Name: Jeri Dean

Title: Principal

Organisation: San Francisco Unified School District

Elementary teacher, 19 years Instructional Coach, 2 years High School Vice Principal, 2 years High School Principal, 3 years Elementary School Principal, 3 years

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Jeri's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

One of the most challenging aspects of being an educational leader is balancing the diverse needs of students, teachers, and families while ensuring that every child receives a high-quality, equitable education. Addressing opportunity gaps, supporting teacher growth, and fostering family engagement all require continuous effort, adaptability, and collaboration. Additionally, navigating limited resources while striving to provide students with enriching experiences—both academically and socially—can be a constant challenge. However, despite these obstacles, the opportunity to make a lasting impact on students' lives keeps me motivated and committed to this work.

2. How did you become an Educational Leader? Can you please briefly tell the story?

My journey into educational leadership began with a powerful experience in the fourth grade, when a teacher's encouragement motivated me to excel for the first time. That feeling of pride and accomplishment sparked my passion for education. As I grew as a teacher, I became increasingly aware of the gaps in students' learning and experiences, as well as the variability in teaching effectiveness. I saw firsthand how a child’s success could be profoundly shaped by the quality of their teacher—sometimes positively, sometimes not. After years of witnessing this disparity, I felt a deep responsibility to support and develop teachers so that their students could thrive. This drive to improve teaching and learning ultimately led me into educational leadership. It has been incredibly fulfilling to see the impact of my work—not just on teachers, but on the students whose lives are shaped by great teaching.

3. How do you structure your work days from waking up to going to sleep?

My days are structured with intentionality and balance, recognizing the challenges of modern education, including shifting family dynamics, rapid technological changes, and institutional limitations. Morning: Grounding & Preparation I begin each day with meditation, helping me stay centered and focused. Light exercise, a healthy breakfast, and a moment of gratitude prepare me for the demands ahead. Workday: Leading with Purpose At school, I prioritize visibility and connection, ensuring a supportive learning environment. My day involves meeting with teachers, problem-solving, supporting instruction, and engaging with families, all while keeping our long-term goals in focus. Evening: Reflection & Self-Care After work, I disconnect to spend quality time with family and prioritize self-care through reading, walking, or reflection. Meditation and stretching before bed help me process the day and prepare for the next. Why This Matters Education today requires leaders who are adaptive and mindful. By prioritizing self-care and structured reflection, I ensure I can meet challenges effectively while maintaining my well-being.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

Recently, a parent came to me, visibly frustrated, saying that their child didn’t feel supported in the classroom. Initially, I assumed it was an academic concern and was ready to suggest tutoring or additional resources. But instead of jumping to solutions, I paused and truly listened. As the parent spoke, I realized the real issue wasn’t academic—it was emotional. Their child, who had recently lost a grandparent, was struggling with grief and feeling disconnected at school. The parent wasn’t looking for academic intervention; they wanted reassurance that their child was emotionally seen and supported. Because I took the time to listen deeply, we were able to create a plan—not just for academics, but for social-emotional support. The teacher incorporated more check-ins and peer connections, and our counselor provided a safe space for the child to express feelings. A few weeks later, the parent shared how much of a difference it made—their child was smiling more, engaging in class, and feeling like they belonged again. This reminded me that sometimes, parents don’t need quick fixes—they need to be heard. And when we truly listen, we can respond in ways that truly matter.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

One book that has profoundly impacted my journey as an educational leader is The Seat of the Soul by Gary Zukav, particularly its lesson on the power of intention. This book taught me that every action, decision, and interaction carries an energetic force—and that leading with clear, purposeful intention shapes not only outcomes but also the culture and relationships within a school. I was reminded of this lesson during a particularly challenging moment as a principal. Faced with staff tensions and a struggling school culture, I realized that I couldn’t just focus on policies or solutions—I needed to realign my own intentions. Instead of reacting to challenges with urgency alone, I became more mindful of how my presence, words, and energy set the tone for others. By leading with intentionality—choosing patience, empathy, and clarity—I saw a shift. Conversations became more productive, trust deepened, and our team felt more united in our purpose. This book reinforced that leadership isn’t just about strategy; it’s about the energy and intention we bring into every space. When we lead with purpose and authenticity, we create a ripple effect that transforms not just our schools, but the lives within them.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

Lead with intention and never stop listening. As an aspiring educational leader, your greatest impact won’t come from having all the answers—it will come from being deeply present, building trust, and leading with purpose. Stay grounded in why you chose this path, and let that guide your decisions. Listen genuinely to students, teachers, and families, because the most effective leaders are those who seek to understand before they seek to be understood. Growth comes from reflection, humility, and a commitment to always learning—just as we expect from our students.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

One of the most meaningful moments in my journey as an educational leader happened with a fifth-grade student who was on the verge of giving up. He had struggled academically for years and often felt invisible, convinced that no one believed in him. His teacher had tried different strategies, but his confidence was at an all-time low. One afternoon, I found him sitting alone at recess, looking defeated. Instead of pushing him back to class, I sat down beside him and simply listened. He opened up about feeling like he wasn’t smart enough, like school wasn’t for him. I told him something I deeply believed: Your intelligence isn’t defined by a test score or a grade. You are capable, and I see that in you. From that day on, we made a deal—I would check in with him daily, and he would show up and try. Slowly, his mindset started to shift. With encouragement from his teacher and small wins along the way, he began raising his hand, taking risks, and believing in himself. By the end of the year, he stood in front of his classmates to read a personal essay—a moment that once felt impossible to him. This experience reminded me that sometimes, leadership isn’t about policies or programs—it’s about showing up for one child, at the right moment, with the right words. It reinforced my belief that when students feel truly seen, they begin to see their own potential—and that’s when transformation happens. This was over 20 years ago and I still think of "Beni" often.