by Belinda Williams
During a particularly stressful time at one of my schools, a colleague and I started joking about how we would handle the situation if we were in leadership positions. This developed into committing to each other – “When I’m a principal, I pledge to….”. What started as a humorous coping mechanism quickly developed into a set of principles about leadership. Now, in my second semester as an instructional coach and curriculum coordinator, I’ve started to reflect on those pledges in a new light.
I Pledge to Listen
There is a big difference between allowing someone to speak, and truly listening to what they are saying. I fell at the first hurdle with this one! In my first few months of leadership, a teacher came to me several times to tell me that she felt like a terrible teacher. I immediately empathised with her, and gave her a list of reasons why I didn’t think she was a terrible teacher. I became increasingly confused and frustrated when she kept saying the same thing, but always reassured her that she was doing a great job. After a few weeks, I realized I was focused on reassuring her rather than truly understanding what she needed from me. I went back to her and apologized for not listening to what she was saying and asked her to tell me why she felt that way. I saw the anxiety melt away almost instantly as she recognized that I was going to listen, without my own agenda. After a chance to vent, we started to discuss options to improve the challenges she had identified. It was productive and forward thinking, but only because I had truly listened first.
I Pledge to Recognise Teachers as Partners in Problem-Solving
I have been a classroom teacher for seventeen years and worked in six different schools. Throughout this time, I’ve had the privilege of collaborating with outstanding teachers who are deeply committed to doing what’s best for their students. In my experience, when teachers bring a concern to Administrators, they’ve often already considered multiple implications for their students and come up with potential solutions. When those concerns are dismissed and their predictions come true, it can be easy for teachers to be unfairly labeled as complainers. When concerns are dismissed—whether intentionally or unintentionally—it creates a cycle of mistrust, making it harder for meaningful dialogue to take place. In my current role, I strive to work alongside teachers, addressing concerns before they become complaints. I keep the thought in mind: “This teacher is allowing me to collaborate and solve this before it becomes a problem. The teacher is not causing the problem.”
I Pledge to Communicate
At 25, I opened a theatre company and suddenly found myself managing and leading 150 actors, singers, dancers, musicians, and technical crew members. I saw every issue—from financial to interpersonal—as my responsibility and tried to solve them alone, without burdening others. After a couple of months, a trusted friend within the group came to me and said, “You are doing yourself, us, and this company a big disservice right now. We all know about the problems, but we are all discussing them among ourselves as gossip, instead of with you as a way of solving them.” It was a harsh reality to face, and at first, I was defensive. But as I reflected, I realised she was right – by not communicating openly, I was unintentionally creating division rather than fostering collaboration. I started talking openly with the entire community about the problems we were facing, and they started volunteering hundreds of hours, collectively, to solve them. We became one of the most cohesive teams I’ve ever had the privilege of working with. Many of us have become lifelong friends, and when we reflect on our time together, we all share how much we valued the sense of psychological safety, trust, mutual respect, and camaraderie that we collectively developed. As I move forward into leadership in an international school setting, I bring with me the lessons I learnt about the importance of open communication in the development of a highly effective team.
I Pledge to Never Punish Teachers for Being Good at Their Jobs
I’ve always had a skill for working with defiant children, likely because my own defiant streak helps me communicate in a way that doesn’t feel threatening. Additionally, I was an early adopter of the Science of Reading, applying the research from 2013 onward. This helped me support struggling readers and foster significant, lasting progress. As a result, each year, my class became filled with more and more students who fit this profile. One year, 11 out of 18 students had IEPs for both reading and behavior, with three more on behavior plans. I was constantly stressed, spending my time outside work on webinars, reading, and connecting with other educators, but I still felt like I was failing to meet their needs. I was on the verge of burnout. As a leader, I believe in the importance of continuous professional development and coaching cycles to ensure that all teachers are equipped with the skills they need to help all students, so that no teacher is seen as the only one who can help certain students. Great teachers should feel empowered, not exhausted. By shifting the way we recognise and utilise talent, we create a culture where excellence is sustainable and celebrated.
I Pledge to Prioritize Teacher Well-Being as Well as Student Success
For years, I have heard the phrase, “What’s best for students should drive every decision we make.” While I believe in making decisions with student interests at the forefront, I have also seen how this mindset can unintentionally lead to teacher burnout. Too often, schools operate under the belief that prioritising students and prioritising teachers are separate goals. The reality is that when teachers are supported, energised, and feel psychologically safe, they can be their best selves for students. As leadership coach Elena Aguilar puts it: “When adults thrive, schools transform into joyful, resilient, and equitable places of learning.” What’s best for students is also ensuring that their teachers are supported, safe, energized, and able to bring their best selves to the classroom. As a leader, one of my top priorities will always be to create an environment where teacher well-being is not an afterthought. This means fostering a culture of trust, setting realistic expectations, and ensuring that teachers feel seen, heard, and supported. It means acknowledging that rest, balance, psychological safety, and professional fulfillment are not luxuries, but necessities. A thriving school starts with thriving educators, and I am committed to making that a reality.
Leadership in education is not about authority; it is about service. By listening, communicating, and supporting teachers, we create an environment where students thrive. These pledges are not just words—they are a commitment to action, shaping a culture of trust and collaboration. As I continue to grow as a leader, I welcome feedback, reflection, and the opportunity to keep learning alongside my colleagues—because when educators thrive, so do our students.
Belinda Williams is the Learning Coach and Curriculum Coordinator at Asociacion Escuelas Lincoln, Argentina. A proud member of LYIS.