In a Q&A, Monica Hernandez, professor of educational leadership and policy studies at University of Texas, San Antonio, speaks to us about one of the core calls to action in the KnowledgeWorks strategy guide: “Remake Your Role.” She explains how educators and education leaders can respond to rapid change by strengthening collaboration, building new skills and rethinking how they work across teams and systems.
How do the roles of educators and education leaders need to shift, and why?
What I’ve been seeing across my work is a shift toward more team-building activities and fostering personal relationships among educators. Educators are always being asked to be nimble — whether that means supporting a new student that’s coming in midyear or responding to changing expectations; they’re no strangers to that.
I think it really comes down to building stronger teams, being more interpersonal and working across departments. That interdepartmental work is how educators can shift their roles, so they don’t feel isolated, so they’re leaning on others within their ecosystem.
Especially with changes we’re seeing with AI. AI is completely transforming the way the world works, including education. We need to think about AI literacy. What does that mean for educators and students? There has to be a balance between using AI effectively and making sure it’s used safely and ethically. So I see the role of educators shifting toward building that literacy, while also strengthening teamwork and collaboration.
What is happening externally that makes this team-based, interpersonal work more important now?
I think it’s the pace of change. We’re seeing rapid policy shifts about what can be taught, along with the removal of certain curricula or books in recent years. Because things are moving so quickly, there’s a greater urgency to stay aligned and informed. That means educators need to lean on one another more than ever — both to keep up with changes and to support each other through them.
How do you think about balancing existing strengths with the need to question familiar ways of working?
It really is a balance. You don’t remove what already exists, you build on it. For me, interdepartmental collaboration has helped. You lean into what you already know, but you see how others are applying similar practices.
In my educational leadership program, I’ve taken courses in other departments, like business, to broaden my understanding of organizations. That’s helped me think differently about education. The balance comes from keeping your strengths but expanding them through idea-sharing, collaboration and learning from others, not just relying on top-down solutions.
What have you seen work when people try to remake their role?
I read about a program in Indianapolis where a nonprofit created a teacher cohort focused on reimagining the teacher role. They brought educators together with administrators and community members to collaboratively solve problems.
That approach was powerful because it centered teacher voice. It wasn’t top-down, it gave educators agency to improve their own work conditions and address things like burnout. It helped them take ownership of their roles and feel more visible and supported.
That kind of shared design can make role transformation feel practical and sustainable, rather than abstract or imposed.
What has surprised you in your leadership studies?
I’m surprised by how much focus there is on relationships and communication among educators. I expect it to always be about student outcomes, but leadership also involves helping educators communicate, support each other and lead conversations that can drive the change they want.
Professional growth has been another important takeaway. Educators need opportunities to keep learning themselves, not just to improve instruction, but to expand their capacity to lead, collaborate and respond to a changing environment.
Any final thoughts?
I really liked how the strategy guide is future focused without losing sight of today’s realities. It acknowledges current challenges while encouraging educators to think about how their roles may need to evolve. That combination of reflection and forward thinking really stood out to me.
