Grand Isle Supervisory Union

Ashley Hanlon

Every child deserves to feel seen, valued, and supported in their school. That belief has guided Ashley Hanlon throughout her career as an educator and school leader. Today, as Elementary School Principal at Grand Isle School within the Grand Isle Supervisory Union in Vermont, she continues to build a culture rooted in belonging, curiosity, and compassion. Her leadership blends structure with empathy, reminding everyone that schools thrive when relationships come first. Here is our conversation with her.

A Journey Built on Belonging

My journey in education has always come back to one simple truth: every child deserves to feel like they belong. I started out as a special educator working with high school students who did not always fit into traditional classrooms. Many of them faced challenges that went far beyond academics. They needed adults who could look past their behavior and see the story underneath— someone willing to ask why instead of what is wrong.

Those early years changed me. They taught me to notice small victories, to lead with curiosity instead of judgment, and to meet every student with compassion. I learned that inclusion is not just about access; it is about creating spaces where every learner feels safe, capable, and celebrated for who they are.

At Grand Isle School, that belief is at the heart of everything we do. I help shape systems that support learning and belonging by working closely with the adults in my building, our families, and our students. The best part of my job is seeing the magic that happens when students feel truly known and when teachers feel trusted. Relationships are our foundation, and to me, they are the truest measure of a school’s success.

The Heartbeat of Trust

Creating an engaging and inclusive school culture always begins with trust. For me, leadership comes down to three things: being transparent, building trust, and showing appreciation. The work we do is demanding, and no one can give their best if they do not feel seen or valued. Every day, I try to make sure my staff knows how much their effort matters, because gratitude keeps people grounded and connected.

“Start with people. Listen deeply, ask thoughtful questions, and never rush to fix before you understand.”

As a team, we have created shared values that define who we are and how we show up for each other. They are not words printed on a poster and forgotten. They guide our choices, especially on the days when things feel hard. We revisit them often to remind ourselves what we stand for and to strengthen the sense of belonging that holds our school together.

I also believe that vulnerability is an essential part of leadership. When we are honest about our struggles, we build deeper trust. When leaders ask for help, it shows that learning never stops, no matter your title. Leadership is not about having every answer; it is about growing alongside your team.

Our school’s motto captures this spirit perfectly: take care of ourselves, take care of each other, and take care of our school. It sounds simple, but it truly shapes how we move through each day. In a small Vermont community like ours, connection is everything, and it is what makes our work so meaningful.

Turning Numbers into Narratives

One of the things I am most proud of at Grand Isle School is how we use data to tell a full story about each student rather than reducing them to numbers. The team at Grand Isle School had already worked hard to build a strong foundation for student achievement. My focus has been to honor that work and make sure we use data to understand our students in a deeper and more meaningful way.

We now hold collaborative team meetings every week where teachers, specialists, and support staff come together to review progress and share insights. Making time for that was not easy, but we knew it was worth it. These meetings have become a cornerstone of our school because they give us space to talk about what is working and where a student might need something different.

From those conversations, we built an intervention system that feels alive and responsive. It brings multiple educators together to create plans that support students both inside and outside the classroom. We have also added more hands-on, action-based learning to our approach, which has helped us shift away from simply following rules toward truly understanding each child. Instead of asking what rule a student broke, we now ask what their behavior is trying to tell us.

That small change has made a big difference. We have seen steady growth not just in academics but in social and emotional learning as well. This progress did not come from a single program or tool; it came from collaboration, curiosity, and a shared belief that every student deserves the chance to succeed.

Leading from the Hallways, Not the Office

A common misconception about school leadership is that it is mostly about paperwork, scheduling, and budgets. While those things are part of the role, they do not define it.

Being a principal is about influence and care. I stay present where I am needed most, and that visible part of the job is the best part. The rest can wait until after school. Students know who I am, and families know who I am. Our school depends on my presence when people need me, and that looks different every day.

Wisdom for New Leaders

For anyone stepping into educational leadership, I would say this: start with people. Listen deeply, ask thoughtful questions, and never rush to fix before you understand. Ask questions that help others see their own strengths. Educators are extraordinary individuals who often find their best solutions through reflection and dialogue. A good leader makes space for that to happen.

It is also important to know your values. They keep you grounded when challenges arise. When your decisions reflect empathy and consistency, your staff and students will trust you even in difficult times.

And above all, never forget the power of joy. Schools are busy, complex places filled with both challenges and triumphs. Laughter and celebration are not distractions from learning—they are part of it. Recognize small wins, take time to connect, and remind your community that what you do matters.

It is easy to get caught up in logistics, but schedules and budgets do not create belonging. People do. When human connection drives your decisions, everything else falls into place.