In recognition of National Assistant Principals Week 2026, April 6-10, educators and school officials across the country are celebrating the hard work and dedication of assistant principals in our schools.
This week, schools take time to acknowledge the efforts of these education leaders who work behind the scenes to ensure our schools run smoothly and that students receive the best possible education.
Assistant principals play a critical role in the success of our schools. They work hand-in-hand with principals, teachers, and staff to create a safe and supportive learning environment for our students. They are responsible for overseeing day-to-day operations to help students thrive.
Assistant principals also serve as advocates for students, helping to identify and address issues that may be affecting their academic performance or overall well-being. They work closely with teachers to provide the resources and support necessary to help every student achieve their full potential.
But assistant principals do not just serve students. They also play a vital role in supporting the work of their colleagues and staff. They are responsible for managing and mentoring teachers, developing professional development programs, and providing leadership and support to staff members.
National Assistant Principals Week 2026 is a time to recognize and appreciate the incredible work of these education professionals. Take the time this week to thank the assistant principals in your schools for the incredible work that they do. Let them know that their efforts are appreciated and that they are making a real difference in the lives of our students and staff.
Thank you to our Bobcat Assistant Principals!
Hempstead ES
Seema Ahuja
Talia Grundy
Brittany Walker
Hempstead MS
RodeRick Davenport
Jody Jones
Hempstead HS
Christian Dolan
Rachel Peterson
We asked our AP's, "How do you make a difference on your campus each day?" Here is what they had to say below:
Christian Dolan: I make a difference in students’ lives by meeting them where they are and accepting them without judgment, even when they are struggling or have made mistakes. Many of the most important moments happen through one-on-one conversations, listening without interrupting, or simply showing consistency. I work to build trust so students feel safe, and I focus on understanding rather than punishment.
Rachel Peterson: I make it a priority to bring positive energy to every interaction I have at Hempstead High School. Whether I’m speaking with a colleague, a parent, or a student, I believe it’s often the small gestures that can turn a student’s day around and set them on a better path.
I’m intentional about getting to know our students at HHS as individuals, learning about their interests, what motivates them, and who they are beyond the classroom—because that’s the foundation for building genuine trust. At the same time, I stay attentive to what they need to succeed, whether that’s clear instruction, the right resources and supplies, or encouragement.
RodeRick Davenport: I try to make a difference with our students by giving encouraging words of affirmation and finding ways to listen to their concerns.
Jody Jones: I make a difference by advocating for students in meetings that students never attend. I take ownership of ARD, 504, 7th-grade MTSS initiatives, and the implementation of appropriate testing accommodations to ensure every student has the chance to thrive. My core responsibility revolves around advocating for each student's unique needs and ensuring they receive the necessary supports to excel both in the classroom environment and during standardized assessments. De-escalating situations before they ever become “discipline.”
In moments such as passing periods, at lunchtime, or during lunch recess, I make it a point to engage in conversations with students, recognizing that many may be grappling with emotional challenges related to the typical stressors of middle school. My ability to connect with them stems from observing their body language and leveraging my understanding of their individual circumstances and needs.
Seema Ahuja: I make a difference in ways that aren’t always visible by ensuring every student has equitable access through the right accommodations and support for SPED, multilingual, and ALL learners, and by safeguarding the integrity of their outcomes. I also lead K–5 PLCs to help teachers internalize lessons and use data with purpose, so instruction truly meets student needs.
Behind the scenes, I anticipate challenges, solve problems, and build systems that keep learning and testing seamless. Because of this work, every student has the opportunity to succeed and show their true potential.
Talia Grundy: As an assistant principal, I use my role as an instructional leader to motivate teachers to teach towards mastery through planning and data analysis. To many, math is just a set of rules, but I use it as a framework for critical thinking and HOPE. By providing the right "formula," a mix of consistent support, high expectations, and the belief that every problem has a solution, I aim to give teachers and students the tools to pursue dreams they didn't think were mathematically possible for them. It’s about showing them that their future isn't a fixed point, but a series of opportunities waiting to be pursued.
Brittany Walker: Because I manage behavior, many of my interactions with students happen when they’re not at their best. In those moments, I focus on more than just consequences; I focus on connection. I take time to listen, to understand what’s really going on beneath the behavior, and to help students feel seen, heard, and supported.
Some of the most important work I do happens in quiet conversations, helping a student process their emotions, rebuild trust after a mistake, or realize that one choice doesn’t define who they are. I work hard to create a space where students know they are safe, valued, and always have someone in their corner. When students begin to trust you, they start to change, and being a part of that transformation is how I know I’m making a lasting difference.