Educational leaders today are facing several challenges: reduced funding for students, attacks on equity initiatives, and a shortage of people entering the field of education, to name a few. What we lead for and how we lead directly affect what we teach and how we teach; this pattern creates the conditions for students. In our current context, transformative leadership is mandatory. We need leaders who will be able to create just and affirming conditions for all students to succeed.

Several theories and frameworks outline the beliefs, attributes, and actions of transformative leadership. Many are rooted in Paolo Freire’s assertion that transformative leadership begins with questions of justice and democracy. I am reminded of my time as a school principal, leading the Pledge of Allegiance on the intercom: “… one nation, under God, indivisible, with liberty and justice for all.” These ideals are recited daily by students across the country. Lady Justice also comes to mind, blindfolded and scales balanced, symbolizing fair and equal treatment. Is there truly liberty and justice for all? Education is the supposed path to our nation’s ideals, yet student data on access and achievement is still predictable.

Freire’s assertion is a call to action. Transformative leaders must continually interrogate whether they are creating conditions that are democratic, moral, and fair for ALL students. Drawing from multiple research-based resources, I developed a definition of a transformative educational leader for ACSA that aligns with our mission, vision, and values. This ACSA Transformative Educational Leader (ATEL) framework guides our professional learning and gives the field a common definition of transformative leadership as a way of being.

This article outlines the core components of the ATEL framework and highlights the actions a transformative leader might take. As you read, I invite you to engage in critical self-reflection.

Critical Self-Reflection Transformative leaders start by looking in the mirror. Critical self-reflection must always include questions of race, ethnicity, gender, class, and systems of oppression. Interrogating our beliefs and how they were formed is uncomfortable. Recognizing that our beliefs directly influence the decisions we make helps to understand the impact of our actions, especially the decisions we might make for communities we do not come from, within an educational system that was not created for these communities. Critical self-reflection is not innate, it must be developed. Transformative leaders purposefully seek out opportunities that help them develop their practice. In turn, they create conditions for others to move closer toward the embodiment of critical self-reflection across their systems.

Social Justice Activism Educational equity — people receiving what they specifically need and the removal of barriers to opportunities — has been discussed for decades, yet student disparities still exist. Equity initiatives are directly under attack. A transformative leader understands the historical foundations of inequity in our nation that began with taking land from Indigenous people, the enslavement of African people for stolen labor, ongoing imperialism and segregation, and now the systematic dismantling of civil rights. They also understand the origins of public education, the belief system that created it, and how it continues to shape unequal opportunities and outcomes. With this critical consciousness, transformative leaders see why inequities exist, how teaching and learning processes can perpetuate them, and how their own actions might unintentionally sustain these injustices. Most importantly, they take action. A transformative leader understands the concept and dynamics of power. They understand and continuously interrogate their own power and privilege. They can “read the room,” seeing who holds influence, how relationships shape policies, and where resources flow. Transformative leaders are visionaries, anticipating how current policies and trends will shape the future landscape, and actively working to protect their most vulnerable communities.

Cultural Humility Eighty percent of the students in California are from communities of color, yet far fewer school administrators are. Cultural humility helps to bridge this disconnect. Our responsibility as school leaders is to understand the beliefs, needs, and dreams of the community we serve, and translate them into action. Transformative leaders value diversity as an asset, understanding that cultures, lived experiences, and beliefs shape communication and conflict. Many leaders have engaged in an identity development process (particularly around race) to understand their own biases, and remain committed learners, especially about ethnic cultures not their own. Acknowledging power imbalances, transformative leaders work to share leadership and embed authentic democratic processes, ensuring historically marginalized voices meaningfully shape decisions.

Community Responsive Relationships, responsibility, and relevance ground the three domains of community responsive leadership. Transformative leaders understand that strong relationships with students, staff, and families are foundational to their work. Through cultural humility and consistent engagement, communities come to know that these leaders genuinely care. From these authentic (not transactional) relationships, transformative leaders understand relevance. Transformative leaders listen deeply to understand what matters to their communities and ensure that teaching, learning, and school experiences reflect students’ identities, interests, and ways of learning. They take collective responsibility for addressing community concerns and honor their commitment by building on community strengths.

Systems Intelligence Transformative leaders possess systems intelligence, the ability to understand how organizational structures, policies, and practices interact to either support or hinder student success. They recognize patterns that produce inefficiencies or inequitable outcomes and examine the underlying beliefs and values that created them. This work also requires vision. As transformative leaders analyze existing systems, they also imagine what could be possible and act to create new patterns and behaviors. Because no leader can be an expert in every area, systems intelligence depends on building and empowering leadership throughout the organization. This often means flattening any hierarchical structures and fostering collaboration so every part of the system operates at its full potential.

Healing Centered Healing begins internally for transformative leaders. They navigate through complex issues and connected to complex issues are people. Transformative leaders are people themselves. They have experienced life in their own unique ways. Many were exposed to traumas that many others will never have to endure. All of these experiences inform the decisions transformative leaders make. A transformative leader continues to do the hard mirror work, confronting ways they may have harmed others, seeking healing through religious, spiritual, clinical means, or all of the above. Transformative leaders know that a healing-centered system is necessary for a thriving school community, in which student, staff, and family wellness is foundational. They create support systems that encourage others to do their healing work for themselves and others.

A Way of Being The ACSA Transformative Leader (ATEL) Framework is not linear; it is cyclical, layered, and interconnected. It is all of the components all at once. We might find that one is stronger than the other, but the goal is continuous growth toward strengthening all components. Freire reminded us that transformative leaders live in the tension between individual accountability and social responsibility. Educational leaders are entrusted with a sacred responsibility. Our individual accountability is also our social responsibility.

Our students need transformative leaders.

I believe that is you.