2026 ACSA Women in School Leadership Forum

Women leaders are often encouraged to be resilient, but resilience is not meant to be built in isolation.


Educational leadership can be demanding, complex, and deeply personal work. This session creates space for honest reflection about the relationships that help women sustain their leadership over time and offers practical strategies for building stronger support systems that benefit both the leader and the communities they serve.


Learning Outcomes

1. Assess their current leadership support network
2. Participants will identify the relationships that currently provide challenge, encouragement, accountability, and advocacy—and where meaningful gaps may exist.
3. Recognize barriers that can weaken connection among women leaders
4. Participants will explore common dynamics such as isolation, comparison, perfectionism, competition, and unspoken expectations that can make authentic support more difficult.
5. Develop practical strategies to intentionally strengthen leadership sisterhood
6. Participants will leave with ideas and tools for building more intentional circles of trust and support within their schools, districts, and professional communities.

Leave with:

1. A practical framework for strengthening trusted professional relationships
2. Reflection tools they can use immediately within their own leadership journey
3. Concrete ideas for fostering stronger support networks among women in education

School systems cannot rely on chance to develop their next generation of leaders. Yet many districts promote strong educators into leadership roles without intentional preparation, coaching, or system alignment. This session provides a practical, scalable framework for building the capacity of aspiring leaders through distributed leadership, structured mentorship, and aligned professional learning.

Participants will explore how to design a leadership development pipeline that integrates instructional leadership, operational literacy, culture-building, and systems leadership. Drawing from real district implementation examples, the session will demonstrate how leadership capacity can be embedded into PLC structures, committee work, pathway initiatives, and emerging technology efforts rather than treated as an isolated program.

Attendees will leave with a replicable leadership pipeline model, sample structures for mentorship and coaching, and practical tools for identifying, developing, and sustaining aspiring leaders across roles.

Educational leadership spaces often privilege dominant narratives, leaving leaders from historically marginalized communities, particularly women, women of color, and Black women, navigating systems that were not designed with them in mind. This session centers the experience of leading from the margins and offers leaders both validation and practical tools to sustain themselves while continuing equity-centered work.

Grounded in doctoral research, district leadership practice, and lived experience, this workshop explores the power of critical reflection, storytelling as resistance, and intentional coping strategies for leaders operating at the intersections of race, gender, and power. Participants will engage in structured reflection, shared narrative practices, and planning tools designed to support clarity, agency, and resilience when systems fail to change

The session intentionally creates a brave, supportive space where leaders can reflect honestly, hear lived experiences, and leave with renewed purpose and concrete strategies for navigating inequitable systems.

Key Audience Takeaways

1. Explore how race, gender, and systemic inequities shape leadership identity and decision-making.
2. Apply critical reflection and storytelling as tools for clarity, advocacy, and resilience.
3. Identify strategic practices, including support networks, boundary-setting, and preemptive planning, to navigate inequitable systems with clarity and conviction.