Empowering women in education with leadership development

Women can, and should, have a bigger place in educational leadership, especially in the superintendent role. Danna Diaz of the Association of Latino Administrators and Superintendents explains how sponsorship helps.

In a world where educational leadership continues to evolve, women in administrative roles remain underrepresented. Yet, women in education — particularly those seeking leadership — are uniquely positioned to drive change and elevate the next generation of learners. While progress has been made, the journey for women in educational administration still faces significant challenges. Professional development is essential to bridge this gap, but it must go beyond traditional models. It needs to be personal, provocative and purpose-driven.

The gender leadership gap in education

Despite women comprising nearly 76% of educators in the US, they occupy just 30% of superintendent positions, the highest leadership role in public school systems. This disparity isn’t due to a lack of talent or aspiration. Women educators often encounter systemic barriers: ingrained biases, outdated perceptions and institutional constraints that limit opportunities for growth. In the competitive realm of school leadership, women frequently have to prove their qualifications, credentials and skills more often than their male counterparts. Appropriate professional development can challenge these systemic barriers and reframe the leadership possibilities for women.

Beyond conventional professional development

Traditional professional development is often generic, targeting broad skills like curriculum development or budgeting, but it rarely addresses the nuanced needs of women administrators. Women need more than workshops and seminars; they require developmental programs to confront the implicit and explicit barriers that impede their leadership ascension.

I recall speaking to a group of aspiring women administrators at a leadership summit. One principal, a woman of color, shared how a male superintendent once told her that she was “too emotional” to handle the stress of a district-level leadership role. Her “emotional” responses, however, stemmed from a genuine concern for student well-being — yet they were viewed as a weakness rather than a strength.

Professional development must focus on gender-responsive leadership training. Women leaders are, by necessity, skilled in communication, empathy and collaborative problem-solving. These traits should not only be recognized but celebrated as vital competencies in leadership.

The power of mentorship and sponsorship for women in education

Mentorship is often touted as essential for career advancement, but for women in educational administration, it’s not just about finding a mentor — it’s about finding the right mentor. Women need leaders who understand the specific challenges they face, have navigated similar terrain and are willing to share strategies to overcome obstacles. Just as importantly, sponsorship plays a crucial role. A mentor advises you, but a sponsor advocates for you when leadership opportunities arise.

When I began my journey from teacher to superintendent, I sought a female mentor who had already navigated the male-dominated waters of educational administration. Her guidance was invaluable, but what propelled me forward was her sponsorship. When a district-level role opened, she didn’t just give me advice — she recommended me to the hiring committee. Her belief in my ability gave me the platform to prove my skills.

It’s vital to emphasize the intentional cultivation of networks of women leaders. Women helping other women ascend in educational leadership creates a ripple effect that benefits not only individuals but also the communities they serve.

Embracing intersectionality in professional development

Professional development for women in educational administration must also address the intersectionality of race, gender and class. Women of color often encounter unique challenges, including implicit bias and systemic racism, which can stifle career advancement. Unfortunately, most professional development programs are not tailored to these intersections, leading to a one-size-fits-all approach that overlooks the distinct needs of different groups.

Programs must be reimagined to foster inclusive environments that acknowledge and embrace diversity in leadership. Women of color, LGBTQ+ leaders and those from diverse socioeconomic backgrounds bring unique perspectives that enrich educational administration. Yet, too often, these women are isolated within their schools and districts, without access to the professional networks that their male or white counterparts enjoy. Building spaces where women leaders of diverse backgrounds can share their experiences and strategies for success is crucial to evolving educational leadership.

Rewriting the leadership narrative

It’s time to rethink the leadership narrative. Women’s professional development should not focus on “fixing” women to fit into male-dominated structures. Instead, it should focus on redefining leadership itself. Emotional intelligence, collaboration and empathy are essential leadership skills, not feminine weaknesses. Leadership should not be about command and control. It should be about empowering others — an approach that many women naturally embrace. As more women rise to leadership positions in education, they have the potential to redefine what effective leadership looks like.

A colleague who recently became the first female superintendent in her district shared how she was once criticized for holding open forums with teachers and parents to discuss new policies. Her male predecessor had simply issued directives. Yet, her collaborative approach not only improved staff morale but also increased community trust. Within two years, student outcomes had improved significantly. Her success story demonstrates how the very qualities that are sometimes undervalued in women, like open communication and empathy, are exactly what schools need to thrive.

Moving forward: A call to action

Ultimately, professional development for women in educational administration must be transformative, not transactional. It should empower women to succeed in their roles and to challenge and reshape the system. Women need training that affirms their strengths, develops their leadership style and offers real-world strategies to overcome barriers.

School boards, educational institutions and policymakers must invest in targeted development programs focusing on mentoring, networking, sponsorship and intersectionality. The goal should be to increase the number of women in leadership positions and ensure they are empowered to lead authentically, with integrity and strength.

When professional development aligns with the real needs of women in educational leadership, we unlock the potential to change the trajectory of individual careers and redefine the future of education itself.

Redefining success

The future of educational leadership lies in diverse voices, authentic leadership and a deep commitment to inclusive practices. Women are poised to lead this change. But they need more than seats at the table — they need the tools, mentorship and support to transform leadership for the better. The question is not whether women are ready to lead but whether the system is prepared to embrace a new kind of leadership defined by equity, empathy and excellence.

Source: https://www.smartbrief.com/original/empowering-women-in-education-with-leadership-development?utm_term=AEE6C64D-A551-4448-AC86-73E9EA97DDFE&lrh=286d9352d62fd57e4fed3250c88b0f8daf660a6cf28a1a542f1b6f7d4db58c17&utm_campaign=3E572E12-3FBC-11D5-AD13-000244141872&utm_content=9F2E4390-5ABD-4028-8AF8-F0099A5D38B4&utm_source=brief