Wes Wilbanks

Wes Wilbanks didn't follow a typical path into IT leadership. He’s a Hoover City Schools graduate who spent 20 years working in the district’s facilities department before becoming Director of Information Technology. That background in mechanical systems, building automation and security infrastructure now informs how he approaches technology strategy for the Alabama district serving over 13,000 students.

“My background has given me a deep respect for the physical side of infrastructure and how all these systems connect, how environments function and how small details in the design phase of any project can make or break the long-term performance,” he says.

His facilities experience taught him that infrastructure projects succeed or fail based on their foundations. “I still see technology projects as a building project. You have to get the groundwork first. That sets the foundation for everything that gets built above it. And if the groundwork’s not right, it can cause everything to eventually fail,” he says.

That construction-site mindset shapes his current role overseeing network infrastructure, cybersecurity and technology operations across multiple campuses. The district is currently midway through a multi-year E-rate funded network overhaul, replacing ageing on-premise systems with Cisco Meraki switches and wireless access points.

“It’s about future-proofing the district, building a network that can grow with our needs, rather than reacting to them,” Wes says. “There’s nothing worse than getting yourself into a position where you’re reacting to the things that are happening in your environment.”

The move to cloud-based network management represents a fundamental shift for Hoover City Schools, which has maintained physical servers and locally-managed infrastructure throughout its operational history. Cloud systems enable faster partner engagement and remote troubleshooting capabilities that weren’t previously possible.

Wes established clear criteria when selecting vendors for the modernisation project. “For me, the biggest thing was a partner that understands our mission, that’s not just trying to push products. We see C-Spire – and any vendor that we partner with – as an extension of our team,” he says.

The partnership with C-Spire was tested during implementation last summer, when the team completed installations across four buildings just days before school started. Without being asked, the vendor sent an engineer onsite as well as a team of engineers and project leads on standby, ensuring a smooth launch.

His facilities background continues to influence the district’s approach to building automation. By integrating environmental controls, security systems and network infrastructure, the team can identify problems before they impact teaching and learning. “By integrating those building systems with our network backbone, we can optimise energy use, identify anomalies faster and extend the life of our critical equipment,” Wes says.

The technology department operates in two divisions whilst functioning as a unified team. Tech coaches work directly with teachers to identify needs and drive classroom innovation, with the infrastructure team handling implementation. “From my side of it, my biggest goal is to have an infrastructure that is future-focused and sustainable in a way that it can handle whatever new technologies come along,” Wes says.

The district recently completed a rollout of Google Chromeboxes at one high school and SMART boards at 11 elementary schools, with plans to extend the all-Chrome environment across K-12 grade levels. A middle school refresh scheduled for summer 2027 will incorporate either Chrome devices or interactive smart panels.

“Every classroom technology initiative begins with the primary question of ‘How is this going to improve teaching and learning?’ Just because we can do something doesn't necessarily mean we should,” Wes says.

The rapid emergence of AI-driven tools creates both opportunities and challenges. Students often discover new applications faster than security teams can assess them. “With AI coming onto the scene so quickly, there’s a flood of new technology and new services. Our team is tasked with evaluating which tools are actually beneficial to use,” Wes notes.

“When everything's working right in our environment, from the infrastructure side down to the technology in the classroom, no one should know me or my team exists. Everything should just work.