since before it gained national attention. Over the past several years, he’s picked up a range of skills���including analyzing data���that have improved his effectiveness as an administrator.

He adds that administrators should take caution in using AI to evaluate student data.

“You can’t just throw kids’ names in AI,” he explains. “There’s a process that I have to ensure the student’s information is safe. Once you know how to do that, you’re able to churn through data quicker and spend less time interpreting it.”

This process allows him to more quickly identify when students need help.

“When I save time, that enables me to go out and do what I think leaders should do, and that’s to be more present with kids,” Martin says. “It’s a relationship business. We can talk about AI as much as you want, but education is still a human business.”

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Principal Andre Hauser says��the school’s culture promotes “conditions for success.”

Note: The following transcript has been edited for clarity and brevity.

What is your leadership philosophy?

It boils down to a couple of fairly simple concepts. I’ve been a high school principal for 16 years and a building administrator in Connecticut high schools for 22 years. I’ve had a lot of time to make mistakes and learn from them.

Ultimately, it comes down to the concept of “we before me.” It’s not about me. It’s about the kids and the work.

I see my role as creating the conditions for success and putting others in a position to shine in their leadership. That means creating as many opportunities as possible for kids, focusing on developing good teachers and practices, and then building a strong and independent leadership team.

Speaking of opportunity, how are you helping students advocate for themselves and their peers?

In a lot of schools, kids often say, “Well, that’s an adult task.” But we’ve built such a community of student agency that kids naturally look for opportunities to lead.

In Connecticut, our state board of education has two student representatives. Each of the four years that I’ve been here, I’ve had students apply to be on it. One of them was instrumental in the development of the statewide cell phone guidelines for schools to use.

Our statewide principals organization, the Connecticut Association of Schools, has student advisory boards. Each year, we have multiple students serve on the student equity advisory board or the student athletic advisory board.

Closer to home, our district’s board of education has two student representatives, a junior rep and a senior rep. Every year, those spots are filled through a competitive interview process where students who apply are interviewed by me, our student government advisor and whoever is going to be the senior rep the next year. Finally, they’re interviewed by the superintendent.

These kids give monthly reports on the state of the schools at board meetings, and they’re really active participants.

How are students influencing your decision-making at the school level?

We’re doing school��韓看姻油kids, not to them. To make good decisions for kids, you need their input.

I have a principal’s committee that meets weekly. Many of the members come from our student government, but it’s open to anybody. We meet at 7 a.m. on Friday mornings, and I usually get 20 to 25 students showing up.

It’s completely student-led. We’ve got a junior and a senior who co-chair it, and they have a weekly newsletter for the student body. There’s always a link in the newsletter for anybody who wants to introduce a topic for our next meeting.

I take plenty of notes and then take care of what we discussed and report back to them the next week. Meanwhile, the synopsis of our conversation will be shared in our newsletter that weekend.

That’s a really important piece of getting the student perspective. You have to build opportunities for it. You can’t just hope that students will walk up to you in the cafeteria.

What advice do you have for leaders who want to replicate the work you’re doing surrounding student advocacy?

There are three things that come to mind. First, start with a “yes” mindset. When someone approaches you with a far-fetched idea, ask yourself, “How could we make this happen,” rather than simply saying “no.” That little shift really pays dividends.

Next, you have to create structures for student agency. My principal’s committee is a good example of that. We’ve got a school climate committee that has student representatives, an active student newspaper, and things like that.

Third, if you want to boost student advocacy and agency, you have to be explicit about it. If you want feedback, you have to ask students for it.

More from 91心頭: Here is what early AI adopters are learning

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Snitker, for her , asked teachers in three neighboring districts to identify the 10 characteristics of a school administrator that have the biggest impact on school climate. Reflecting on her early career as a teacher, Snitker says educators want to feel valued because, if they feel otherwise, they take those feelings home.

“Those teachers carry that stress to their children and their spouses, because that’s who they’re going to vent to,” she explains.

Those interactions also bleed into the rest of the school day, dampening teachers’ effectiveness to provide quality instruction, she adds.

“It’s very stressful, any time I’ve had some type of conflict with my administrator��when I was in the classroom,” Snitker says. “It really colored my world.”

All of the educators whom Snitker surveyed said showing respect for teachers was the most valuable trait for an administrator. Respect, therefore, is a priority she instills in any administrator she mentors.

Teachers also value leaders who are:

• Dependable when important decisions or serious issues arise
• Able to interact positively with teachers and students
• Supportive when difficult situations arise in the lives of teachers, students and staff
• Trustworthy
• Able to establish strong lines of communication with teachers, staff and students.
• Positive role models
• Honest and transparent
• Visible to staff, teachers and students during the school day
• Empathetic to the needs of teachers, staff and students

Bringing her research to life

Snitker says she tries to embody those 10 characteristics every day. Snitker regularly visits classrooms with the assistant principal and school resource officer to inquire about teachers’ needs.

“I’m never looking into how they’re teaching,” she says. “I have my observations at a separate time. Our daily pop-ins are all about making sure that we get to visit with the teacher and ask if they need anything.”

Most importantly, the other leaders in her building buy into the compassion-driven mindset. Servant leadership, Snitker says, drives high teacher retention in her school.

“We put out a lot of anonymous surveys about me and my assistant principal’s performance, and we have received a lot of high scores,” she says. “We also receive a lot of comments saying how they’re appreciative of how we handle things, how we take time to visit with them and how we have their best interest in mind.”

91心頭istrators who don’t give teachers the support they deserve are not prioritizing student success.

“What happens to your teachers feeds into the classroom,” she reiterates.

Servant leadership is a learned skill

Snitker hopes every principal possesses the 10 leadership characteristics underscored in her research. She notes that every leader varies in capacity, and compassion and the other traits can be learned.

“You can become better at any stage in life,” she says. “You can become a better listener. You can become more empathetic. You can become a better communicator. That comes through reflection, research and collaborating with someone who does those things well.”

More from 91心頭: How one principal is generating CTE excitement

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The award is given out annually by the National Association of Elementary School Principals in recognition of public and private school principals who make significant contributions to their schools and communities.

This year, the organization is celebrating 36 elementary, five middle-level and two pre-K12 principals who “exemplify resilience and leadership well beyond the status quo,” said NAESP Executive Director L. Earl Franks.

Below is the full list of 2025’s NAESP National Distinguished Principals:

• Stan B. Stokley, Ed.D.,��Alabama
• Diane Crockett,��Alaska
• Marianne Lucas Lescher, Ph.D.,��Arizona
• Julie Hatchel, Ed.D.,��California
• Michelle J. Rubidoux-Wilson,��Colorado
• Bryan E. Kerachsky,��Connecticut
• Joan Allison Booth, Ed.D.,��Delaware
• Donna L. Kelley, Ed.D.,��Florida
• Gavin A. Tsue,��Hawaii
• Jennifer E. Gomez, Ed.S.,��Idaho
• Sonia E. Ruiz,��Illinois
• Jayme L. Braida,油鴛看敬温
• Susan J. Grey,��Kansas
• Sarah Y. Williams, Ed.S.,��Kentucky
• Monya Thomas Criddle, Ph.D.,��Louisiana
• Christina M. Boursaw, Ed.D.,��Maine
• Ryan Daniel, Ed.D.,��Maryland
• Brenda Kelley, Ed.S.,��Massachusetts
• David A. Cherry,��Michigan
• Ashley L. Farrington,��Minnesota
• Fannie D. Green, Ed.D.,��Mississippi
• Amanda R. Spight,��Missouri
• Jamie Courville,��Montana
• Cathy Cooper,��Nebraska
• Jennifer L. Black,��Nevada
• Brittany R. Rhoades,��New Mexico
• Matthew T. Wentworth, Ed.D.,��New York
• Donna Lawson Bledsoe,��North Carolina
• Jenell M. Bear,��North Dakota
• Daniel Kaffar,��North Dakota
• Kasandra D. Nelson, Ed.D.,��Oklahoma
• Matt E. Miller, Ed.D.,��Pennsylvania
• Cheryl Bernardo Vaughn,��Rhode Island
• Jay M. Swatek,��South Dakota
• Patrick L. Certion, Ed.S.,��Tennessee
• Frederick J. Hewitt III, Ed.D.,��Tennessee
• Andra J. Penny, Ph.D.,��Texas
• Timothy J. Pead,��Utah
• Scott Blood,��Vermont
• Alyse L. Zeffiro,��Virginia
• Cathi A. Davis,��Washington
• Samuel L. Karns,油安庄壊界看稼壊庄稼
• Andrea E. Gilbertson,��Wyoming

More from 91心頭: 4 ways to improve the work-life balance for teachers

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“That’s centered around moving away from the one-size-fits-all approach, and helping educators and leaders look at education through a new lens,” says Slaugh, a at the 2026 Future of Education Technology Conference.

“It’s increasing engagement by focusing on student-centered learning versus teacher-centered learning, and removing the barriers to let students move at their own pace.”

Slaugh recently joined the Weber School District after serving for nearly 10 years as principal of the Quest Academy. There, she launched on her pathway toward personalization to transform a school that was underperforming academically and losing students and educators.

She says she “jumped in 100%” and eliminated traditional point-based grading, percentages and extra credit. “We got rid of the whole game of school,” she explains. “Students would advance upon mastery of skills, feedback and conferencing, and regular self-assessment and self-reflection.”

“And then learning���not the grade���became the celebration,” she adds.

Slaugh’s approach also relied on increasing the rigor and relevance of instruction while teachers removed themselves from the front of the classroom to spend more time in small-group and one-on-one instruction. Students grew more comfortable asking questions in this environment.

“The school became a safe and an engaging environment where students felt very confident, connected, and motivated, and then teachers were building authentic relationships,” she notes.

Nicki Slaugh’s FETC presentations

• Personalize: Meeting the Needs of ALL Learners
• From Passion to Profession: Real-World Learning that Transforms
• Culture Wins: Building Schools Where People Want to Be

‘The autonomy where they learn best’

Slaugh now serves as a high school principal and the director of personalized learning for the Weber School District. She is working to fully personalize Innovation High School in the same way she transformed her previous school.

The new motto for the school’s blended, self-paced learning environment is “Innovation is more than graduation.” Advancement is proficiency-based and built into the very structure of the building.

Students are not limited to the classroom. They can also study and collaborate in lounge areas, and return to classrooms for one-on-one work with teachers.

“We have a free flow model,” Slaugh says. “It’s a self-paced learning environment where we give students the��autonomy where they learn best.”

Built into that self-paced model are college-level courses, career exploration and certification programs designed to give students a jumpstart on life after high school. Students meet regularly with advisors and counselors to plan and refine their pathways.

The model not only increases relevancy for students but can also promote teacher retention.

“Burnout usually comes from teachers not being completely engaged in the curriculum they’re told to use or the amount of assignments they have to score, and also, that fight between teachers and students over missing due dates,” she says. “Switching to a personalized model has helped teacher retention because they’re becoming more the designers behind what they’re doing.”

More from FETC 2026: How a superintendent can see the tech perspective

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The RAND Corporation nearly 1,000 K12 public school principals in October 2024 and found that nearly 97% of respondents reported having a cell phone policy in place. Most notably, elementary schools were more likely to prohibit students from bringing a phone to school.

Meanwhile, middle (6.91%) and high schools (23.45%) were more likely to allow cell phone use when class is not in session (or at the teacher’s discretion) compared with elementary schools (3.8%).

Getting students on board

A similar RAND Corporation was released this week, revealing that two-thirds of K12 schools enforce “bell-to-bell” policies, meaning students can’t use their cell phones while school is in session.

In contrast, some 16% of principals said that their schools’ policy allows students to use cell phones only during lunch or between classes, while 9% of principals allow cell phone use during class at the teacher’s discretion.

One of the primary benefits of enforcing cell phone bans, according to principals, is school safety and climate. Some 70% of principals said that cell phone bans improved school climate, and 67% said inappropriate use of cell phones (such as photographing students in restrooms or locker rooms, livestreaming, photographing or recording fights) decreased.

Another 54% of leaders said their school’s policies have reduced cyberbullying while at school; 44% said students are less distracted during safety and emergency drills; and 26% said students have stopped making threats against their schools on social media.

However, there are a couple of drawbacks associated with restrictions. Nearly a quarter of principals said parents are concerned about losing a direct line to their children, especially during emergencies.

Another 10% of leaders said students are more anxious because they can’t call their parents during emergencies.

As a result, only 11% of K12 students support a bell-to-bell cell phone ban. However, younger students are more supportive of more restrictive policies. For example, storing cell phones in safe lockers was twice as popular among middle school students as it was among high schoolers.

Here’s some closing data on students’ views:

Reasons why schools should ban cell phones from class

• Reduce distractions (88%)
• Reduce cheating (54%)
• Improve kids’ social skills (42%)
• Reduce bullying (27%)

Reasons why schools should��稼看岳油ban cell phones from class

• Parents should be able to reach their child when needed (81%)
• Cell phones can be useful for classwork (46%)
• Kids need to learn on their own to use cell phones responsibly (46%)
• It’s up to parents or the kids, not the school (37%)
• It’s too hard to enforce a ban (25%)

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After the pandemic, we welcomed students who were significantly behind academically, socially and emotionally. Many came from homes that, despite best intentions, could not replicate the structure or support of a classroom. Their confidence had dropped and their readiness for the workforce was compromised.

During that time, parents expressed deep appreciation for public school educators. The pandemic offered a window into the complexities of teaching: balancing academics, social-emotional needs and individualized support. Yet, critical public education funding is again threatened a few years later.

Titles I, II, and IV are not just funding streams but lifelines for student success, teacher support and school sustainability. At our career pathway high school, these federal resources have been essential to closing achievement gaps, preparing students for college and careers and responding to the evolving social-emotional needs of our school community.

Title I plays a pivotal role in addressing learning loss and academic disparities, especially for students from low-income backgrounds. It has allowed us to implement targeted interventions, hire support personnel and invest in adaptive learning tools���efforts that helped our school become one of the few in Delaware recognized for closing the achievement gap.

Beyond academics, Title I supports the development of essential life and workforce skills like time management, professional communication and personal organization. These skills, often absent from traditional curricula, are critical for postsecondary success and long-term community impact.

Title II ensures that we invest in our educators, the people responsible for delivering high-quality instruction. This funding supports job-embedded professional development that equips teachers to manage classrooms, respond to trauma and meet the complex needs of today���s learners.

One of our alumni, now a teacher in our building, entered the profession through a Title II-supported mentorship program. Her success story is just one example of how strategic investment in educators strengthens the entire system. Without strong, well-trained teachers, we cannot build the future workforce or provide equitable access to learning for all students.

Title IV expands opportunity beyond core subjects by funding the arts, STEM, mental health services and industry-aligned CTE training. In a time of rising costs and emotional strain, Title IV helps fill the gaps, academically, socially and economically.

One student, unable to afford college, leveraged his CTE certifications earned through Title IV-supported programs to gain employment, advance into management and ultimately have his college education paid for by his employer. Meanwhile, increased counseling and wellness supports funded by Title IV continue to address the growing mental health needs of students still impacted by the pandemic.

Title I, II and IV provide the structure, staffing, and support our students and educators need to thrive. These investments don���t just meet today���s needs���they shape tomorrow���s opportunities. Protecting and expanding these funding sources is not optional���it���s foundational to the success of public education and the strength of our future workforce.

When we speak with legislators, we share real stories of students gaining confidence, teachers staying in the field because they were supported, and communities lifted by opportunity. Schools face impossible choices without this funding: cutting programs, overloading staff and reducing student support. Public education is designed to serve all students.

Diverting funds to private systems risks harming those who need support most. Investing in Title I, II, and IV and any public school funding is not optional���it���s foundational. Our future depends on it.

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