Be Stubborn About What Matters: Leading with Purpose and Possibility

By Colleen Urlik, Ed.D. & Rebecca McKinney, Ed.D., Gifted Coordinators Network Members, authors of Accelerating Learning for All, PreK-8: Equity in Action.

Gifted Education teachers and coordinators possess deep content knowledge from the foundational nature of giftedness to the most innovative instructional strategies. This expertise provides the potential to transform education, but the true catalyst for progress, the engine that moves gifted education forward, requires us to step fully into being educational leaders. 

Leadership is not confined to a title; it is a shared responsibility. It is the political acumen to navigate the complex dynamics of schools, districts, and states. It is the ability to cultivate a clear vision, influence stakeholders, and champion change. Moving from subject matter expert to skilled organizational leader unleashes our field's collective power for meaningful, sustainable impact. Our content knowledge tells us what to teach, but our leadership skills determine how effectively we ensure every gifted student is served. 

Achieving this begins with a moment of clarity; a realization of what truly matters. To translate this realization into action, we must plant our flag in the sand and declare: “This is us. This is what matters.” These key leadership lessons continue to shape and inspire our work. 

Be Stubborn on Your Non-Negotiables 

Being stubborn isn’t about rigidity but resolve. It’s about knowing and fiercely protecting your core values and leading with intention. Non-negotiables, your "Why,” are not temporary goals; they are the unshakeable pillars that uphold your integrity, purpose, and dreams—the unwavering stand against anything that threatens your mission  (Sinek, 2009). 

If step one is setting non-negotiables, then step two is sharing them. When you share them unapologetically out loud, you declare your identity and your purpose. Then the magic happens. You attract the right people, the right energy, and the right opportunities. They become a compass for decision-making and a guiding light for leadership. Collins (2001) maintains that exceptional leaders combine profound humility with fierce resolve, remaining stubbornly committed to their non-negotiables. 

Don’t Build Imaginary Boxes 

We often build unnecessary boxes in education that limit what we believe we can achieve. How often do you hear the limiting phrases: "We aren't allowed to do that" or "The rules say we can't"? 

Challenge those assumptions. The rules often don't restrict our actions as much as we perceive. Whether born from a comfort with the familiar or a misunderstanding of policy, we must break down these imaginary barriers. So let's not just break the “rules”—let's rewrite them. We must design systems that serve all kids, grounded in our expertise and powered by our collective vision. The answers aren't out there somewhere. They are within us. 

Innovation and Purpose 

Innovation isn't born from defiance; purpose drives it. Redefining the rules isn't rebellion; it is relevance. We must cultivate spaces where learning is embraced by everyone, students and adults alike. 

We must acknowledge that gifted education is not a separate lane, but an integral thread woven through the fabric of every classroom. While specialized groups and pull-out instruction are necessary at times, we can use the expertise within our field to elevate Tier 1 instruction in general education, thereby strengthening both gifted education and general education for the benefit of all students. 

A Rising Tide 

Our expertise should elevate learning for all students. When we push thinking schoolwide, we create a rising tide, lifting every learner and expanding opportunities. This transforms gifted education from just a program into a powerful perspective.  

Setting high expectations for all not only supports gifted identification goals but also addresses an urgent need in general education. It provides an exceptional opportunity for gifted experts to showcase their knowledge and establish themselves as integral leaders across the school, district, and state. Additionally, by strengthening Tier 1 instruction, students once not seen for their gifts and talents will rise up and, often for the first time, be seen.  

Every revolution starts with a whisper; every innovation starts with a spark. We are the whisperers and the spark-makers. 

The Power of “Why Not?” 

Innovative leadership begins not with certainty, but with curiosity. The most transformative leaders don’t ask “why”—they ask “why not?” 

“Why not?” questions we ask in our work: 

• Why not use gifted strategies as Tier 1 instruction for all students? 
• Why not start from strengths instead of deficits? 
• Why not tailor programming to meet individual needs? 
• Why not tear down silos that separate support systems for students? 
• Why not work to address barriers in gifted education within the general education system? 

Each “why not” challenges assumptions and sparks new ideas. It moves us beyond “that’s how it’s always been” toward “what might be”. It builds courage and is at the heart of innovation and the belief that things can be different. 

Create a Culture and Climate People Choose 

Regardless of your role, you have the opportunity to help create a culture people choose to be a part of every day. Culture isn’t built by accident. It’s cultivated through intentional energy, genuine connection, and consistent care. The attitude and presence we bring each day set the tone for everything else. Our energy is contagious. It determines whether people show up out of compliance or out of commitment, whether they feel drained or inspired, and whether they choose to stay or start to drift away. 

When we take the time to truly know people, their stories, their strengths, and their needs, we send a powerful message: You belong here. That sense of belonging fuels trust, motivation, and purpose. Add joy and authenticity to the mix, and suddenly the workplace becomes more than a place to work. Senge (1990) asserts that a shared sense of purpose serves as a powerful unifying force, aligning everyone within the organization toward a collective destiny. 

Great leaders also understand that culture begins within. A leader who fills their own bucket doesn’t just lead; they inspire and strategically model. It’s the foundation that allows us to lead with clarity, patience, and heart. When our own bucket is full, we’re able to pour generously into others, lifting spirits, sparking creativity, and sustaining the shared energy that drives excellence.  

Forward Is a Pace - The Discipline of Deliberate Progress 

Progress isn’t always fast, but it’s still progress. “Forward is a pace” reminds us that momentum matters more than speed. Leadership isn’t about rushing; it’s about moving deliberately, one purposeful step at a time. 

Each challenge is an opportunity to dig deeper. Each setback is a chance to refine your course. The work of change—real change—takes endurance. Keep your eyes on what matters most, trust the process, and take that next step. Always forward. 

Final Thoughts- The Measure of Lasting Leadership 

Dream big. Stay focused. Keep asking “why not.” Push against the status quo and infuse every space you enter with energy and possibility. 

As gifted education leaders, we are the catalysts who will drive and define the future of education. When we align our non-negotiables, innovate with purpose, nurture cultures of care, and move forward with steady resolve, anything is possible. The true measure of your lasting leadership is this: strive to be someone who creates an underlying system that is robust enough for the work to thrive and evolve even in your absence. 

References 

Collins, J. (2001). Good to great: Why some companies make the leap...and others don't. HarperCollins.  

Senge, P. M. (1990). The fifth Discipline: The art and practice of the learning organization. Century Business. 

Sinek, S. (2009). Start with why: how great leaders inspire everyone to take action. Portfolio.