Spotlight on: Danielle Moore
Middle School Assistant Principal
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Q. What date did you start in the new role?
A. Aug. 17, 2026.
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Q. What is your background experience that led to this position?
A. My background in education really started in the classroom. I’ve worked with students at the elementary, middle and high school levels, including students with special education needs. I spent several years teaching at Tilton School through the House of the Good Shepherd, where I worked with students in a self-contained setting and was involved in CSE and treatment team meetings, behavior plans and supporting students academically, behaviorally and socially. I also worked as a special education teacher with the Utica City School District and as a substitute teacher, which gave me experience working with a wide variety of grade levels, classrooms and learning needs.
I then moved into an attendance teacher role with Oneida-Herkimer-Madison BOCES at Thomas R. Proctor High School. That position gave me a different perspective on education because I was working closely with students, families, counselors, social workers, administrators, probation officers and community agencies. I handled attendance concerns, conducted home visits and wellness checks, met with families and helped develop solutions to get students back into school. I also worked with attendance data and helped create schoolwide attendance initiatives and incentives.
From there, I transitioned into school administration as an assistant principal at Sherburne-Earlville Central School District, where I spent my first year at the elementary level and my second year at the middle school level. I was involved in the day-to-day operations of the school, student discipline, attendance, character education, SEL, staff communication, school events and supporting both students and teachers. My middle school experience allowed me to focus on building strong relationships with students and staff, creating a positive school culture and finding ways to help students become more engaged and successful. While working at OHM BOCES at the high school level, I also served as a summer school assistant principal during the 2023–24 and 2024–25 school years, gaining additional experience in summer school operations, student support and administrative leadership.
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Q. What makes you excited about working in your new role at Herkimer CSD?
A. What excites me most about starting my new role as a Middle School assistant principal at Herkimer is the opportunity to build relationships and become part of such an amazing school and community. I’m excited to get to know the students, staff and families, learn what makes Herkimer special and be a visible and supportive presence in the building. I’m looking forward to bringing my experience in middle school, attendance, student support, SEL and school culture to help students feel connected, supported and successful. I’ve already seen how welcoming and supportive the Herkimer community is, and I’m excited to become a part of it and work alongside an amazing team. Let’s go, Magicians!
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Q. When did you first know you wanted to become an educator and what made you feel that way?
A. I think I first realized I wanted to be an educator through my early experiences working with children and seeing how much of an impact one supportive adult can have on a student. I’ve always enjoyed building relationships with kids and helping them feel understood, supported and successful. My experiences working with students in different settings, especially students with behavioral, academic and social-emotional needs, really showed me that education is about so much more than teaching a subject. It’s about connecting with students, advocating for them and helping them see their own potential. That’s what ultimately made me want to make education my career, and it’s something that has continued to motivate me as I’ve grown from a teacher into an administrator.
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Q. What do you think makes Herkimer CSD special?
A. I think what makes Herkimer CSD special is the strong sense of community and the way people genuinely care about the students. There is a real feeling that everyone is working together toward the same goal – helping students feel supported, connected and successful.
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