The Power of Becoming: How Deep Growth Transforms Schools and Leadership

Students engage in an interactive discussion with Mrs. Thorpe, Mrs. Michon, and me, Mrs. Piña, as we explore a paired selection during a sixth-grade combined Reading and Language Arts class.

In education, there’s always a search for the next best thing—an innovative teaching strategy, a cutting-edge curriculum, or a quick fix to improve student outcomes. But deep, intrinsic, and exponential growth doesn’t come from the latest teaching strategy or a fleeting initiative. It comes from providing leaders and teachers with the mindset, tools, and ongoing support to foster a culture of continuous learning, reflective practice, and student-centered instruction.

In Power vs. Force: The Hidden Determinants of Human Behavior, published in 1995, David R. Hawkins, a renowned psychiatrist, spiritual teacher, and author, first articulated the insight, "We change the world not by what we say or do, but as a consequence of what we have become."

This principle is deeply relevant in education. If we truly want to transform schools, we must shift our focus from external solutions to internal development. Real, lasting change is not about what educators do in a single lesson or workshop—it’s about who they become in the process of learning, growing, and leading.

The Shifting Paradigm: From Doing to Becoming

For decades, professional development has been structured around tools, techniques, and strategies—things teachers and leaders do. While these are important, they only go so far. What truly differentiates exceptional educators and transformative leaders is not just what they implement but how they embody growth, resilience, and purpose.

When leaders and teachers are supported in their personal and professional development, their impact extends beyond their own performance. Their presence, energy, and approach to challenges shape school culture and influence student outcomes in profound ways. The best instructional strategies are ineffective in the hands of a burned-out or disconnected educator. However, an empowered, self-aware, and purpose-driven leader or teacher can create environments where learning thrives, even in the face of adversity.

What Deep Growth Isn't

Deep, transformational growth in education is not about micromanagement, rigid control, or staying confined to an office. Too often, leadership is mistaken for monitoring and compliance—checking lesson plans, enforcing policies, and ensuring deadlines are met. While structure and accountability matter, true leadership is about influence, not oversight. A leader who seldom interacts with teachers and students, who focuses more on mandates than mentorship, or who operates from a position of control rather than collaboration is missing the essence of transformative growth.

Growth also isn't about quick-fix solutions or one-size-fits-all approaches. Professional development that merely introduces surface-level strategies without ongoing reflection and adaptation does little to create meaningful change. Deep growth requires sustained effort, personalized support, and the courage to step beyond comfort zones.

Supporting Both Leadership and Teachers

Deep growth requires a collective commitment at both the leadership and classroom levels. District and campus leaders must embody the principles of growth themselves, modeling reflective practice, resilience, and collaboration. When they actively engage with teachers—providing mentorship, feedback, and real-time support—educators feel valued and empowered to invest in their own growth.

At the same time, teachers must be given the autonomy and trust to refine their craft, make instructional decisions, and contribute to the learning culture of the school. Growth cannot happen in a top-down, compliance-driven environment. Instead, it flourishes when leaders and teachers work in synergy, supporting one another in a cycle of continuous learning and shared responsibility for student success.

Building a Culture of Continuous Learning

If we want to see exponential growth in schools, we must cultivate conditions where educators are constantly evolving—not just in what they know, but in who they are. This requires:

• Mindset Shifts – Helping educators develop self-awareness, resilience, and a growth-oriented mindset that embraces challenges as opportunities for learning.

• Sustainable Support Systems – Providing ongoing coaching, collaborative learning communities, and leadership development that goes beyond one-time training.

• Reflective Practice – Encouraging educators to consistently assess and refine their approach, fostering a habit of inquiry, adaptation, and continuous improvement.

• Empowerment and Autonomy – Trusting teachers and leaders to apply their expertise, make informed decisions, and innovate in ways that meet the unique needs of their students.

The Ripple Effect: Transformation Beyond the Classroom

When educators commit to becoming the best versions of themselves, their impact extends far beyond their individual classrooms. A teacher who embodies patience, passion, and a love of learning models those traits for students. A leader who fosters trust, collaboration, and purpose shapes the culture of an entire school or district.

Educational transformation is not about checking off boxes or implementing strategies in isolation. It’s about nurturing the kind of educators who naturally create positive change—not because they were told to, but because of who they have become.

Final Thoughts: The Path Forward

If we want to change the landscape of education, we must shift from focusing solely on what educators do to investing in who they become. Just as Hawkins suggests, transformation is not in the words we speak or the actions we take, but in the essence of who we are.

The question we should be asking is not, What new strategy will fix our schools? but rather, What kind of leaders and teachers are we empowering, developing, and supporting? Because when we invest in people at their core, the ripple effect is limitless.