Principal Mary Taylor and the systems driving success at Foster Middle School 

Story By Joycelyne Fadojutimi

“I lead by listening first. My goal is to partner with teachers and ensure they have the time, resources, and support needed to implement initiatives with fidelity and confidence.”

Mary Taylor, Foster Middle School Principal

Mary S. Taylor holds a Bachelor of Arts, a Bachelor of Science in Secondary Education, a Master of Education in Curriculum and Instruction, and a Master of Education in Educational Administration. In addition, she  has 15 years of experience in public education. 

Pathway to Educational Leadership 

Mary S. Taylor’s career in education is rooted in a lifelong passion for learning and the lasting influence of educators who believed in her potential. Those formative experiences shaped her understanding of education as a cornerstone of equity and opportunity. This belief ultimately led her to pursue campus leadership, where she views her role as creating the conditions that allow teachers to thrive and students to realize their full potential. 

Professional Journey 

Taylor began her career as an English II and III teacher at Longview High School (2010–2015), where she developed a strong foundation in instructional practice and classroom leadership. She then served as Longview ISD’s Secondary ELA Instructional Specialist (2015–2019), partnering with teachers across campuses to strengthen curriculum alignment and instructional effectiveness. 

In 2019, Taylor transitioned into campus leadership as Assistant Principal at Judson STEAM Academy, a role she held until 2023. Since then, she has served as Head of School at Foster Middle School, leading with a clear focus on academic excellence, collective growth, and equitable outcomes for all students. 

Leadership Vision and School Culture 

Taylor envisions an ideal middle school as a place where high expectations and strong support coexist. In her view, students should be challenged academically while feeling safe to take risks, learn from mistakes, and grow. 

There is more. 

Central to this vision is an inclusive and welcoming culture in which every student feels seen, respected, and connected. Taylor emphasizes student agency as a defining feature of effective middle schools, noting the importance of providing students with voice, choice, and leadership opportunities that build confidence and ownership of learning. 

Supporting the Elementary-to-Middle School Transition 

Importantly, Foster Middle School takes a deliberate, student-centered approach to supporting students as they transition from elementary school. Initiatives such as Dragon Camp allow incoming sixth graders and their families to become familiar with campus routines, schedules, expectations, and staff before the school year begins. 

In addition, the Student Support Services team—including counselors and the Community in Schools (CIS) coordinator—provides ongoing academic and social-emotional support to ensure students feel connected, prepared, and supported throughout their transition. 

Leading Through Curriculum Change 

Moreover, Taylor’s leadership approach during curriculum changes or district initiatives is grounded in clarity, collaboration, and trust. She prioritizes helping teachers understand the purpose behind new initiatives and how they connect to improved student outcomes. 

“I lead by listening first,” Taylor notes. “My goal is to partner with teachers and ensure they have the time, resources, and support needed to implement initiatives with fidelity and confidence.” 

Academic Development and Student Support 

Furthermore, to support students who are struggling academically, Foster Middle School prioritizes strong Tier 1 instruction in every classroom, including purposeful small-group instruction embedded in daily lessons. When additional support is needed, the campus responds with targeted interventions rather than generalized solutions. 

Moreover, students have access to intervention classes, academic support during Leadership class, and before- and after-school tutorials. These layered supports are designed to close learning gaps, build skills, and strengthen student confidence. 

Student Well-Being and Behavior Systems 

Foster Middle School implements a comprehensive Multi-Tiered System of Supports (MTSS) for behavior, emphasizing proactive instruction, targeted support, and positive reinforcement. At the Tier 1 level, the campus-wide SOAR expectations clearly define appropriate behavior across all settings, while the CharacterStrong curriculum provides consistent social-emotional learning and character development. 

Also, Tier 2 supports include designated SOAR teachers who deliver targeted interventions to reduce behavior referrals. For students with more intensive needs, Tier 3 supports include mentoring through counselors, the Student Support Services coordinator, and community-based mentorship programs. 

Likewise, positive behavior and attendance are reinforced through incentives, including six-week rewards for grade levels with the fewest referrals, reinforcing the connection between engagement, attendance, and student success. 

Supporting Early-Career Educators 

Notably, Taylor places a strong emphasis on supporting early-career teachers and those new to middle school education. Each teacher is paired with a TXBESS mentor who provides ongoing, campus-based support throughout the year. 

These teachers participate in daily Professional Learning Communities (PLCs) focused on lesson planning, rehearsal, data analysis, and instructional refinement. Targeted professional learning, individualized coaching, and consistent feedback from TTESS appraisers further ensure that teachers feel supported, confident, and positioned for success. 

Defining Effective Instruction 

When observing classrooms, Taylor and her leadership team look for clear alignment to standards, explicit instruction, and lessons driven by clearly articulated objectives. Effective classrooms demonstrate high levels of student engagement, including academic discourse, frequent checks for understanding, and responsive instruction. 

Additional indicators of effective practice include purposeful pacing, data-informed decision-making, differentiation, and a positive classroom culture where students feel safe taking academic risks. 

Collaboration and Teacher Leadership 

Collaboration at Foster Middle School is intentional and structured. Daily PLCs provide protected time for teams to analyze data, plan instruction, rehearse lessons, and refine practice. Teachers frequently  lead professional learning within their teams, sharing strategies and insights based on student needs and performance trends. 

Hence, this collaborative culture builds collective ownership, strengthens instructional quality, and directly impacts student learning outcomes. 

Family and Community Engagement 

Taylor views family engagement as essential to student success. Therefore, Foster Middle School has established a Parent Advisory Board to elevate parent voice in campus decision-making and hosts regular events such as family game nights, Title I meetings, and Campus Improvement Team meetings. 

The campus prioritizes consistent communication through Thrillshare, email, and social media. Families also have access to Google Classroom and online instructional programs such as i-Ready, enabling them to actively monitor and support learning at home. 

Looking Ahead: The Next 3–5 Years 

Over the next three to five years, Taylor envisions Foster Middle School continuing its intentional cycle of improvement, with sustained growth for both students and staff. For this reason, campus goals include closing achievement gaps, maintaining a 95 percent or higher state accountability rating, and strengthening instructional quality across all content areas. 

Foster aims to remain a model middle school known for collaborative teacher leadership, strong academic and behavioral support systems, and authentic family and community partnerships. Most importantly, the campus will continue preparing students not only for the next grade level, but for long-term success as confident learners, leaders, and contributors to their communities. 

New Recognition 

Most recently, Foster Middle School was honored as a NABSE Demonstration School during the 53rd Annual National Alliance of Black School Educators (NABSE) Conference in Chicago. This designation—one of NABSE’s highest honors—recognizes campuses that serve as national models for equity, instructional innovation, leadership, and student achievement. 

The recognition followed Foster’s presentation on nationally noted practices and highlights the campus’s strengths in high-impact instruction, inclusive culture, strong family engagement, data-driven growth systems, and leadership that empowers both students and staff. 

Superintendent Dr. Marla Sheppard noted that the honor reflects the district’s upward trajectory, stating that Foster Middle School exemplifies what intentional leadership and strong systems can achieve. Principal Mary Taylor emphasized that the recognition affirms the collective commitment of students, staff, and families, reinforcing the belief that Foster students can compete and excel at the highest levels. 

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