As an administrator in a small, rural district in western Kansas, Jessica Ralston wears many hats, ranging from handling disciplinary issues, to leading instructional leadership, substitute teaching and covering the lunchroom. 

“While it’s certainly stretched me, it’s also accelerated my growth,” said the first-year principal at Bucklin Elementary, Bucklin USD 459. “I’ve had the chance to engage deeply with every facet of school operations which is something that might have taken years in a larger district.”  

School Principals Day is May 1, a day to recognize and appreciate the work principals do to create positive learning environments that impact children’s educational experiences.  

“For our new principals, navigating the breadth of their responsibilities, from understanding essential knowledge and time management to achieving key outcomes, is a critical initial phase,” said Cara Ledy, director of principal leadership at United School Administrators of Kansas (USA-K). “They face numerous important areas, including accountability measures, teacher evaluations, school improvement, recruitment and retention, and special education requirements, all while keeping student learning as the central focus.”  

Ralston said her interest in becoming a school leader evolved over time while she was a music teacher in nearby Dodge City USD 443. 

“In this role I was able to be a part of multiple leadership teams and committees serving our school and district,” she said. “I started to realize that school administration was the path I wanted to take. I really enjoyed being able to help teachers become the best they could be and advocating for doing what is best for kids.” 

First-year principal Michael Boykins’ path to becoming the lead administrator at Maize South High School, Maize USD 266, started more than 15 years ago as a high school history teacher, then high school guidance counselor, then an assistant principal.   

“My journey to becoming a principal is a series of fortunate events that was encouraged by leaders who build other leaders,” he said. “I was surrounded by colleagues who championed my skill sets and believed that I had the potential to impact and sustain change at a building level.” 

Ledy agrees that providing strong mentoring for newer administrators is essential to growing the pipeline of education leaders, much like mentors for teachers leads to stronger retention of those educators. 

“The principles of sharing, collaborating, and coaching are fundamental to the growth and support of individuals within our field,” she said. “Research from the Wallace Foundation underscores the importance of principals possessing strong people management and development skills. Their emphasis on ‘instructionally focused interactions with teachers,’ involving feedback and coaching, aligns directly with effective mentoring practices.”   

Having a support system of people who believed in her also gave Tandi Mai the motivation to pursue an administrative path after having been an elementary and secondary teacher and instructional coach for a variety of subjects in several central Kansas school districts. 

“My mentors were instrumental in my decision to become a building administrator,” she said. “These colleagues saw potential in me that I didn't see in myself.” 

Opening Little Panthers Preschool, Great Bend USD 428’s new early childhood facility in Aug. 2024, gave Mai many opportunities for growth during her first year as a principal, mainly around handling the pressure that comes with allocating resources and creating protocols for operating a new educational setting. However, her role as a principal of an early childhood program also gives her a platform to champion education for Great Bend’s youngest learners. 

“Information about our preschool program was crucial to our success in this first year,” she said. “I have been able to speak to several of our local organizations to help our community understand our dedication to the goal of kindergarten readiness for our students and our families.”  

As a high school English language arts teacher for more than a decade, Ashley Blain realized she would have to “forfeit the right to be irritated with the system if I wasn't willing to put in the work to make positive change.” 

“My heart was pulled toward elementary leadership in order to make the largest positive impact at the earliest possible stage for students,” she said. “If we can prove to students and families from the beginning of their experience in our district that we see them, we are for them, and we know them, then we set them up for the best success.” 

Now as a new principal for Concordia Elementary, Concordia USD 333, Blain has a message for her fellow educators: “If you find yourself frustrated but still committed to making the best possible experience for students, then go where you will do the most good. That may mean you step out of the classroom, but that doesn't mean you have to step away from students.”