Gandhi’s famous phrase, “Be the change you want to see in the world,” has become so ubiquitous that it can feel like a tired cliché. You see it on postcards, t-shirts, and even coffee mugs. But there’s a reason it resonates deeply: the truth behind it is undeniable. If we want to create change, we can’t just talk about it—we need to be it. This concept applies to schools just as much as it does to the world at large.
If we want students to be lifelong learners, then teachers need to be learners. And if we want teachers to embrace learning, it starts with principals. The idea that principals should be the first learners in their schools is essential, yet it is often easier said than done.
The Challenge of Being a First Learner
The role of a school principal is undoubtedly one of the most demanding. Principals juggle a multitude of responsibilities, ranging from managing budgets to responding to parent concerns to handling student discipline. In the course of their day, they may be interrupted by urgent issues—whether it’s a fight in the cafeteria or a teacher who needs immediate support.
In the face of these constant demands, it can seem nearly impossible for principals to carve out time for their own professional learning. There’s always something urgent that requires their attention. When a principal is expected to drop everything to resolve a conflict or attend to an emergency, prioritizing personal learning can feel like a luxury.
However, the reality is that if principals don’t prioritize their own learning, it becomes exponentially harder for change to take root in their schools. If they don’t lead by example, if they don’t demonstrate a commitment to their own growth, how can we expect teachers—and by extension, students—to take their learning seriously?
Walking the Talk
Principals serve as the keystone for the entire learning culture of a school. Their actions set the tone for the rest of the staff. If a principal is not actively engaged in learning—whether it’s attending workshops, reading research, or participating in coaching—then the message sent to teachers is clear: learning is not a priority. When this happens, teachers are less likely to prioritize their own professional development, which in turn makes it harder to create a culture of continuous improvement in the school.
Consider this: if a teacher sees their principal avoiding professional development or failing to take time for personal growth, they might think, “Well, if learning isn’t important to my principal, why should it be important to me?” The ripple effect can be damaging. Teachers, like anyone else, need a clear signal that their growth matters. If principals are not actively engaged in learning, that signal isn’t sent.
For this reason, being a first learner isn’t just a nice idea—it’s a requirement for success. It’s not about being the expert; it’s about being actively engaged in the process of learning and growth. When principals lead by example, teachers are more likely to follow suit, and when teachers are learning, students benefit most.
Effective Time Management: A Necessity for Principals
So how can principals find the time to be learners amidst the chaos of their roles? The answer lies in managing both their time and their responsibilities effectively. No one expects principals to drop everything and attend a full-day workshop every time they receive an invitation. However, they can find ways to engage in smaller learning experiences throughout their day.
For example, a principal might:
- Set aside dedicated time each week for reading or reflection
- Participate in a professional learning community (PLC) with other principals
- Commit to regular conversations with instructional coaches or mentor leaders
- Attend targeted workshops or webinars that align with the school’s goals
The key is consistency. Even small, incremental learning experiences can make a big difference over time. When principals intentionally carve out time for their own growth, they send the message to teachers that learning is a priority, not an afterthought.
Deep Knowledge for Real Impact
For professional learning to truly impact the school culture, leaders must have a deep understanding of what everyone is learning. The effectiveness of professional development programs hinges on the leader’s ability to guide and support those learning experiences.
When principals make their own learning a priority, they gain the expertise necessary to lead meaningful professional development for their staff. They can identify where teachers need support, understand the best strategies for growth, and model the kind of reflective practice that they want to see in their teachers.
However, one of the challenges principals often face is a lack of time and resources for their own professional learning. Many principals report that they are given too little time to engage deeply with the content that would allow them to become true instructional leaders. Without the opportunity to grow in their roles, how can they expect their teachers—and students—to grow as well?
Leading the Way
The reality is that for any significant, positive change to take place in schools, leaders must walk the talk. Principals cannot ask teachers to prioritize their learning unless they themselves are doing the same. This is not about perfection; it’s about commitment to growth.
By being the first learners, principals set the stage for a school-wide culture of learning. They demonstrate that learning is not a task to be checked off a list, but an ongoing process that can—and should—be a part of everyone’s work, no matter their role.
To create the change we want to see in our schools, principals must lead with learning.
To begin your learning journey, view our workshops and offerings specifically designed for leaders. Professional Development for Leaders
