At a time when educational leaders are facing historic levels of disruption—from social media narratives, funding cuts, or technological shifts—some districts are charting a new course. They’re moving beyond surface-level solutions to reimagine the very nature of teaching and learning.
Our podcast featuring Dr. Amy Cashwell (Henrico County, VA), Dr. Adrienne Bustillos (Aldine ISD, TX), and Dr. Serena Shivers (Michigan) in conversation with Leila Nuland of Education Elements, revealed five clear themes. Collectively, these themes offer a blueprint that enables leaders to drive lasting instructional transformation amid today’s complexities.
Across districts, the three pillars—curriculum, instruction, and Professional learning—are disconnected, existing in silos. Yet, as Dr. Amy Cashwell emphasizes, instructional coherence isn’t just aspirational, but a basic requirement for any meaningful system-wide change.
In Henrico County, VA, Dr. Cashwell is closing the gap between the central office and the classroom through initiatives such as Henrico County Public Schools University (HCPSU). This teacher-led platform offers high-quality, compensated learning that is immediately relevant and deeply embedded in classroom practice. The model honors educators' expertise, while aligning professional learning directly to curriculum goals. No more one-size-fits-all workshops or disconnected mandates.
Instructional transformation happens not through mandates but through investing in the professionals closest to students.
Henrico’s innovative Career Ladder isn’t just a nod to teacher leadership — it’s a direct challenge to the assumption that career advancement requires leaving the classroom. Built with teacher input from the ground up, this opportunity empowers educators to pursue micro-credentials, deepen specializations, and earn competitive compensation without moving into administration.
Similarly, Dr. Serena Shivers’ Michigan Talent Together initiative develops the "Grow Your Own" model by providing support staff with debt-free pathways to become certified teachers. These new routes remove both financial and systemic barriers, while expanding the educator pipeline from within the communities. Both the models point to a larger truth: when educators see a future for themselves within the system, retention improves —and so does student success.
Dr. Adrian Bustillos calls his role as Chief Transformation Officer in Aldine ISD the “speedboat” alongside the larger “ship” of the district. His team is charged with piloting, co-designing, and scaling innovations that work—blended learning, new high school models, and deeper partnerships with families and industry.
However, innovation doesn’t just mean new programs. It often starts with unlearning outdated systems and beliefs. Dr. Cashwell described a powerful shift: dreaming big before worrying about the budget. This mindset creates a safe space for asking “what if”, which ultimately leads to more responsive, community-centered solutions.
Importantly, both leaders stress the need for internal trust and cross-departmental partnerships. Transformation doesn’t succeed in isolation; it requires alignment among transportation, HR, curriculum, and classrooms. It’s not just about speed—it’s about sustainability.
In turbulent times, strategic plans can become either an anchor or an afterthought. For Henrico, “Destination 2025” has been an anchor—guiding not just what the district does but directing how it communicates and earns trust. By centering shared language, transparency, and community voice, the plan helps cut through misinformation and keeps the focus on student-centered goals.
Dr. Shivers adds a cautionary note: Strategic planning is only as powerful as the values behind it. She warns against fear-based budgeting, especially in a time of proposed billion-dollar cuts to public education. Her call to action?
From expanding CTE pathways in Henrico to launching industry-aligned schools in Aldine, these leaders are proving that innovation doesn’t need to come from outside the public system. It can—and should—be led from within.
In Henrico, student demand has fueled a dramatic expansion of CTE programs in cybersecurity, healthcare, skilled trades, and early education. These are not “alternatives”, but essential routes to relevance and purpose. In Aldine, public high schools are conceived and built in partnership with healthcare providers, offering students both real-world experience and clear career pathways. The school-healthcare partnership is not an abstract experience; rather, the learning takes place in environments which serve as practical engagement in healthcare.
At the core is a belief that student voice, interest, and identity should shape educational offerings. This is what equity looks like in practice: not equal resources, but responsive systems.
Across all conversations, one unshakable theme emerged: instructional leadership is as much about tone as it is about tactics. Forbes Magazine puts it succinctly: culture trumps strategy Dr. Shivers urges leaders to “center humanity,” especially for those who navigate systems where their identity is underrepresented. Leila Nuland emphasizes reflection, political literacy, and self-care—what Mort calls “the silence between the notes.”
Above all, remember to stay anchored in purpose. Leadership in 2025 is not about reacting to headlines or chasing trends. Effective and successful leadership starts with, returns to, and continually focused on the core: student well-being, teacher trust, and lasting learning.
We have the responsibility and opportunity to move beyond asking whether public education can evolve in this rapidly changing and challenging economic and political era. We have research, experience, and examples of what is needed to serve each and every one of our learners. Now we need to support one another as we lead.
For more insights into driving meaningful educational change, we invite you to listen to our podcast or explore additional resources on our website.