Bernal Intermediate School Principal Tamara Unck has made listening a cornerstone of leadership, using what she hears from students, parents and the broader community to build a more inclusive school.

Unck, ACSA’s 2026 Middle Grades Principal of the Year, gathers feedback through student surveys, an open-door policy and monthly “Principal Pulse” meetings with students, staff and families. She pairs those perspectives with assessment, attendance and discipline data to shape supports including lunch groups, home visits and parent workshops.

Unck strategically directs Local Control Funding Formula resources to expand AVID, ethnic studies and co-taught classes. She fosters staff collaboration through professional learning communities and teams focused on PBIS, multilingual learners and attendance. Unck has also aligned the school’s Single Plan for Student Achievement with Oak Grove School District’s goals, which sets clear, measurable objectives for accountability and transparency.

Unck and her staff have prioritized respect and inclusivity for all students by establishing the school’s first Anti-Hate Speech Contract. She provides resources for students with disabilities and works to remove barriers for foster youth, students experiencing homelessness, multilingual learners and students from socioeconomically disadvantaged backgrounds.

An ACSA member since 2007, Unck has served as charter leader within Region 8. She began her education career as a teacher in 1998.

“Beyond her technical expertise and instructional leadership, Tammy is a master relationship builder,” said Oak Grove SD Associate Superintendent of Human Resources Amy Boles. “She brings people together with her warmth, authenticity and ability to listen deeply.”

What’s the best advice you’ve been given? Over the years, I have received a great deal of valuable advice, but the guidance that has stayed with me most is the importance of student voice. Early in my leadership journey, I came to understand that students are not passive recipients of education; they are active participants with meaningful insights into their own learning experiences. This is especially true in middle school, where student voice plays a critical role in shaping the culture of learning and is an essential skill every student deserves to develop. When we encourage students to advocate for themselves, we help build the confidence and skills they will carry with them into high school, college, career, and beyond.

What are some life hacks that you would recommend for a new administrator? First, prioritize being visible each day — before school, during breaks, at lunch, and after school. These informal moments create natural opportunities for students and families to connect with you, and your consistent presence sends a clear message about your commitment to the school community. In addition, make it a regular habit to visit classrooms frequently. Instructional walkthroughs keep you connected to the academic experience, allow you to recognize effective teaching, and help you stay grounded in the day-to-day realities of learning.

Equally important is maintaining consistency in how you carry yourself and interact with others. Students, staff, and families are always observing, and your steadiness helps build trust and credibility over time. When you show up with intention across both structured and unstructured settings, from the energy of the blacktop at lunch to the focus of the classroom, you demonstrate that you value every aspect of the school environment.

What would people be surprised to learn about you? One thing that might surprise people to know about me is that I was not always a lover of school, nor did I excel academically during my own educational journey. If you had asked the teachers and administrators who worked with me back then, I doubt they would have predicted that I would one day become a teacher, let alone California Middle School Principal of the Year.

That experience, however, has played a significant role in shaping the kind of leader I am today. I carry a deep sense of empathy and understanding for every child who walks through our doors feeling unseen or uncertain about their potential.

What’s the biggest challenge you’ve overcome in your current position? One of the greatest challenges I have faced in my current role has been navigating declining enrollment and budget cuts. Declining enrollment and budget cuts are two deeply interconnected issues that often require difficult and complex decisions. As enrollment declines, resources follow, placing school leaders at the intersection of fiscal responsibility and moral obligation. Decisions related to staffing and student support become especially challenging, as every line in a budget represents a person, a program, or a service that directly impacts students.

What has guided me through these moments is an unwavering commitment to keeping students at the center of every decision. Even in the face of limited resources, this means being creative, transparent, and willing to engage in honest conversations with staff, families, and district leadership.

How has ACSA supported you in your career? ACSA has been an invaluable part of my growth and development as a school leader in ways I could not have fully anticipated. One of the most meaningful aspects of my involvement has been the opportunity to connect with peers from across the country, including educators and administrators who share a common passion, navigate similar challenges, and are deeply committed to making a difference in the lives of students.

In addition, resources such as EdCal and other ACSA publications have helped me stay informed and engaged in an ever-evolving educational landscape, while the organization’s professional development opportunities have strengthened my leadership at both the site and district levels. Perhaps most impactful, however, are the relationships. The relationships I have formed through this organization have challenged my thinking, expanded my perspective, and played a tremendous role in shaping the leader I am today.

The theme for this year’s Leadership Summit is “You Belong Here: Leadership for Every Student.” What does belonging look like for you, your staff or your students? This theme connects deeply with me because at the core of everything I do as a principal is the unwavering belief that every single person who walks through our doors deserves not only to feel that they belong but to know it with certainty. For me, belonging begins with something as simple and powerful as knowing every student’s name. It lives in genuine conversations with staff and students, in moments when people feel truly seen and heard. It means listening to voices and then showing through my actions as a leader that I have truly heard them because there is a profound difference between listening and responding.

I truly believe students are the first leaders on any campus, followed by staff and administration. Without our students, there is no school, and that should guide every decision we make.