DR. TRACY VINEYARD
PROFESSIONAL HISTORY
My Experience
GAINESVILLE JUNIOR HIGH SCHOOL
Assistant Principal
June 2023 - Present
Being part of Gainesville Junior High School has been an incredibly meaningful experience both professionally and personally. As Assistant Principal, I support a wide range of campus systems including discipline, PBIS, instructional leadership, MTSS processes, teacher support, state assessment coordination, attendance initiatives, and campus operations. Working at the junior high level has allowed me to build strong relationships with students, staff, and families while helping support students during one of the most important transition periods in their educational journey.
I work closely with teachers and campus leadership to support instructional improvement through classroom walkthroughs, professional development, PLC collaboration, and data-driven decision-making. I believe strongly in creating systems that support both academic achievement and positive school culture. Supporting PBIS and restorative practices has allowed us to focus on student growth, accountability, and relationship-building while maintaining high expectations for behavior and learning.
One of the most rewarding parts of my role has been supporting campus culture initiatives that help students feel connected, valued, and successful. From celebrating student accomplishments to supporting intervention systems and teacher growth, I am passionate about helping create a campus where students and staff feel supported and encouraged every day.
Gainesville ISD has truly become home for my family, and I am proud to be part of a district that values relationships, student success, and community. I look forward to continuing to grow as a leader while helping support the success of every Leopard who walks through our doors.
LINDSAY ELEMENTARY
Principal
January 2021 - June 2023
Serving as principal at Lindsay Independent School District was an invaluable leadership experience that strengthened my understanding of campus systems, instructional leadership, and the importance of building strong relationships within a school community. During my time at Lindsay Elementary, I supervised campus operations while supporting teachers, students, and families through instructional improvement efforts, communication systems, and positive campus culture initiatives.
I worked closely with staff to strengthen collaboration, support student achievement, and create systems focused on consistency and growth. Through classroom walkthroughs, instructional conversations, and professional development, I focused on supporting teachers while maintaining high expectations for student learning and engagement. I also gained extensive experience overseeing campus operations, accountability systems, scheduling, discipline processes, and parent communication.
One of the most rewarding aspects of my experience at Lindsay was the opportunity to lead a campus community while continuing to grow as an instructional leader. I believe strong schools are built through relationships, trust, communication, and a shared commitment to doing what is best for students. My experience at Lindsay strengthened my ability to lead through challenges, support staff growth, and maintain a student-centered focus in all areas of campus leadership.
GAINESVILLE HIGH SCHOOL
Assistant Principal
January 2021 - June 2023
Being part of Gainesville High School was an incredible opportunity to grow as a campus leader while supporting students during one of the most critical stages of their educational journey. As Assistant Principal, I supervised a large portion of the student body and worked closely with a variety of teachers, counselors, support staff, parents, and community stakeholders to support both student achievement and campus culture.
During my time at GHS, I gained extensive experience with graduation systems, accountability processes, student interventions, attendance initiatives, and instructional leadership. One of the most rewarding aspects of my role was working directly with students to ensure they remained on track for graduation while helping remove barriers that impacted their success. I learned the importance of balancing high expectations with strong student support systems and relationship-building.
I supported both the AVID and PBIS programs while working collaboratively with staff to strengthen instructional practices, student engagement, and campus culture. Through our PRIDE positive behavior program, we created systems to recognize and celebrate students who consistently demonstrated positive choices, leadership, and campus expectations. Building positive relationships with students and families remained a major focus of my work each day.
As part of the campus Instructional Leadership Team, I participated in campus improvement planning, instructional support, and decision-making during the challenges of the COVID pandemic. This experience strengthened my ability to lead through change, support staff during difficult circumstances, and remain focused on the academic and social-emotional needs of students.
My time at GHS helped shape my leadership philosophy and reinforced my belief that strong schools are built through relationships, collaboration, communication, and a relentless commitment to student success. Gainesville became home for my family during this time, and I remain grateful for the experiences and opportunities that helped me continue growing as a leader.
CATHERINE COLEMAN BELL ELEMENTARY
Assistant Principal
July 2019 - January 2021
Working as Assistant Principal at Catherine Coleman Bell Elementary School provided me the opportunity to grow as a leader while working with students at the elementary level. Although I had previous experience with elementary students, my time serving Kindergarten through 4th grade students allowed me to develop a deeper understanding of early childhood learning, behavior supports, and the importance of building strong foundational relationships with students and families.
During my time at Bell, I had the opportunity to bring my experience with PBIS systems to the campus by helping lead the implementation of common area behavior expectations and positive behavior supports. Our focus was centered on creating consistent systems that promoted student safety, positive behavior, accountability, and a supportive learning environment for all students.
I worked closely with teachers and staff to support instructional practices, student interventions, campus operations, and relationship-building across the school community. One of the most rewarding parts of my experience at Bell was watching students grow academically, socially, and emotionally while supporting teachers in creating engaging and structured learning environments.
My experience at Bell strengthened my understanding of how critical strong systems, positive relationships, and consistency are in shaping student success at an early age. I learned an incredible amount during my time on the campus and remain grateful for the opportunity to work alongside such dedicated educators, students, and families.
TIMBERVIEW MIDDLE SCHOOL
Assistant Principal
August 2014 - July 2019
As an assistant principal at TMS I was given amazing opportunities to create and implement initiative new to the entire district. This year I developed a master schedule that allowed the implementation of co-teach special education course implementation across all 4 grade levels. Over the 4 years at TMS I led the implementation and coordinated a successful RTI Tier II Campus Level Intervention Program, My first year at TMS, I introduced and coordinated a very successful Positive Behavior Intervention Support initiative. I was given the opportunity to create and update our Campus Improvement Plan as well as facilitate Campus Education Improvement Committee Meetings which includes community members and parents. I continue to coordinate team and department meetings focused on collaborative planning and data driven decision making and facilitate data talks with teachers. I also facilitate teacher appraisals focused on improving quality TIER I classroom instruction and student engagement. I have served as the campus liaison for advanced academics, 504, and RTI. I have also collaboratively worked to create teacher driven and taught professional development opportunities. My time at TMS has allowed me to supervise and support the Science, Math, English and Special Education departments and teachers within. I have been a member of the Assistant Principal Cohort for KISD, a mentor for a new assistant principal within the district. I was a lead member of the district ROCK Anti-Bullying Leadership and Keller ISD District PBIS Trainer of Trainers.
INDIAN SPRINGS MIDDLE SCHOOL
Assistant Principal
August 2011 - August 2014
Indian Springs was my first opportunity as an assistant principal in Keller ISD in 2010. While there I implemented and coordinated the RTI Tier II Documentation processes. I worked to facilitate data talks with teachers focusing on what is done well in the classroom and what is needed to improve student performance in the classroom. Throughout my experience at ISMS I monitored teacher access center, failure rates, and other academic concerns. I was the campus liaison for advanced academics, 504, and RTI. I was also the lead for campus professional development opportunities for teachers on campus (monthly instructional meetings and staff development days), I was responsible for bus management; including schedule, parent communication, and discipline, I worked with district staff to train teachers at ISMS on the VESTED lesson planning strategies and was on the implementation committee member for ISMS and member of the assistant principal cohort for KISD. Keller ISD also granted me the privilege to mentor for new assistant principal at another campus. Indian Springs also allowed me the opportunity to implement social media communications with all stakeholders using Twitter, Facebook, Instagram and Pinterest.
TRINITY SPRINGS MIDDLE SCHOOL
SCIENCE DEPARTMENT HEAD
August 2008 - August 2011
Moving to Trinity Springs Middle School in Keller Independent School District provided me with valuable opportunities to expand my instructional leadership experience as the Science Department Head. In this role, I was able to support teachers, strengthen instructional practices, and help lead campus efforts focused on student achievement and curriculum development.
As department head, I assisted in the development, implementation, and supervision of science curriculum standards while helping ensure instruction met the needs of all learners. I facilitated collaboration among teachers, supported curriculum alignment, and worked to develop programs focused on engaging, student-centered learning experiences. During my time in Keller ISD, I also had the opportunity to participate in district science curriculum writing for three years, which strengthened my understanding of curriculum design, instructional alignment, and standards-based instruction.
I was passionate about creating learner-centered classrooms where teachers served as facilitators of meaningful, hands-on learning experiences. I led ongoing evaluation of student work and continually analyzed standardized and common assessment data to improve instructional practices and curriculum effectiveness. My goal was always to help foster a school-wide culture centered on high expectations, collaboration, positive relationships, and a commitment to student success.
One of the most meaningful aspects of my leadership role was the opportunity to support and mentor teachers by identifying and communicating effective instructional strategies, classroom management practices, and positive behavior supports. I regularly modeled instructional practices, assisted teachers with lesson planning and curriculum alignment, and encouraged the integration of technology into both instructional and organizational systems.
I have always believed strong communication and relationships are essential to educational success. Throughout my time at Trinity Springs, I worked closely with students, parents, teachers, and administrators to support student growth and strengthen campus culture. I also encouraged student leadership opportunities and worked to create engaging learning environments where students felt connected and successful.
During this time, I was honored to be selected for the Keller ISD Leadership Academy, where I worked alongside district leaders to continue developing my leadership skills, deepen my understanding of campus leadership systems, and prepare for future administrative opportunities. My experiences at Trinity Springs played a significant role in shaping my leadership philosophy and passion for instructional leadership, collaboration, and continuous improvement.
DEWITT PERRY MIDDLE SCHOOL
DISCIPLINE COORDINATOR AND SCIENCE TEACHER
August 2003 - August 2008
My educational career at DeWitt Perry Middle School began in 2003 as a 6th and 7th grade science teacher. During my time in the classroom, I developed a passion for building strong relationships with students while creating engaging learning environments that supported both academic and behavioral growth.
After three years in the classroom, I was given the opportunity to transition into a campus leadership role as the Discipline Coordinator, where I helped lead the implementation of the newly adopted Make Your Day discipline program. This program, developed in Washington state, focused on intrinsic motivation, student accountability, positive behavior supports, and immediate communication with students and families regarding behavior expectations.
In this role, I led the design, implementation, and ongoing support of the campus-wide discipline system for 6th, 7th, and 8th grade students. My responsibilities included planning and facilitating professional development for teachers focused on school-wide behavior expectations, restorative practices, and consistent implementation of campus systems. I also collaborated closely with the campus technology specialist to develop and implement an internet-based discipline referral and tracking system designed to improve communication, accountability, and data monitoring across the campus.
Additionally, I coordinated campus-wide tardy systems and interventions while facilitating parent conferences and student support meetings as behavioral needs arose. One of the most rewarding aspects of my role was the opportunity to work directly with both students and teachers to create a positive campus culture centered on relationships, responsibility, and student growth.
My experience at DeWitt Perry provided the foundation for my leadership journey and strengthened my passion for campus systems, student support, PBIS practices, and collaborative leadership. It was during this time that I discovered the impact strong systems, communication, and positive relationships can have on both students and school culture.