When I entered the Principal Leadership Institute, I was not entirely sure what I was stepping into. I had spent nearly a decade as a classroom teacher before transitioning into an instructional coaching role, and more recently, serving as my school’s literacy coach. I did not initially see myself as a school administrator, but I knew I wanted to grow as a leader. A former colleague and a few other PLI alumni I met at trainings spoke highly of the program. They shared that it was valuable not only for those pursuing administration but also for educators committed to equity and social justice. What truly drew me in was the opportunity to learn how leadership could positively influence school climate, community, and systems, not just individual classrooms.

I have always been drawn to leadership for social justice. From a young age, I was taught to stand up for what is right and to look out for those who may not be able to advocate for themselves. As a teacher, I lived those values in my classroom. However, it was not until I became my school’s union chapter chair during my last year as a classroom teacher that I began to see myself as a leader beyond the classroom. That role pushed me to connect across grade levels, understand broader community issues, and recognize both the strengths and systemic flaws within our school and the district.

Before PLI, I often felt that I lacked the vocabulary to express the injustices I witnessed or to clearly name the problems and offer solutions. I had the passion, but I was still developing the language and frameworks. This past year, I have gained more than vocabulary. I have developed greater clarity and confidence in how I advocate for students, families, and educators. I have a stronger understanding of how to apply improvement science, how to reflect on and refine my coaching cycles, and how to center equity in my day-to-day work.

One major shift this year has been my ability to identify systemic patterns. I have become more aware of how policies and practices impact different groups of students. I have also found myself advocating more directly with the administration. I have become more intentional in how I collaborate with others and more reflective in how I coach teachers. I think more deeply about the purpose behind what I do and how to move forward in ways that build trust and capacity.

There have been both challenges and successes. A challenge I faced during my leadership journey is learning to navigate through the many ideas, opinions, and personalities of people that I encounter as I go through the work of being a social justice leader. I have learned how to use my skill of developing relational trust to build pathways to discussions that allow for multiple perspectives to be heard in a safe way. This has allowed me to take small, incremental steps toward shifting practices toward greater equity.

One of my greatest successes has been building staff capacity. I used to think that strong leadership meant doing more for teachers, but I now understand that true leadership means building the skills and knowledge of others so that the work continues even when I am no longer there.

Looking ahead, I want to continue supporting equity-focused instructional practices with teachers. I also hope to eventually return to the community college setting to help prepare future educators or help mentor teachers somehow. My own experience in community college played a powerful role in shaping my path into education. I have been very fortunate to have great mentors, and I want to be part of helping others begin that journey.

As I consider how I might use my administrative credential, I remain open to different possibilities. Whether I continue coaching, take on a leadership role at a school site, or work in teacher preparation, I know I want to lead with purpose and equity at the center. I also recognize that there are areas where I still want to grow. In particular, I would like more experience with budgeting and systems-level decision-making. These areas are essential for creating long-lasting change, and I want to strengthen my skills in order to be an effective and thoughtful leader.

My time in PLI has taught me that leadership is not about having a title. It is about building relationships, recognizing systems, and working toward justice. I have grown in my ability to reflect, to advocate, and to take informed action. I may not have all the answers, but I now have the tools, language, and mindset to keep growing as a leader.