Superintendent's Entry Plan

Dear Gwinnett County Public Schools scholars, teachers, staff, and community,

At the heart of my leadership is a simple belief: schools work best when the adults are aligned, the expectations are clear, and people feel supported to do the work well. I do not lead through slogans. I lead through presence, listening, and follow-through. I spend time in schools. I ask questions that get to root causes. I stay focused on what improves the daily experience of students and staff, because that is where trust is built or lost.

This plan begins with how I enter a system: I learn how it actually operates. I study the table of organization, the meeting cadence, and how information and initiatives move from central office to schools. I meet the team, understand their responsibilities, and learn what is working well, and where bottlenecks are slowing service to students and principals. I believe strongly that coherence matters, and that good people do their best work when the system is predictable and supportive.

The 100-day plan is intentionally practical. It outlines structured listening across communities, early operational and safety checks, and a performance rhythm that supports schools without overwhelming them. It includes early deliverables that matter: a “what I’m hearing and seeing” summary, a short list of immediate stability actions, and a Year 1 execution plan with measures that the community can understand.

Most importantly, this plan reflects what you can expect from me. I will be visible and accessible. I will communicate plainly and consistently. I will honor what is working and address what is not. I will hold a high bar for student outcomes, and I will match that bar with the support and clarity adults need to meet it. I believe deeply that we must move at the speed of trust.

Sincerely,
Dr. Alexandra Estrella

Four phases of a plan are presented in distinct colored boxes, with the foreground showing text detailing each phase's objectives and timeline, and the background being a plain, light-colored surface.

Phase One - Pre-entry

Pre-Entry Workstreams

Workstream 1: Cabinet and Division Familiarization
Workstream 2: Department Operational Reviews
Workstream 3: Meeting and Communication Architecture
Workstream 4: Initiative Intake, Governance, and Dissemination

Why This Matters in GCPS

GCPS’ structure is intentionally organized by divisions and teams, and several offices have explicit districtwide responsibilities that shape how work moves. For example, the Office of Administration and Policy supports the Superintendent’s office, oversees the Instructional Support Center operations, coordinates policy updates, and ensures clear communication across divisions. Understanding these roles early is essential to coherence and trust.

Phase Two - First 100 Days

Phase Three - Transition Team

Specifically, the team will:

Develop a clear understanding of the current efforts, strategies, and practices that are driving strong results.
Recommended strategies to build organizational capacity through effective leadership, strong systems, engaged employees, and a culture of continuous improvement.
Strengthen community engagement and communication in support of students and families.
Identify what is needed to deliver effective instruction in safe, productive learning environments.

Phase Four - Strategic Plan

I have led work that strengthens tiered supports for students, improves attendance and engagement, and reduces barriers that keep children from thriving, because I believe every student should have a real chance to succeed, not just the ones who know how to navigate the system. Dr. Alexandra EstrellaSuperintendent

Learning Across the District

GCPS is in a leadership transition period, with a clear focus on stability, trust, and measurable progress while advancing key district priorities. This entry plan is designed to honor what is already in motion, prevent initiative overload, and strengthen execution through clear expectations, school centered support, and transparent communication.

Five input boxes on the left feed into a central %22Strategic Plan%22 box, which then leads to an output box on the right stating %22Improved opportunities, experiences, and outcomes for GCPS students.%22

Listening and Learning Tour Schedule

We highly encourage you to engage in the Listening and Learning Tour by attending an in-person or virtual session. All meetings will follow the same format to gather information. If you are unable to attend a session, you can submit feedback to TransitionPlanning@gcpsk12.org. Additional opportunities will also be available soon to provide feedback.

Please RSVP before attending the in-person and virtual sessions.

In-Person Dates

District	School	Date
District I	Dacula HS	August 24, 2026
District II	Central Gwinnett HS	August 25, 2026
District III	Duluth HS	August 26, 2026
District IV	Brookwood HS	August 27, 2026
District V	McClure Health Science HS	August 31, 2026

In-person meetings will be held as follows:

Student focus groups held during the day
3:00 - 4:00 p.m.: Teachers and building level staff
4:15 - 5:15 p.m.: Teachers and building level staff
5:15 - 6:15 p.m.: Teachers and building level staff
6:30 - 7:30 p.m.: Families and community members

*Principals and assistant principals feedback will provide feedback during the first administrator meetings.

Are you unable to attend the sessions, but would still like to share your feedback?

Please complete the Listening and Learning Tour feedback survey.

Virtual Dates

District	Dates
District I	September 8, 2026 from 6:30 p.m. - 7:30 p.m.
District II	September 9, 2026 from 6:30 p.m. - 7:30 p.m.
District III	September 10, 2026 from 6:30 p.m. - 7:30 p.m.
District IV	September 14, 2026 from 6:00 p.m. - 7:00 p.m.
District V	September 21, 2026 from 6:30 p.m. - 7:30 p.m.

Specialty Virtual Tours

Meeting Type	Dates
Multilingual Learner Community	September 8, 2026 from 5 p.m. - 6 p.m.
Special Education Community	September 10, 2026 from 5 p.m. - 6 p.m.
Gifted and Talented Community	September 21, 2026 from 5 p.m. - 6 p.m.