Sherree Johnson

Sherree Johnson serves as Principal of Griggs Primary School in Aldine ISD on the north side of Houston. Leading approximately 780 Pre-K and kindergarten students, she focuses on creating a culture of high expectations, strong relationships, and community partnership. Working in a community where most students qualify for free or reduced lunch, Johnson is committed to ensuring that circumstances outside the school never define opportunities within it. Her leadership emphasizes excellence in early childhood, teacher development, social-emotional learning, and data-informed instruction.

Creating a Culture of Excellence

As Principal of Griggs Primary, every day is an adventure. We serve approximately 780 three-, four-, and five-year-olds, and from the moment they enter the building, we want them to feel welcome, seen, and loved.

Our school community is diverse, and approximately 92 percent of our students qualify for free or reduced-price lunch. While our families come from a wide range of circumstances, I constantly remind staff, students, and community stakeholders that the zip code does not determine what happens inside our building.

That belief is reflected in our daily mantra: “It’s a good day to be Gator Great."

Being Gator Great means giving your best, respecting all, being excited to learn, achieving goals, and understanding that together we win. Those expectations apply to students and adults alike. I often tell teachers that if they are not learning, they are not evolving.

Safety is also a top priority. With young children, we must remain aware of our surroundings and actively monitor both students and the environment.

Academically, we spend significant time ensuring teachers understand the purpose of each lesson. We identify the overall goal, anticipate misconceptions, and determine what students need to be successful. From there, we scaffold instruction up or down to meet students where they are.

One of the joys of early childhood education is that every day is filled with curiosity, creativity, and imagination. We want people who walk into our building to feel both calm and excited. Whether students are in the classroom, library, music, PE, or learning lab, there is never a dull moment.

Balancing High Expectations with Student Support

Everything we do begins with the belief that children can be great. Our role is to build academic foundations and also help students develop the skills they need to navigate the world around them.

Young children are still learning how to manage frustration, excitement, sadness, and happiness, and it is our responsibility to teach them those skills.

Maintaining high expectations requires accountability from adults as well. I expect teachers to know their students' strengths and needs and to make decisions based on evidence rather than labels. If a child is struggling, we focus on identifying the specific skills that need support rather than reducing the student to a broad description.

Once those needs are identified, we create a plan that includes paraprofessionals, small-group instruction, parent involvement, volunteers, or community members working with students on foundational skills.

I believe strongly in involving the entire community in supporting children. When parents, educators, and community members work together, students benefit both academically and socially. That partnership includes inviting parents into classrooms and learning experiences so they can play an active role in their children's growth.

Building Trust, Accountability, and Growth

Nothing meaningful happens without trust. Teachers must trust leaders, parents must trust schools, and students must trust the adults supporting them.

We build that trust through clear expectations and consistent communication. Throughout the year, we hold parent meetings, faculty meetings, and professional learning opportunities. I also expect teachers to share what they learn. If someone attends professional development, that knowledge should not stay in one classroom. It should be shared across the campus.

“ The zip code and external environment do not determine what happens inside our building. Every child can be great, and every day is an opportunity to prove it. ”   

We are also proactive about learning gaps. In the primary grades, we have an opportunity to build strong foundations before gaps become larger challenges. That is why we emphasize small-group instruction, hands-on learning, movement, and real materials rather than a sit-and-get model.

Teacher retention remains a challenge across the education sector. While I cannot always offer more compensation, I can give teachers something else that I value deeply: time.

Teachers use their planning periods to collaborate, review data, prepare lessons, and plan interventions. We also created Walk It Out Wednesday, where staff members with perfect attendance are entered into a draw to leave an hour early. I encourage them to use that time for themselves, whether that means going to the gym, picking up dinner, or simply recharging.

When student behavior becomes a concern, I view it as a form of communication. Rather than assuming a child does not want to do well, we ask what they may be trying to express. We then involve counselors, social-emotional learning specialists, wraparound providers, teachers, and families in supporting that student.

I apply the same investment to staff. During interviews and one-on-one conversations, I ask educators about their goals. Over the years, I have supported paraprofessionals pursuing degrees and teachers working toward certification, including opening the building on Saturdays for collaborative study sessions. When people know you are invested in them, they are often willing to go above and beyond for students.

Using AI as a Partner

AI is changing education, and I believe schools should learn how to use it effectively.

Our students use instructional applications that help build foundational reading skills. The data those programs provide can help teachers identify strengths and areas where additional support is needed. A student may master a skill on an application but still need help building fluency and confidence. That is where teacher expertise matters.

We also use AI as a tool for planning and organization. It can help generate question stems, identify vocabulary, suggest scaffolding strategies, and support lesson preparation.

What AI cannot do is replace the teacher. It cannot internalize a lesson, model thinking, build relationships, or develop critical thinkers. Those responsibilities belong to educators.

Because our students are young, we are also intentional about their use of technology. We want technology to support instruction, not replace it. The work students complete on digital platforms should ultimately help teachers make better instructional decisions.

Staying Rooted in the Why

My advice to fellow school leaders is to stay rooted in the work and stay rooted in your 'why'. I believe happy, supported, and committed teachers create happy students, which leads to engaged families and stronger school communities. That is why I focus heavily on supporting teachers, building capacity, and creating growth opportunities.

As leaders, we do not need to have all the answers. We need to surround ourselves with people who are committed to doing what is best for students and work collaboratively with them.

I often say that if you are not learning, you are not teaching. Leaders must model that same commitment to growth.

At Griggs Primary, everything comes back to students. I often remind our staff that we are a walking billboard for public education. The stories our students tell, the experiences our families share and the work our educators do shape how people see our school and our district. When students go home excited to talk about what they learned, what they did, and what they discovered that day, we know we are making a lasting impact.

That is what it means to be Gator Great.