By Principal Tinisa Huff
Betsy Ross Elementary School, Forest Park S.D. 91 (IL)
Black women are essential to educational leadership, and systemic policies must dismantle barriers, elevate their voices, and ensure equitable access to leadership pathways that benefit entire school communities.
As a Black woman principal with over 20 years in education, I know leadership extends beyond data—it’s about legacy, purpose, and heart. Since stepping into the principalship at Betsy Ross Elementary in 2020, I have witnessed how leadership representation empowers students, transforms school culture, and closes achievement gaps. Yet, Black women remain vastly underrepresented in educational leadership nationwide. This is not due to a lack of talent or dedication but the result of systems that were not designed with us in mind.
Why It Matters
Black women have long been leaders—in classrooms, communities, and social movements. However, our leadership within schools is too often misunderstood or overlooked. We face harmful stereotypes that label us “too assertive” or “too emotional” even as we champion our students and staff with relentless dedication.
In my own journey—from 7th-grade ELA teacher to assistant principal and now principal—I’ve had to navigate these tensions while mentoring Black educators and nurturing staff growth. Poetry has been a personal refuge to process the emotional labor inherent to leading as a Black woman. Yet still, I rise.
“Rooted, Ready, Rising” reflects who we are as Black women leaders:
• Rooted in community and culture;
• Ready with skills, experience, and vision;
• Rising despite systemic barriers—bringing others along the way.
My Leadership Impact
At Betsy Ross, I led initiatives that raised ELA Tier 1 achievement from 53% to 63% and math Tier 1 from 62% to 83% in just one year. I established leadership teams, amplified student voices, and fostered a culture of collaboration, celebration, and accountability. My leadership is deeply relational—mentoring future leaders and creating spaces where all students can thrive. Yet, I know I remain an exception rather than the rule. Changing this reality requires intentional policy and systemic reform.
Policy Recommendations
1. Create Leadership Pipelines That Center Black Women
Districts must invest in “Grow Your Own” leadership programs and partner with HBCUs and equity-focused organizations to support Black women educators early and often.
2. Ensure Equitable Hiring and Promotion Practices
Mandate comprehensive anti-bias training for hiring committees and require districts to collect and publicly report leadership diversity data by race and gender.
3. Fund Mentorship and Wellness Supports
Provide coaching and peer support networks tailored to Black women leaders, and normalize wellness practices to combat burnout and isolation.
4. Amplify Black Women in Decision-Making Spaces
Ensure Black women are represented on school boards, advisory councils, and district committees where policy and practice are shaped.
Conclusion
I lead with conviction because I know what Black women bring to education—heart, strategy, and transformation. Our leadership is essential, not optional. The future of education must reflect the brilliance and resilience of Black women. We are Rooted, Ready, Rising—and it’s time policy rises with us.
