Transforming systems can feel overwhelming. But when we understand transformational leadership as a continuum of behaviors, it can start to feel achievable, not just aspirational. Very small shifts in how we approach our work can help us make meaningful progress toward our vision.
In a recent Emerging Leaders cohort session focused on the transformational attribute of the Portrait of a Leader, we explored the idea that transformational leadership is less about what we do; it’s more about how we do our daily work.
Portrait of a Leader: Transformational
Drives sustainable, forward-looking change
Competencies
- Igniting vision
- Guiding change
- Cultivating resilience
- Implementing responsive improvement cycles
Traditional vs. transformational leadership
As you review the differences between traditional and transformational leadership behaviors below, consider the regular responsibilities of your role. What might it look like to carry out your daily work while intentionally engaging in these transformational leadership behaviors?
Traditional
Uses what’s always been to decide
Concentrates power
Reacts first
Reinforces silos
Values certainty
Avoids change
Transformational
Uses vision to decide
Distributes power
Reflects first
Finds interconnection
Embraces ambiguity
Seeks change
Special thanks to Julianna Charles Brown for contributing to the development of this framework
Example: Reviewing data
What might it look like to apply transformational leadership behaviors when reviewing student or financial data?
A more traditional leadership approach might involve reviewing the data independently or within a small leadership team. In this scenario, power and decision-making remain concentrated among a few individuals.
A transformational approach intentionally shifts this dynamic. It could mean engaging those most impacted by the data or the decisions that follow (students, staff, community members) in data review, reflection and action planning. This approach distributes power, deepens shared understanding and invites collective ownership of next steps.
Example: Coaching feedback
What might it look like to apply transformational leadership behaviors when observing classrooms and providing feedback?
Start with a shared vision. What does strong teaching look like in the classroom? What outcomes do you want for students — and do your teachers and leadership team share that same vision? Equally important, how are you communicating and reinforcing it?
With a clear, shared vision in place, feedback and coaching can begin with reflection. During classroom observations, shift the conversation from evaluation to inquiry: What did we both notice? This approach redistributes power, reflects first and embraces ambiguity — moving from “Here’s what I saw and what you should do,” to “How did today’s learning reflect our shared vision?” In doing so, leaders model reflection and center educators as partners in improvement.
Sustaining this shift requires more than isolated conversations. Transformation often stalls when follow-up is inconsistent and work stays siloed. To move forward, systems must intentionally revisit feedback, track growth and support collaborative continuous learning over time.
This is where capacity building becomes essential. A principal — or any leader — cannot drive transformation alone. The role shifts from evaluating individuals to coaching others who, in turn, support teachers. This expands leadership, strengthens coherence and builds shared ownership across the system.
Moving forward, together
Building systems and cultures that prioritize reflection, shared ownership and continuous improvement moves organizations meaningfully toward transformation.
What are other examples of how small shifts in daily work could move actions from traditional to transformational?
