Laying the Foundation: Strategic Practices That Strengthen School Leadership
As a supervisor, my core responsibility is to empower school leaders to drive success for students, staff members, and families. With ten years of experience as a campus principal, I understand how quickly the school year fills with the daily demands of leading a building. I also recognize the value of using the summer months to complete key tasks in advance—setting the stage for a smoother, more focused year. This work requires intentional planning, transparent communication, and a strong commitment to both instructional leadership and operational excellence. As we prepare for the upcoming school year, I focus on several strategic practices that support our leadership teams and help them build a solid foundation for sustained success.
As a district leader, I am intentional about challenging the mindset of continuing initiatives simply because “that’s how we’ve always done it.” Each summer, I facilitate focused planning sessions with campus leaders to reflect on the previous year and gather their input on how best to approach key initiatives moving forward. Their feedback is essential to refining our systems, ensuring they remain relevant, effective, and aligned with the unique needs of each school community.
One key area of focus is the development of Campus Improvement Plans. This year, I took a more strategic approach by starting with each campus’s “Wildly Important Goals,” asking principals to identify the top initiatives they aim to accomplish by the end of the year. From there, we collaboratively mapped out the necessary actions, established timelines, and created a clear, actionable plan to guide implementation. To anchor this process, we used The 4 Disciplines of Execution by McChesney, Covey, and Huling—a proven framework for transforming high-level goals into focused, measurable outcomes.
Supporting our Title I campuses is another key priority. My goal is to ensure that most compliance requirements are thoughtfully planned and prepared before the school year begins. I meet with principals to review each requirement and develop an intentional plan that ensures all components are addressed throughout the year. Together, we calendar Title I events and activities, and I share access to ready-to-use templates—such as flyers with required language and sign-in sheets that clearly identify stakeholder groups. Proactively preparing these materials and scheduling events in advance significantly reduces stress during the school year and allows campus leaders to focus on meaningful engagement with students and families.
Classroom placement is also a vital step in setting the stage for success. I work with campus leaders to identify Tier 2 and Tier 3 students, ensuring their placement is both intentional and supportive. These students are paired with teachers who understand their unique needs and can provide consistent, compassionate support. We also consider additional strategies such as quiet start with the counselor, assigning mentors, and creating personalized regulation plans. One highly effective practice is facilitating conversations between outgoing and incoming teachers during summer professional development. These exchanges provide insight into students’ strengths, triggers, and needs—helping build strong relationships from day one.
Preparing for a new school year requires a thoughtful balance of reflection, strategy, and support. As supervisors, our influence is multiplied through the leaders we serve. By equipping principals with the tools, clarity, and encouragement they need, we create the conditions for every school—and every student—to succeed.
Cindy Tierney, a dedicated TEPSA member since 2008, currently serves as the Assistant Superintendent for PK–5 Programs in Lufkin ISD. She served on TEPSA’s Executive Committee from 2018 to 2024, including two terms as State President. Throughout her career, she has remained passionate about advancing student achievement and is deeply committed to empowering fellow educators to grow and thrive in their roles as campus leaders.
