Assistant Principal at Kansas City Girls Prep Named Top 10 Education Leaders to Watch
Kansas City Girls Preparatory Academy is an affiliate school in our Young Women’s Leadership network.
By Roger Riddell, Kara Arundel, and Naaz Modan
Originally published in K-12 Dive on September 16, 2026
Excerpted from “Rising Leaders: 10 standout assistant principals and district leaders you should know in 2026-27”
Earlier this year, K-12 Dive asked readers to tell us about the assistant principals and district leaders going above and beyond in their schools. After careful consideration of the heap of nominations detailing the commitment, innovation, and outside-of-the-box thinking in school systems across the U.S., we’re excited to showcase the accomplishments of 10 educators who are leading their schools and districts into tomorrow.
From guiding school turnarounds and improving school culture to expanding interventions and student supports, the educators highlighted here stand out as some of the top emerging leaders in the nation’s public schools.
Shakera Ross
Dean of Students – Assistant Principal of Academics at Kansas City Girls Preparatory Academy in Kansas City, Missouri
Shakera Ross’ leadership has had an “immediate and transformative” impact on the school community at the 100-student Kansas City Girls Preparatory Academy, says Principal Caroline Dornan. “She consistently steps forward to meet challenges with clarity, initiative, and an unwavering commitment to student success.”
Among Ross’ accomplishments are designing and implementing a schoolwide multi-tiered system of supports (MTSS) from the ground up, creating a unified and data-driven system to guarantee students have timely, targeted academic and behavioral support. “She didn’t simply manage a process,” Dornan said. “She built the infrastructure, trained staff, and established sustainable systems that will outlast her and continue to strengthen outcomes for our students.”
Of that work, Ross said, “Something I have learned is that the success and impact of MTSS in a school is driven by adult behaviors. The opportunity I have had to engage with teachers and staff, who are entirely invested in early prevention and quality intervention support, is what I am most proud of.”
Ross has also kept one foot in the classroom as an administrator, serving as a teacher coach to help build capacity for Tier 1 instruction, improving classroom culture, and responding more effectively to student needs.
“I believe that if I expect teachers to put themselves in their students’ shoes, I have a responsibility to lead by example by continuing to prioritize time in the classroom and stepping in when support is needed,” Ross said.
Ross advises other rising administrators not just to keep one foot in the classroom, but to be sure they know their boundaries as well. “Boundaries don’t mean you care less or are not working hard,” she said. “In order to take care of others, you must take care of yourself first.”
