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Eventually, I was accepted into the Danforth administrative program, attended orientation, and was seriously considering that path. My administrators believed in my leadership potential, and it seemed like the natural next step. But in May 2023, just before starting, I realized I wasn’t ready to leave the classroom. I loved working directly with students and supporting teachers, and I started to see how much red tape administrators deal with and how difficult it can be for them to truly support teachers in the way they want to. 

That’s when I came across the Instructional Leadership program. The description said, “Are you interested in leadership, but not in becoming an administrator?” and I instantly felt seen. It was exactly what I was looking for, a way to grow as a leader without stepping away from the classroom. 

I connected with the Program’s Director, Dr. Sylvia Bagley, on Zoom, and our conversation confirmed that this was the right fit. I had never heard the term “teacher leadership” used so intentionally before, and I loved how the program emphasized impact--mentoring and supporting colleagues, conducting meaningful action research, and driving real change from within the classroom. Unlike the admin route, this program didn’t require me to sacrifice my teaching identity. It offered the best of both worlds: continued classroom teaching and authentic, grounded leadership. 

The program gave me tools, strategies, and resources that I didn’t have before, not to mention the power of the cohort model. Meeting monthly with my four cohort mates and our advisor, Sylvia, provided an invaluable space to share ideas, problem-solve, and deepen our thinking about teacher leadership. That personalized support made all the difference for me. 

Through the program, I’ve explored pedagogies I hadn’t encountered before and gained the confidence to advocate for equity and lead in new ways. I’ve been empowered to pursue a doctorate while continuing to teach, and I’ve taken on new leadership roles within my school. My research through the program is now being shared with both my building and our district, helping to inform equity work and professional development. 

This program has truly given me purpose. It reminds me daily, especially in tough moments, why teacher leadership matters. The ripple effect is real, and the work I’m doing with student teachers, peers, and families feels more meaningful than ever. Unlike central office roles, where barriers often limit impact, this kind of grounded leadership allows me to make change right where it counts. 

How has the hybrid model of the program benefited you both personally and professionally?  

It’s been huge. Honestly, without the hybrid model, I wouldn’t have been able to do this program successfully. Balancing full-time teaching and graduate school is no small feat, and the flexibility of hybrid learning made it possible. I live in Bothell, work in Bellevue, and UW is in Seattle—so that “triangle” only works because of the online options, every-other-week sessions, and evening classes. 

The hybrid format has been invaluable, not just for this program, but it’s also influenced my decision to pursue a hybrid doctorate. It’s a game-changer for busy working professionals. What I’ve really appreciated is how human-centered the program is. You’re treated as a person first and educator second. The faculty at the ���ߺ��� have been incredibly empathetic, responsive, and flexible, whether that means extensions when needed or the ability to join class via Zoom. That understanding has been key to my success, and I know it would make a huge difference for other teachers considering graduate school too. 

How did your learning in Instructional Leadership help you develop key leadership skills and core values as an educator and leader. Were there any specific experiences, courses, or assignments that significantly impacted this? 

The program really reinforced and deepened the values I already held around equity, distributed leadership, and empowering all educators to be leaders. It was incredibly validating to be in community with others who shared those beliefs, it made me feel seen and energized. 

One of the most transformative aspects was how it helped build my confidence, especially in advocacy and conflict resolution. I developed skills for having courageous conversations and calling people in, not out, strategies I now use regularly. 

A standout experience was Sylvia Bagley’s Coaching and Mentoring class in Fall 2023, which was game-changing. The Elena Aguilar book we used provided so many practical tools. I even got to take that class alongside my administrator, Jay Powell, and we often talked about how impactful it was for both of us. 

Dr. Lakeya Afolalu’s Foundations of Language, Literacy, and Culture and Youth Multiliteracies classes were also incredibly meaningful. Philosophy of Education with Dr. Tomas de Rezende Rocha really broadened my perspective on the history and future of education. Foundations of Curriculum with Dr. Elham Kazemi helped me dive deep into curriculum design, and my current course, Culturally Sustaining Pedagogies with Dr. Django Paris, has been amazing. I’m designing a “mini unit” for my second graders at my school that reflects that work. 

Every class has felt personalized. Professors made space for us to tailor assignments to our interests and leadership contexts. During my capstone presentation, both Sylvia and my second reader, Lakeya Afolalu, were there, and they knew me not just as a student, but as a professional and a person. That level of care and individual attention has been one of the most meaningful aspects of the entire experience. 

If you could give one piece of advice to current students to help them make the most of their time in the Instructional Leadership program, what would it be? 

Prioritize taking care of yourself. Balancing a full-time teaching role with graduate coursework is no small task, so it’s important to give yourself grace and maintain that balance. Also, find ways to integrate your work, “double dip” when possible. If you're already passionate about something you're doing at your school, bring that into your assignments. It makes the work more meaningful and sustainable. 

Lean into your cohort. Get to know one another, share ideas, and take advantage of the collective wisdom in the room. The faculty, especially Sylvia, are incredible—reach out, ask questions, and share your interests. If there’s a specific area you want to explore, they’ll help guide you toward classes or opportunities that align with your passions. It’s such a unique and enriching experience, so make the most of every moment!