Exploring the Human Element of Leadership
For Jessica Ranalletta, M.Ed. ‘18, leadership is defined by the moment high expectations meet unwavering support. As the Assistant Principal at Cimarron Middle School in Douglas County and the 2026 Colorado Middle Level Assistant Principal of the Year, Ranalletta has spent her career proving that the most effective way to lead a school is to prioritize people.
Her journey into administration began eight years ago with a sudden opportunity and a firm requirement. While teaching middle school science at a charter school in Aurora, she was asked to step into an Assistant Principal role — provided she immediately enroll in a principal licensure program. Following the recommendation of colleagues, she chose the M.Ed. in Educational Leadership at Regis University.
“I stepped into the AP role in April, and I was enrolled into the program by the following August,” Ranalletta recalls. “I had had some fellow administrators go through the Regis program and they had a great experience.”
A People-First Philosophy
The transition from the classroom to the front office is often a whirlwind of policy and paperwork, but Ranalletta found that her graduate studies provided a grounding moral compass. Regardless of the subject matter — whether school law or funding — the messaging from Regis faculty remained consistent.
“The number one thing that they hit in every class... was no matter what's happening in regard to funding your buildings or state-level policies, you always take care of people,” Ranalletta says. “If you take care of people, then the rest will be much easier.”
This philosophy forced Ranalletta, a self-described "go-getter," to shift her focus from checking off tasks to building relationships. “It really forced me to slow down as a new administrator,” she explains. “It’s not about completing as much work as possible every day. It’s about taking care of people. I got that for 15 months straight in every class.”
High Accountability, High Support
Middle school is a unique, transitional period, often marked by rapid brain development and the occasional flooded bathroom. For Ranalletta, navigating these years requires a delicate balance of holding students accountable while ensuring they feel seen and supported.
She draws a direct parallel between her philosophy at Cimarron and the environment she experienced as a graduate student. At Regis, the expectations were high — students were required to maintain a strong GPA and stay on track with intensive six-week courses — but the faculty’s support was equally robust.
“I remember working full time... we’d go to a late Wednesday night class, we’re all dragging in because we worked with kids all day. They took care of us, but they held us accountable,” she says. “They were like, ‘No, we know you had a long day — this is what leadership is like in schools. You got this, you can do it.’ I hold that near and dear when I work with kids and teachers. We’re going to hold the bar high, but we’re going to help you every step of the way.”
Restorative Practices and Human Dignity
A cornerstone of Ranalletta’s leadership is her commitment to restorative practices. While many associate the term strictly with how a school handles discipline, Ranalletta learned at Regis that consequences are a small part of the equation. The core work is proactive culture-building.
“If you can’t really get to the heart of people and knowing people’s stories, understanding people’s backgrounds, cultural dynamics, their day when they’re not with you... none of the restorative stuff works,” she says.
At Cimarron, this means handling conflict — whether between students or adults — through the lens of human dignity. Ranalletta utilizes tools like Emergenetics (a profile-based understanding of thinking and communication styles) to help staff understand their differences. “I address conflict with adults the same way I address it with kids,” she notes. “I don’t believe in unresolved conflict... I think the world would be a much better place if we actually resolved conflicts instead of letting things go un-talked about.”
The Power of the Cohort
The "scholar-practitioner" model at Regis, where professors are active or recent school administrators, ensured that Ranalletta’s learning was immediately applicable. She vividly remembers assignments that served as direct interventions she could use at her school the very next day.
Equally important was the collaboration within her cohort. By working in teams composed of different types of thinkers, Ranalletta practiced the collaboration she now oversees as part of an administrative team of six.
“Regis nailed it,” she says. “Prepping school leaders for content is one thing, but if you can’t learn how to collaborate as a school leader, your school will not be able to get where it needs to be.”
Advice for the Next Generation
As she celebrates her recognition as the 2026 Assistant Principal of the Year, Ranalletta remains a champion for the Jesuit value of cura personalis — care for the whole person — a value she sees at the heart of both her Regis education and her daily work with the students and staff of Douglas County.
For those considering a move into educational leadership, Ranalletta’s advice is simple: don’t wait for a new title.
“True leadership comes from people who see a need for something and they work to fix it,” she says. “Follow your gut. Don’t be afraid to speak up when you see a need for something and take risks. The power that comes out of taking risks and doing something different... we wouldn’t be where we are today if people didn’t take risks.”