Returning to Serve the Community That Shaped Her
For Debranae Campbell, working in the Lansing School District is more than a role. It’s a return to the community that helped shape who she is today.
Now serving as Assistant Principal at Dwight Rich School of the Arts, Debranae works alongside students and educators to strengthen instruction, build supportive systems, and create a school environment where every student feels seen and valued.
Her path into education, however, began long before she stepped into a leadership role.
From Student Experience to Purpose
School was not always easy for Debranae. As a student, she faced challenges that could have easily shaped how she viewed herself and her future. What made the difference were the educators who chose to see beyond those moments.
“They saw beyond my flaws and mistakes and chose to believe in me anyway,” she reflects. “They offered guidance, patience, and encouragement at times when I needed it most.”
Those experiences stayed with her. They showed her the power of an educator who leads with belief, patience, and care, and ultimately inspired her to become that same source of support for others.
Her journey into education began through college access programs like GEAR UP and Upward Bound, where she taught summer courses focused on academic growth and college readiness. It was there that students began sharing the realities they faced in their schools, limited resources, lowered expectations, and systems that did not always support their success.
Hearing those stories felt familiar.
Many of their experiences mirrored her own, and those conversations became a turning point. They pushed her to think beyond the classroom and toward the broader systems shaping student outcomes.
Determined to deepen her impact, Debranae pursued her master’s degree in education at Michigan State University, equipping herself with the tools to advocate for students not just in classrooms, but across entire school systems.
That path ultimately led her back to Lansing, the same district where her story began.
Expanding Her Impact Through Leadership
Debranae’s transition into leadership was driven by a desire to support both students and educators on a broader scale.
Through her experience as an Urban Leader Fellow in the Lansing School District, a role that allowed her to work across multiple schools and support system-wide improvement, she worked across multiple schools and departments, gaining insight into the instructional, operational, and cultural dynamics that shape school communities.
It was during this time that she discovered where she felt most impactful.
“Being boots on the ground, working directly alongside students and staff, and problem-solving in real time showed me where I could make the greatest difference,” she explains.
Her work at Dwight Rich School of the Arts, a school in the midst of transformation, further solidified that belief. There, she focused on strengthening instructional practices, improving student outcomes, and implementing restorative approaches to build a more supportive and inclusive school climate.
Rebuilding Trust and Strengthening School Culture
When Debranae stepped into her role as assistant principal, she understood that meaningful change would require more than new systems. It would require rebuilding trust.
The school community had experienced challenges. Reestablishing that trust became central to her work.
“Shifting mindsets and allowing time for change to occur has been important,” she says. “But remaining intentional, authentic, and willing to engage in courageous conversations has been critical.”
That work has already led to meaningful results.
Through a focused effort on restorative practices, relationship-building, and proactive student support, the school reduced student suspensions by 50 percent in one year — a shift that reflects both cultural and instructional change.
But for Debranae, the impact is best understood through individual student experiences.
One moment stands out.
There was a student who had developed a pattern of behavioral challenges, including frequent conflicts, walking out of class, and difficulty regulating emotions. In many schools, those patterns might have resulted in repeated removal from the classroom.
Instead, Debranae and her team chose a different path.
They implemented a combination of supports, including a daily check-in, check-out system to provide structure and accountability, targeted behavior goals, and both short- and long-term incentives to reinforce progress. The student was also connected to additional mentorship through the school’s United Mentor Program, which connects students with additional adult support and guidance
Over time, the shift was evident
The student began staying in class, managing her emotions more effectively, and avoiding conflicts. As her behavior improved, so did her academic performance. By the end of the year, she had raised her grades and successfully passed the 8th grade.
For Debranae, moments like this reflect what’s possible when students are supported rather than removed.
“When students feel seen and supported, they respond differently,” she explains.
That same belief shapes how she works with educators.
She recalls supporting a teacher who had become discouraged and vocal about feeling a lack of support. Rather than disengaging, Debranae leaned in, recognizing the teacher’s strengths and creating opportunities for them to lead, including taking on leadership roles and contributing to school-wide decisions.
Over time, the shift was noticeable. The teacher became more engaged, collaborative, and invested in the school community.
For Debranae, both experiences reflect the kind of leadership she strives to model every day, one grounded in support, trust, and growth.
That impact is also visible to those who work alongside her.
“Debranae Campbell is an exceptional leader whose commitment to students and staff consistently elevates the culture at Dwight Rich School of the Arts,” says Ariel Rodriguez Peña, Senior Director of Academies (PreK-8).
He points to her ability to balance strong relationships with clear expectations as a defining strength, noting that she “inspires those around her while driving meaningful, measurable outcomes for the school community.”
Leading With Teachers in Mind
Debranae’s approach to leadership is grounded in her experience as a classroom educator.
She remains closely connected to the realities of teaching by consistently being present in classrooms, observing instruction, and engaging in reflective conversations with educators.
“I spend time in classrooms not just as an evaluator, but as a partner in growth,” she says.
Leading with teachers in mind means ensuring that their voices are central to decision-making. She creates opportunities for educators to contribute through collaborative teams, committees, and feedback structures that shape school direction.
“I believe teachers are experts in their craft,” she explains. “Their insights are essential to creating effective and sustainable solutions.”
Her goal is to build a culture where teachers feel heard, supported, and empowered to do their best work for students.
Looking Ahead
Debranae’s work remains deeply connected to the Lansing community and the students and educators she serves.
As part of the TeachMichigan network, she continues to grow alongside other educators committed to strengthening schools across the state. These connections have broadened her perspective and reinforced her commitment to collaborative, student-centered leadership.
Looking ahead, she is energized by the direction of education in Michigan.
“What excites me most is our collective momentum toward expanding opportunity for every student,” she says.
For Debranae, the future of education is about building systems that are responsive, supportive, and forward-thinking — ensuring that every student has access to the resources, relationships, and opportunities they need to succeed.
And as she continues to grow as a leader, her mission remains clear: to create environments where both students and educators feel supported, valued, and empowered to thrive.
Debranae Campbell
Debranae Campbell is the Assistant Principal at Dwight Rich School of the Arts in Lansing, Michigan, and a 2025 TeachMichigan Sitting Leader. With seven years in education, she is known for leading with authenticity, strengthening school culture through restorative practices, and building systems that support both students and educators. Debranae’s work is grounded in her lived experience, her commitment to expanding opportunity for every student, and her belief that meaningful change happens when people feel seen, valued, and supported.
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