Growth as a Leader
As I reflect on my journey through this program, I can clearly see how much my understanding of leadership has grown. I came in with a strong focus on relationships, advocacy, and doing what’s right for students—especially those in special education and students from historically marginalized backgrounds. That foundation is still there, but now I understand that leadership is not just about supporting people in the moment—it’s about building systems that consistently support people over time (PSEL Standard 1; Standard 9; Standard 10).
Throughout this experience, I was introduced to the true impact of educational leadership and began to more clearly envision my own leadership style—one that, in many ways, mirrors the bold, unapologetic, and student-centered approach of Joe Clark from the film Lean on Me. Like Clark’s declaration, “I’ll tell you what I do see here…”, my leadership is rooted in the ability to see beyond deficits and recognize potential—even in challenging environments. Clark’s leadership was grounded in high expectations, accountability, and a deep belief in the ability of his students to rise above their circumstances, even when others had written them off. While my approach is grounded in relationship-building and systems thinking, I carry that same urgency, clarity, and commitment to doing what is necessary to create real, lasting change for students.
One of the biggest shifts in my thinking is realizing that good leadership requires structure, not just heart. Through my internship, I’ve had to think about how policies, routines, and systems shape the day-to-day experience of students and staff. For example, working through the implementation of the cell phone ban showed me how challenging change can be—but also how impactful it can be when done with consistency. Over time, I saw students talking more, engaging more, and being more present. That experience taught me that leadership means staying the course, even when it’s tough, because culture doesn’t shift overnight (PSEL Standard 4; Standard 5).
At the same time, I’ve built great rapport and relationships with IHS stakeholders—especially students, regardless of demographic. My office has become a space where students feel comfortable checking in, connecting, and just being present. My secretary has even honed in on the unanticipated skill of managing student traffic in my office due to the high volume of students who pass by, check in, and want to talk, hang, or “put me on to something.” This has shown me that while systems matter, relationships are still the heartbeat of the work, and when students feel seen and valued, they will naturally gravitate toward spaces where they feel that sense of belonging.
My work evaluating the Alternative Instruction (AI) program also stretched my thinking. I saw that while the program is designed to help students stay on track during suspension, we don’t always have clear data showing how effective it really is. That pushed me to think more critically about accountability. It’s not enough to have a program—we need to know if it’s working. That’s something I plan to carry forward: being more intentional about using data to guide decisions and improve outcomes (PSEL Standard 3; Standard 10).
I’ve also grown a lot in how I think about communication and family engagement. Before, I saw communication mostly as sharing information. Now, I see it as building relationships. Through planning 8th grade orientation and connecting with families in the community, I’ve learned that people engage more when they feel seen and valued. Showing up in community spaces, having real conversations, and creating welcoming experiences makes a difference. It’s about meeting families where they are, not expecting them to always come to us (PSEL Standard 8; Standard 3).
Another area of growth has been in ethical leadership. Handling discipline, leading re-entry meetings, and working through real-life situations with students and families has taught me that leadership is about balance. You have to hold students accountable, but you also have to lead with understanding and fairness. Every decision matters, and it has to be grounded in what’s best for the student—not just what’s easiest or most convenient (PSEL Standard 2; Standard 5).
My identity has also become an even stronger part of my leadership. As an African American–Latino man, I understand the power of representation in a deeper way now. I know that just by showing up, I’m sending a message to students about what’s possible. That’s not something I take lightly. It pushes me to lead in a way that affirms students—especially those who don’t always see themselves reflected in leadership. My passion for special education continues to drive me as well. As an inclusionist, I believe strongly that students with disabilities deserve not just support, but high expectations and meaningful inclusion in every part of the school experience (PSEL Standard 3; Standard 4; Standard 5).
Overall, I’ve grown into a leader who thinks more strategically, acts more intentionally, and reflects more consistently. I’m more aligned with the core leadership standards around equity, relationships, systems, and improvement (PSEL Standards 1, 3, 8, 9, 10). I now understand that leadership is not just about reacting to what’s in front of you—it’s about creating the conditions where students and staff can succeed every day.
As I step into my next phase, I find myself more intentional and focused in how I approach the work. I am committed to building strong, clear systems that support both students and staff, understanding now that consistency and structure are essential for long-term success (PSEL Standard 9). I also recognize the importance of using data to guide my decisions—not just to meet expectations, but to genuinely improve programs and outcomes for students (PSEL Standard 10).
At the same time, I remain grounded in relationships. I will continue strengthening connections with families and the broader community, knowing that meaningful engagement is key to student success (PSEL Standard 8). My commitment to equity, especially for students in special education, remains at the center of my leadership. I will continue to advocate for practices that ensure all students have access to the opportunities and supports they need to thrive (PSEL Standard 3). In all that I do, I strive to lead with honesty, consistency, and purpose, recognizing that integrity is the foundation of effective leadership (PSEL Standard 2).
When I reflect on my growth, it is clear that I have moved beyond simply doing the work to understanding how to build systems and conditions that allow the work to sustain itself (PSEL Standard 1; Standard 9; Standard 10). I am leaving this program more prepared, more focused, and more committed to creating a school environment where every student has the opportunity to succeed—and where I can rest at night knowing I am operating with both purpose and effectiveness in my calling.
