Leading with Purpose: Meet Jordan Sims, Middle School Principal at TNVA

When Jordan Sims reflects on her 22 years in public education, she doesn’t talk about titles or accomplishments. She talks about students. The ones who thrived, the ones who struggled, and the ones who needed someone to believe in them. That focus has guided her from her early days as a middle school ELA teacher to her decade as an elementary principal, and now to her role as middle school principal at Tennessee Virtual Academy (TNVA). 

Jordan built her career in brick‑and‑mortar schools, pouring herself into the work. But as her family grew and she began pursuing her doctorate, she wanted to continue serving students while having the flexibility to balance her professional goals with her personal life, without sacrificing her impact in the classroom.  

After a recommendation from a colleague, Jordan applied for a virtual teaching position at Tennessee Virtual Academy, which quickly became something more. Within months, she was invited to serve as a Master Teacher, then as an assistant principal, and by January, she stepped into the principal role. 

The virtual education setting felt like a breath of fresh air. She explains that the TNVA community has been supportive, and the teachers’ collaboration has been invaluable. 

 Jordan approaches online learning with intention and care, focusing on building meaningful connections with students and ensuring they have the tools and support needed to succeed. One of the ways Jordan brings this to life is by emphasizing individualized support. She believes there is no one‑size‑fits‑all approach to education. For example, TNVA offers math enrichment programs for students who are more advanced in that area, helping them continue to build their skills. TNVA is also working to be more inclusive for students with special needs and students who are struggling academically by strengthening the school’s RTI (Response to Intervention) with fidelity. About 60 students exited RTI in the first semester, indicating they have caught up in reading or math. 

TNVA also implements Student Improvement Plans (SIPs) for students failing two or more subjects. These students meet with the principal or assistant principal on Fridays to work on study skills, motivation, and habits. On alternating Fridays, they meet with grade‑level teachers to address missing assignments and academic gaps.  

Jordan notes that so far, about 40 students have “graduated” out of this plan, meaning they are now passing their classes. She links the success of many of these initiatives to the school’s willingness to listen to its students.  

For example, the school’s engagement time—originally designed for students to connect virtually—was revamped into “Tiger Zone” based on student suggestions. Activities now include building Legos, playing Minecraft, drawing, and more, encouraging greater participation. 

Jordan goes above and beyond for her students because she understands they come from diverse backgrounds. Some come from vulnerable environments or have had negative brick‑and‑mortar experiences. Ensuring these students feel seen and empowered is one of her core goals. 

She recalls a story of how she and her staff supported students who were experiencing homelessness and had gone off the radar. They were able to help the students find shelter, and those students are now attending classes consistently and are thriving. Jordan describes this as “the small wins that matter,” emphasizing that she cares not just about numbers but about real impact. 

Expanding Pathways, Expanding Possibilities 

Jordan’s vision extends beyond academic recovery. She believes middle and high school should be launchpad; a place where students discover who they are and what they can become. In line with her belief that education is not one‑size‑fits‑all, she and her staff are introducing career exploration at the middle school level and expanding dual‑enrollment opportunities for high school students. These opportunities allow students to engage in hands‑on activities, meet guest speakers, explore STEM programs, and imagine futures they may not have considered. 

Recently, Jordan and her teachers visited a Tennessee College of Applied Technology (TCAT) campus to explore potential partnerships. With every Tennessee student living within 50 miles of a TCAT, she sees enormous potential for students to begin thinking about careers early. TCAT programs offer certifications in welding, cosmetology, building trades, aerospace science, and more. Students who may not take the usual 4-year university plan can benefit from the TCAT programs. 

A Team That Makes the Work Possible 

Despite all her success Jordan is quick to shift the spotlight away from herself. Every success, she insists, is rooted in the dedication of her teachers. 

“They are incredible people. They are absolutely incredible teachers. Their perseverance has been the most rewarding thing to me. It’s truly a family atmosphere.” 

When asked for advice for her students, Jordan encourages them to treat online school with the same seriousness as traditional public school. She tries to include a motivational message in her weekly newsletter to encourage and empower her students. If she could leave them with one message today, it would be this: 

“Aim for the stars. You are capable. Do your best—and your best is enough.” 

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