Success in educational leadership is not a destination—it's a continuous journey. Often, the world tends to define success as the attainment of certain milestones such as improved test scores, increased enrollment figures, or external recognition. However, in my experience as a school leader, I have discovered that true success lies in the continuous pursuit of excellence. This is not about comparing ourselves with others, but rather, it's about competing against our own potential.
When I assumed the position of principal at the Joan Snow Pre-K Center, I was handed the reins of a school community grappling with declining enrollment figures and a high rate of teacher excessing and turnover. Each academic year felt as though we were back at the starting line. However, I made a conscious decision early on: I wasn't going to measure our progress against that of neighboring schools. Instead, I decided that our race would be against our own potential.
Fast-forward five years, and our program has seen an expansion of 71%. This growth did not occur overnight. It was the product of hard work, dedication, and an unwavering belief in the ability of our staff and students. Once we had bolstered the core instructional techniques and fostered teacher agency, we didn't rest on our laurels. We asked ourselves: What's next?
This question led us to develop a mindfulness initiative designed to support the well-being of both our students and staff. We were intentional in ensuring it wasn't a one-off program, but rather a growing, evolving part of our school culture. One of our most meaningful collaborations was with Rupa Mehta and NaliniKIDS. This was a true partnership in which we leveraged each of our areas of expertise—Rupa’s evidence-based wellness framework and my deep knowledge of early childhood education—to co-develop a strategic plan for successful implementation in our classrooms. Together, we created a sustainable approach that integrated mindfulness and movement into the daily routines of both students and educators, ensuring it became an embedded and transformative part of our practice.
Each year, I sit down reflect and pose these questions: What is our vision for this year? What can we do to make us better than we were yesterday? Regardless of how far we've come, we haven't reached the finish line. In truth, there is no finish line. Success in educational leadership is a constant cycle of reflection, growth, and transformation.
The journey of improvement in education is ongoing—and that’s what makes it so meaningful. As leaders, our role is to create a culture of continuous growth, not by comparing ourselves to others, but by striving to be better than we were yesterday. True success isn’t a destination—it’s a mindset, a commitment to evolving alongside our students and staff.
To foster this growth, I believe in rolling out initiatives with intention and purpose. One of the most important things I tell my teachers is: work smarter, not harder. That means no initiative overload, no surprises, and no top-down mandates that lack context or support. Before introducing any new initiative, I focus first on building authentic buy-in—connecting it to our collective goals, listening to staff concerns, and making sure the “why” is clear and meaningful.
From there, I develop a strategic implementation plan that emphasizes clarity, consistency, and sustainability. This includes differentiated professional development, opportunities for reflection and feedback, and embedded coaching structures that ensure staff feel supported every step of the way. I also align new initiatives with what’s already working, so we’re building on strengths rather than starting from scratch. When staff feel seen, prepared, and supported, they not only adopt change—they lead it.
That’s how we honor the unending journey of improvement—by making sure every step forward is thoughtful, collaborative, and rooted in our shared purpose.
So, let us embark on this journey together. Let us strive for continual growth, transformation, and the relentless pursuit of excellence. It's not about reaching the finish line—it's about the journey, and every step we take on that journey is a step towards success.
References
Brandsen, Taco, Trui Steen, and Bram Verschuere. "Co-production and Co-creation: Engaging Citizens in Public Services." Routledge, 2018.
Chapman, Chris, Daniel Muijs, David Reynolds, Pam Sammons, and Charles Teddlie. "The Routledge International Handbook of Educational Effectiveness and Improvement." Routledge, 2016.
Mehta, Rupa, and NaliniKIDS. "Wellness in Schools: An Evidence-Based Approach." Journal of School Health, 2020.
Robinson, Viviane M. "Student-Centered Leadership." Jossey-Bass, 2011.
Spillane, James P., and John B. Diamond. "Distributed Leadership in Practice." Teachers College Press, 2007.