The 2026 leadership roster for Columbus City Schools heavily features long-term employees like Stacy Harris-Macarthy, who brings over thirty-four years of internal district experience to Siebert Elementary. This significant wave of administrative appointments marks a pivotal moment for Ohio’s largest school district as it prepares to navigate the complexities of modern urban education with a fresh yet experienced perspective. Official transitions are set to commence on August 20, affecting approximately ten percent of the district’s vast network, which encompasses more than one hundred distinct educational facilities. By strategically placing seasoned educators into these critical roles, the district administration aims to revitalize school cultures and improve academic performance across a diverse student population. These appointments represent more than just a filling of vacancies; they are a calculated effort to leverage institutional memory while simultaneously introducing specialized expertise in social-emotional learning and career technical education. The district remains focused on fostering environments where every child, regardless of background, can find a pathway to success through consistent and empathetic leadership.
Cultural Foundations in Elementary Leadership
Jeffry Mayzum represents a return to foundational values at Parsons Elementary, where he is stepping into the role of principal with twenty-eight years of dedicated service to the district already under his belt. His appointment is particularly meaningful because he originally began his professional journey at this very institution, providing him with a unique, long-term perspective on the school’s historical trajectory and its relationship with the surrounding neighborhood. Mayzum has expressed a commitment to restoring the high achievement standards that have defined the school in previous decades by focusing heavily on rebuilding and strengthening family connections. He believes that a school’s success is intrinsically linked to the trust established between educators and the community, and he plans to utilize his deep-rooted familiarity with the area to create a more inclusive and supportive environment. This approach is intended to ensure that students feel a sense of continuity and stability, which is often a prerequisite for significant academic growth and sustained engagement in the classroom.
At Duxberry Elementary, Heather Krekeler is set to apply her extensive experience as an instructional coach to maintain the school’s prestigious reputation for arts and innovation. Her transition into the principalship is designed to ensure that student-centered decision-making remains at the forefront of the school’s daily operations. Krekeler understands that an arts-integrated curriculum requires a delicate balance of creative freedom and rigorous academic oversight, and her background provides her with the tools to navigate this complexity effectively. She aims to drive growth by empowering teachers to experiment with new pedagogical strategies while maintaining a cohesive instructional vision. By prioritizing professional development and collaborative planning, Krekeler intends to foster a culture where innovation is not just an occasional project but a fundamental part of the learning process. Her leadership style emphasizes the importance of listening to student voices and tailoring educational experiences to meet their unique needs and interests, thereby ensuring that Duxberry continues to serve as a beacon of creative excellence within the Columbus City Schools network.
Behavioral Support and Mentorship Roles
The leadership at Siebert Elementary is being reinforced by Stacy Harris-Macarthy, whose thirty-four-year tenure in the district makes her one of the most experienced administrators in the current cohort. Her philosophy centers on the idea that an elementary school principal serves as a primary mentor for the next generation of community leaders, and she takes this responsibility with the utmost seriousness. Harris-Macarthy views the school not just as a place for academic instruction but as a training ground for character and civic engagement. She plans to implement mentorship programs that connect older students with younger ones, creating a cycle of support that extends beyond the classroom walls. Her extensive knowledge of the district’s operational history allows her to anticipate challenges and implement proactive solutions that keep the focus on student development. By creating a nurturing environment where students feel seen and valued, she aims to build a legacy of excellence that will influence the community for years to come, long after the current students have moved on to middle and high school.
Cheniqau Drennen is bringing a similar level of commitment to Olde Orchard Elementary, where she is entering her twenty-seventh year of service with a clear focus on behavioral empowerment. Her strategic vision for the school involves the comprehensive implementation of Positive Behavioral Interventions and Supports, better known as PBIS, under the inspiring theme of rising with purpose. Drennen’s approach is grounded in the belief that both teachers and students must be empowered to take ownership of their actions and their academic journeys. By shifting the focus from disciplinary measures to positive reinforcement and intentional goal-setting, she hopes to create a more harmonious and productive learning environment. This strategy is particularly relevant in the current educational climate, where social-emotional health is increasingly recognized as a critical factor in academic success. Drennen’s long history with the district provides her with the credibility and the insight necessary to lead this cultural shift, ensuring that the staff is fully aligned with the school’s mission and that every student has the tools they need to overcome obstacles and reach their full potential.
Academic Coherence and Special Education Integration
Donna Wright is taking the lead at Trevitt Elementary with a specialized background that is expected to provide much-needed structural stability. Having served as an intervention specialist and a special education coordinator, Wright brings a deep understanding of how to support students with diverse learning needs and behavioral challenges. Her leadership model is built upon three fundamental pillars: high academic achievement, the maintenance of a safe and orderly environment, and the cultivation of strong partnerships among the staff. She recognizes that for students to thrive, they must first feel secure and supported in their surroundings. Wright intends to use her expertise to streamline the school’s intervention services, ensuring that resources are allocated efficiently and that every child receives the level of support they require to succeed. By fostering a collaborative atmosphere where teachers feel supported and valued, she aims to create a unified front that is capable of tackling the unique challenges faced by the Trevitt community, ultimately leading to improved outcomes for all students.
At Salem Elementary, Aimee Pace is moving from an interim role to a permanent principalship, a transition that allows her to double down on her commitment to instructional coherence. Her primary focus for the 2026 academic year and beyond is to enhance literacy instruction and provide robust professional development opportunities for her teaching staff. Pace believes that a consistent, high-quality approach to instruction is the key to closing achievement gaps and ensuring that all students are prepared for the rigors of higher education. By working closely with her team to analyze data and refine classroom practices, she aims to create a culture of continuous improvement that benefits both educators and learners. Her permanent appointment provides the school with a sense of continuity that is essential for long-term planning and the successful implementation of complex educational initiatives. Pace’s dedication to literacy is particularly significant, as it forms the bedrock of all other academic pursuits and is a critical component of the district’s broader strategy to improve student readiness and overall performance.
Holistic Development in Middle and High Schools
Nolicka Robinson is stepping into the leadership role at Westmoor Middle School with a clear mission to foster a culture of belonging and resilience among the students. With over twenty-six years of experience in the district, Robinson understands the unique social and emotional challenges that middle schoolers face as they transition from childhood to adolescence. Her approach involves a process of listening and learning from the community to build student confidence and develop leadership skills. She intends to celebrate the existing successes of the school while simultaneously pushing for a higher standard of excellence that prepares students for the academic and social rigors of high school. By creating an environment where every student feels they have a place and a purpose, Robinson aims to reduce absenteeism and increase engagement, which are critical factors in middle school success. Her leadership is defined by a commitment to the holistic development of the child, ensuring that students graduate from Westmoor not only with strong academic foundations but also with the social-emotional skills necessary to navigate a complex world.
The secondary landscape is also seeing a shift toward specialized career readiness and relationship-based leadership with the appointments of Crystal Sander and Denise Shook. Sander is bringing her extensive expertise in Career Technical Education to Columbus Downtown High, where she views education as a primary vehicle for socioeconomic mobility. She plans to expand opportunities for students to engage in hands-on learning and earn industry-recognized credentials, ensuring they are well-prepared for the workforce of the future. Meanwhile, at Independence High, Denise Shook is applying her seven years of experience as a social worker to help students recognize their inherent potential. Her leadership is centered on the school’s motto of Pride in the I, with a focus on empathy and emotional support. Shook believes that when students feel understood and supported, they are more likely to take risks in their learning and strive for excellence. By combining Sander’s focus on technical skills with Shook’s emphasis on emotional resilience, the district is creating a multi-faceted approach to secondary education that addresses both the professional and personal needs of its students.
Specialized Environments and Community Strategy
James Williams is taking the helm at the Columbus Preparatory School for Boys, where he plans to utilize his background in special education to support the specific academic and social-emotional needs of young men. As an alumnus of the Columbus City Schools district, Williams has a personal connection to the community and a deep understanding of the challenges that his students face. His leadership model is built on the principle that every student should be known, supported, and challenged. He emphasizes the importance of brotherhood and character development, creating an educational environment that is specifically tailored to the growth of young men. Williams intends to implement programs that focus on leadership, civic duty, and academic rigor, ensuring that his students are prepared to be productive and responsible members of society. His experience in special education provides him with the tools to differentiate instruction and provide individualized support, which is essential in a school dedicated to meeting the diverse needs of its student body.
The overarching strategy for the 2026 academic year is rooted in the prioritization of internal experience and the creation of a unified front with the local community. A significant majority of the newly appointed principals are long-term employees who have spent decades navigating the specific demographics and challenges of the Columbus area. This stabilization through familiarity approach ensures that school leaders have a pre-existing rapport with local families and a thorough understanding of the district’s operational culture. Furthermore, the trend toward appointing leaders with backgrounds in special education and intervention indicates a district-wide commitment to equitable access and individualized support. By focusing on adult practice, teacher empowerment, and aggressive family engagement, the district is positioning itself to achieve long-term success. These leadership changes were designed to act as a catalyst for a brighter future, where instructional quality and community support work in tandem to elevate the educational experience for every student in Columbus. Moving forward, the district will continue to monitor the impact of these appointments, using data and community feedback to refine its leadership strategies from 2026 to 2028 and beyond.
