Report on New Principal Appointments in DeSoto County Schools for the 2025-26 Academic Year

Executive Summary

DeSoto County Schools has announced the appointment of seven new principals for the 2025-26 academic year, commencing July 31. These appointments include leadership for six existing schools and one for the newly established Hernando Intermediate School. This strategic enhancement of school leadership directly supports the United Nations’ Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The appointments, which include six female leaders, also align with SDG 5 (Gender Equality) by promoting women in leadership positions. The establishment of a new school facility contributes to SDG 11 (Sustainable Cities and Communities) by investing in essential educational infrastructure.

Overview of Appointments

The following schools will be under new leadership:

1. DeSoto Central Primary School
2. Hernando Elementary School
3. Hernando Intermediate School (New Facility)
4. Hernando Middle School
5. Hope Sullivan Elementary School
6. Oak Grove Central Elementary School
7. Pleasant Hill Elementary School

Leadership Profiles and Alignment with Sustainable Development Goals

DeSoto Central Primary School: Kim Bey

• Previous Role: Assistant Principal at DeSoto Central Middle School for 21 years.
• Experience: Long-term community school leader within the DeSoto County district.
• Contribution to SDGs: Ms. Bey’s extensive experience is vital for maintaining high educational standards, directly contributing to SDG 4 (Quality Education). Her appointment to a principalship exemplifies SDG 5 (Gender Equality) in educational leadership.

Hernando Elementary School: Scott Nichols

• Previous Roles: K-5 Physical Education teacher, middle school history and geography teacher, and Assistant Principal at the K-2 level for four years.
• Experience: 21 years in education, including 12 years of coaching experience.
• Education: Bachelor’s degree in Education and a Master’s degree in Educational Leadership from Arkansas State University.
• Contribution to SDGs: Mr. Nichols’ diverse background in teaching and administration supports the delivery of a well-rounded, quality education (SDG 4). His advanced degree in educational leadership ensures a strategic approach to school management.

Hernando Intermediate School: Ida Rohrbacher

• Previous Roles: Teacher, high school literacy specialist, and administrator.
• Experience: 20 years in education.
• Education: Bachelor’s degree in Elementary Education from the University of Mississippi; Master’s degree in Educational Leadership from Arkansas State.
• Contribution to SDGs: As the inaugural principal of a new school, Ms. Rohrbacher is positioned to establish a culture of academic excellence from the outset, fulfilling a key tenet of SDG 4. The school itself represents an investment in community infrastructure, aligning with SDG 11. Her leadership role also supports SDG 5.

Hernando Middle School: Jennifer Hodges

• Previous Roles: Assistant Principal at Hernando Middle School for four years; teacher at DeSoto Central Middle and DeSoto Central Primary schools.
• Experience: 14 years in education, with 18 years as a resident of DeSoto County.
• Education: Bachelor’s degree in Elementary Education from the University of Mississippi; Master’s degree in Educational Leadership from Arkansas State University.
• Contribution to SDGs: Ms. Hodges’ promotion from within the school ensures leadership continuity, which is crucial for a stable and effective learning environment (SDG 4). This appointment further demonstrates progress toward SDG 5.

Hope Sullivan Elementary School: Dr. Monifa Oni Johnson

• Previous Roles: Teacher and administrator within DeSoto County Schools since 2016.
• Experience: 23 years in education, with notable achievements including Teacher of the Year recognition and leading students to significant growth on state assessments.
• Contribution to SDGs: Dr. Johnson’s proven track record in improving educational outcomes directly addresses the core targets of SDG 4, particularly in enhancing learning results and teacher quality. Her leadership role is a significant contribution to SDG 5.

Oak Grove Central Elementary School: Jana Long

• Previous Roles: Assistant Principal at Hernando Elementary; teacher in DeSoto County Schools since 2011.
• Experience: Over a decade of experience within the district.
• Education: Bachelor of Education from the University of Mississippi.
• Contribution to SDGs: A graduate of the local school system, Ms. Long’s appointment reflects a sustainable model of developing local talent into leadership positions, reinforcing community ties and supporting SDG 4 and SDG 5.

Pleasant Hill Elementary School: Alice Duett

• Previous Roles: Assistant Principal at Pleasant Hill Elementary School; teacher for 1st, 3rd, 4th, and 5th grades.
• Experience: Extensive experience in both teaching and administrative roles.
• Education: Undergraduate degree in Elementary Education from Mississippi University for Women; advanced degrees from the University of Mississippi and Arkansas State University.
• Contribution to SDGs: Ms. Duett’s comprehensive experience across multiple grade levels and her advanced academic qualifications equip her to lead effectively, ensuring the delivery of quality education (SDG 4) and advancing gender equality in school administration (SDG 5).

Analysis of Sustainable Development Goals (SDGs) in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The primary SDG addressed in the article is SDG 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. The article’s entire focus is on the appointment of new, experienced principals to lead primary, elementary, and middle schools, which is a fundamental aspect of managing and improving the quality of education.

SDG 4: Quality Education

• The article discusses the appointment of seven new principals for the 2025-26 school year in DeSoto County Schools. This action directly relates to the governance and leadership required to deliver quality education.
• It highlights the opening of a “brand-new Hernando Intermediate School,” which pertains to the infrastructure necessary for education.
• The professional backgrounds of the new principals, including their extensive experience and advanced degrees in education and educational leadership, are detailed, underscoring a commitment to qualified leadership in schools.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, several targets under SDG 4 can be identified:

SDG 4: Quality Education

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Explanation: The article focuses on leadership at the primary, elementary, and middle school levels. Appointing experienced principals like Kim Bey at DeSoto Central Primary and Jennifer Hodges at Hernando Middle School is a strategic move to ensure the quality of education and, consequently, improve learning outcomes. The mention of Dr. Monifa Oni Johnson’s success in leading “her students to the highest growth in her district on the state ELA assessment” is a direct reference to achieving effective learning outcomes.
2. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
   • Explanation: The article explicitly states that Ida Rohrbacher will be the first principal of the “new Hernando Intermediate School.” The construction of a “brand-new school” is a direct action toward this target, as it involves building new educational facilities to accommodate students.
3. Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
   • Explanation: While the article focuses on principals, they are a critical part of the educational workforce and are responsible for teacher development and retention. The article emphasizes the high qualifications of the new appointees, noting their degrees and experience (e.g., “Dr. Monifa Oni Johnson, a 23-year education veteran,” and Scott Nichols holding a “master’s in educational leadership”). This focus on qualified leadership is integral to maintaining and increasing the overall quality and supply of effective educators within the school system.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article contains information that can be used as or implies specific indicators for measuring progress.

SDG 4: Quality Education

• Implied Indicator for Target 4.1: The article provides a qualitative example related to Indicator 4.1.1 (Proportion of children achieving minimum proficiency in reading and mathematics). The mention of Dr. Johnson’s achievement where she led “her students to the highest growth in her district on the state ELA assessment” serves as a direct example of measuring and achieving effective learning outcomes in literacy.
• Implied Indicator for Target 4.a: The article’s mention of a “brand-new Hernando Intermediate School” directly relates to Indicator 4.a.1, which measures the proportion of schools with access to basic facilities. The creation of a new school is a tangible measure of progress in building and upgrading educational infrastructure.
• Implied Indicator for Target 4.c: The article provides data that aligns with Indicator 4.c.1 (Proportion of teachers with the minimum required training). It repeatedly details the qualifications of the new principals, such as “bachelor’s degree in elementary education from the University of Mississippi, and a master’s degree in educational leadership from Arkansas State University.” The percentage of school leaders with advanced degrees and extensive experience (e.g., “21 years of education experience”) serves as a strong proxy indicator for the presence of a highly qualified educational workforce.

4. Table of SDGs, Targets, and Indicators

Source: commercialappeal.com