Education is fundamentally about people. Whether we’re leading students or colleagues, our ability to connect, communicate, and collaborate is what drives success. By prioritizing leadership training for teacher leaders, we not only support their individual journeys but also strengthen the fabric of our school communities. When we invest in our people, we build schools where everyone - students and staff alike - can thrive.

As an education leadership consultant with over a decade of experience, I’ve witnessed the challenges new school administrators face when transitioning into their roles. Most preparation programs excel at teaching the technical aspects of school management—legal frameworks, master scheduling, and compliance with policies. However, a critical gap persists: the human-centered leadership skills essential for navigating the complex, emotionally charged realities of leading a school community. Research supports this observation: a 2019 Wallace Foundation study found that while 80% of principals felt confident in technical skills, only 40% felt prepared to handle interpersonal conflicts or foster a positive school culture.

Despite the significant investment schools make in character education and social-emotional learning programs, we have not seen a corresponding decrease in student mental health challenges. Rates of anxiety, depression, and stress among young people remain stubbornly high, suggesting that these approaches alone may not be enough. 

When we think of youth leadership in schools, the image that often comes to mind is a student council election or the class president giving a speech. But true leadership is much broader, and every student can benefit from opportunities to lead, regardless of whether they hold a formal title.

Encouraging leadership in teens is a crucial step in their personal and professional development. But for most, it seems hard to execute as the idea is a little abstract and overcomplicated. Helping people build their confidence has little to do with what you say to them and more to do with what responsibility you give to them.

Great leadership is rarely about being everything to everyone. It’s about knowing your strengths, recognizing your limitations, and surrounding yourself with the right people to complement your abilities. Organizations that prioritize building balanced leadership teams will not only avoid the pitfalls of one-dimensional leadership but also create a foundation for sustainable success.

Leadership is hard. It’s not a natural next step for everyone, and that’s okay. The key is recognizing that leading isn’t about being the best at the work itself; it’s about empowering others to be their best. When we invest in helping leaders build the skills they need, we create better work environments, stronger teams, and a brighter future for everyone involved.

Most instructional coaches I know suffer from imposter syndrome.

A few common threads appear when we explore why: minimal to no training, lack of leadership support for direction, and no concrete data to show impact.

More professional development doesn’t fix this. It only happens with as an intentional part of your program that leadership and the instructional coach agree on.

The heart of building relationships is not about what transactional service you provide. It is not about the quality of the chocolates you leave on their desks. It is about who you are and how you present yourself to the people you serve.

Think of classroom culture like the weather and ask yourself: How is the weather in your room?

Leadership in and out of the classroom needs leaders that are willing to inspire and step aside.