I can still remember the moment my path to school leadership started. It wasn’t because of a promotion or some big epiphany. It all began with one unexpected question from my former principal.
At that time, I was an experienced kindergarten teacher, fully committed to the classroom. Leadership? That was for other people. My principal, however, saw something in me I didn’t yet see in myself.
One afternoon, she stopped me in the hallway and casually said, “I could see you running a school one day. Would you ever consider becoming a principal?” Without hesitation, I laughed and said, “Absolutely not.”
But here’s the thing: she didn’t let my first answer be my final answer. Over the year that followed, she continued to mentor me and help me grow. She invited me to observe meetings, lead school initiatives, represent our school on district committees, and share my voice in conversations about vision.
She planted a seed and watered it consistently until, one day, I realized the truth: I did want to become a school leader. I wanted to make an impact on a broader scale, just as she did for me.
Her mentorship changed the entire direction of my career, and it also made me realize that school leaders have the power to shape the leadership pipeline for the future of education, one conversation at a time.
Our role in solving the leadership pipeline problem
Across the nation, districts are facing a growing challenge. Fewer educators are stepping into leadership roles, and many school leaders are retiring or leaving the profession. We can’t afford to be passive observers of this trend.
As principals, assistant principals and district leaders, we must actively “talent spot” potential leaders by identifying teachers and staff in our buildings who have the skills, mindset and heart for leadership, even if they don’t see it in themselves yet. Once we identify them, we must nurture them.
From my own journey and years as a principal, I’ve learned three key strategies to encourage teachers to take steps toward school leadership.
1. Look for teachers with strong leadership potential and tell them what you see
So many of us entered leadership because someone else noticed our potential before we did. Words of encouragement matter.
It’s not just about spotting the teacher who can produce an amazing lesson, it’s about seeing the ones who can inspire their colleagues, problem-solve creatively and maintain calm under pressure.
When you see those qualities, say something. Be specific. Instead of, “You’re doing a great job,” try, “The way you facilitated that grade-level meeting showed such strong leadership. I can see you leading a school team one day.”
When we verbalize what we see, we help teachers imagine themselves in a role they might not have considered. My principal’s question stayed with me because it was more than a compliment; it was a vision statement for my future.
2. Provide opportunities for teachers to grow as leaders
Once you’ve identified potential teacher leaders, the next step is to give them meaningful opportunities to lead. Leadership isn’t learned solely in theory; it’s practiced in action.
This could mean:
- Asking a teacher to organize and lead a community or family engagement event.
- Having them take charge of a grade-level or department team.
- Involving them in the rollout of a new school-wide or district-wide initiative.
- Having them co-lead a professional development session for their peers.
The key is to be intentional in matching opportunities to a teacher’s strengths and growth areas. For example, if you know a teacher who is very organized but still a bit nervous about speaking in front of a crowd, you could invite them to share a presentation at a staff meeting. If they have a passion for meeting students’ needs, you might involve them in shaping schoolwide culture initiatives.
These moments give teachers the chance to “try on” leadership in a supportive environment and they also give you the opportunity to observe and coach them in real time.
3. Create consistent, intentional time for mentorship
Encouragement and opportunities are great, but they become truly life-changing when we commit to intentional time set aside for mentorship. This doesn’t have to be overly formal or time-consuming, but it does have to be regular.
Whether it’s bi-weekly, monthly or quarterly, put these coaching meetings on your calendar and protect that time. Use these meetings to:
- Listen to the teacher’s goals and challenges.
- Share parts of your own leadership journey, including what you’re proud of and the mistakes you learned from.
- Offer practical advice they can use right away to help grow their leadership skills.
- Connect them with district opportunities or other leaders who can help them shine.
In my experience, these conversations don’t just help teachers grow, they also strengthen trust and create a deeper sense of connection between you both. The teacher begins to feel seen, supported and guided in a way that builds confidence and commitment to the idea of leadership.
Why this matters more than ever
Some of the most impactful leaders I know never planned to become principals; they were nudged, encouraged and mentored into the role. Now, they’re making extraordinary contributions to their schools and communities. We have the same power.
If we want strong, capable, and compassionate leaders running our schools in the future, we have to invest in potential teacher leaders now. We can’t wait until there’s a vacancy. We have to be the ones planting the seeds and nurturing their growth.
As school leaders, we are more than building managers or instructional coaches, we are bridge builders. We connect today’s great teachers to tomorrow’s leadership roles. We help them understand that leadership is a journey, and while it doesn’t happen overnight, the process can be intentional, supported, and deeply rewarding.
Part of our professional legacy will be measured not just by the test scores we improved or the programs we implemented, but by how many leaders we helped produce. Imagine the impact in education if every principal committed to identifying and mentoring one to two teachers a year toward leadership. Our leadership pipeline would no longer be in crisis.
So, look intentionally around your building. Notice the people who inspire others. Encourage them. Give them opportunities. Meet with them consistently, and maybe, start with the same question that changed my life: “Would you ever consider becoming a principal?”
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