Graduate Alum Named Oregon’s 2026 Assistant Principal of the Year
Brooke Mayo ’22 was selected for her equity-centered systems leadership, her ability to lead with courage and care in complex work, and her lasting impact on both student belonging and adult learning.
Mayo was selected for her equity-centered systems leadership, her ability to lead with courage and care in complex work, and her lasting impact on both student belonging and adult learning.
“I am truly honored to be named the 2026 Oregon Assistant Principal of the Year,” says Mayo. “This recognition means a great deal to me personally and professionally. I was fortunate to be nominated by Dr. Zinnia Un, the Tigard-Tualatin School District Director of Equity and Inclusion, with whom I’ve had the privilege of collaborating on various presentations at equity conferences and projects aimed at improving student experiences in our schools.”
As an assistant principal at Tualatin High School, Mayo has taken significant strides to shape a positive school culture that prioritizes well-being and safety for all students and staff. Her approach centers on inclusivity, visibility, and empowering student voices, particularly regarding their LGBTQIA+ community.
“One of my most rewarding initiatives has been collaborating with our Gender Sexuality Alliance (GSA),” says Mayo. “Together, we developed and facilitated professional development workshops designed to equip our staff with the tools needed to create affirming environments. These workshops have not only informed educators but have also established a culture of support where all identities are respected.”
Mayo says she recognized the pressing need for inclusivity in school events in her first year at Tualatin High School. She soon initiated several significant changes, including renaming “Prom King” and “Prom Queen” to “Royalty.” This simple shift allowed open participation for all students, breaking away from the constraints of traditional gender categories and sending a clear message of acceptance.
“As a result, student engagement flourished,” says Mayo.
Creating visible safe spaces in her school has been a cornerstone of Mayo’s efforts. She launched an “All Are Welcome” campaign, in which teachers voluntarily placed a sign in their classroom to signal acceptance and support. Encouraging staff to wear pronoun pins and Tualatin Pride shirts further reinforced the school’s commitment to inclusivity, and enabled students to easily identify allies while fostering conversations around identity.
“As an openly queer administrator myself, I strive to be a safe and visible ally for our queer staff and students, reinforcing that all identities are valued within our community.”
Mayo says one of the most impactful aspects of her role has been the regular check-ins she conducts with students and the GSA, crediting their dialogues with providing critical insights into student experiences and maintaining an atmosphere of trust amongst both students and staff.
“Reflecting on my first year during in-service week, I shared personal stories about my life with my wife. A colleague approached me afterward, expressing gratitude for my openness and how it positively impacted our queer staff members. This moment reaffirmed my belief that personal connections are essential in fostering a welcoming environment.”
Mayo chose Lewis & Clark’s Principal License Program due to her deep commitment to fostering an inclusive and equitable school culture for all students. Today, she leverages what she learned through the program’s action projects–hands-on, experiential projects conducted in actual schools. Mayo describes them as the most meaningful experiences of the program.
“The action projects I completed while in the program had a significant impact in my previous school district, Beaverton, and in my current district, Tigard-Tualatin. In both arenas, I was empowered to drive real change. The actionable insights gained from these projects enabled me to effectively engage with my staff and implement initiatives that foster a better educational environment for our students.”
Mayo recalls the most valuable piece of advice she received as an emerging administrator was from her mentor during the L&C program: to center student voice and student data when advocating for change. She now embodies that in every conversation.
For prospective students considering their own path to principal licensure, Mayo encourages them to know their why. “Understanding your motivations can help you navigate the transition and stay focused on the positive impact you can have in your new role.”
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