Key points:
There is a period in the school leadership journey that we do not talk about enough: the time between earning an administrative license and actually becoming a school leader. For some, that transition happens quickly because they graduate and step directly into an assistant principal or leadership role, sometimes because they are fortunate enough to have a position waiting for them. For many others, the opportunity does not come right away. Some wait months, some wait years, and some never expected the opportunity at all.
For many aspiring school leaders, however, the transition is not immediate, and what matters during this in-between period is whether professional growth continues or quietly stalls.
As both a district leader and a professor who teaches district leadership courses across multiple graduate programs, I work with many aspiring leaders near the end of their preparation programs. One refrain I often hear is that they need to take some time off from graduate studies, which is understandable because the grind is real. Most programs run in the evenings or on weekends, and students balance full-time jobs, family responsibilities, and coursework. Taking a moment to breathe is healthy, but the pause should not become a full stop.
What often matters most in these programs is the internship, where aspiring leaders begin applying what they have learned in authentic school settings. The challenge is that once the program ends, that structure often disappears, and intentional leadership development can disappear with it.
The internship moves learning from theory into practice and allows aspiring leaders to see how decisions are made, how systems function, and how leadership operates inside a school. The habits candidates develop during this experience often shape how they approach leadership growth after graduation.
Once the degree is finished, many candidates step away from the intentional learning that the program once required. Graduate programs create structure through deadlines, assignments, and expectations. When that structure disappears, continued growth becomes a matter of personal discipline rather than program requirements. Months pass, sometimes years, and the next leadership role may not appear as quickly as expected. When learning stops, growth stops.
That pause becomes especially risky in a profession that continues to evolve rapidly. Artificial intelligence is already influencing curriculum design and assessment. Schools are placing greater emphasis on mental health and social-emotional learning. Project-based learning and interdisciplinary approaches continue to gain traction, while accountability systems and data expectations continue to evolve. If you are not actively learning, it becomes easy to fall out of touch with the field.
That reality makes the in-between period far more important than many aspiring leaders realize. Instead of seeing it as time spent waiting for the next role, it can become an intentional stage of leadership development.
So, what can aspiring leaders do while they wait for the next opportunity?
I often describe this framework as multi-track leadership. Leadership growth can continue even before a formal opportunity arrives by developing across several parallel tracks. When these tracks develop together, leadership capacity continues to grow during the in-between period.
Learning Track: Attend conferences when you can. If travel is not possible, take advantage of the many free virtual opportunities offered by professional organizations, universities, and educational networks. These experiences help aspiring leaders stay connected to new ideas and emerging practices.
Relationship Track: Continue building connections by staying in touch with former professors, supervisors, and colleagues. Leadership development is deeply relational, and many opportunities begin through conversations and professional networks. Seek mentorship and coaching.
Practice Track: Leadership development does not require a formal title. Many aspiring leaders continue developing their leadership by facilitating professional learning communities, mentoring newer teachers, leading school initiatives, or supporting improvement projects. These experiences build credibility and deepen leadership skills before the formal opportunity arrives.
Contribution Track: Writing and reflection can play an important role in professional growth. Publishing an article, sharing insights with colleagues, contributing to professional discussions, or sharing your perspective through professional social media platforms can help sharpen your thinking and keep you engaged with the evolving challenges of education.
A degree alone is not enough, and strong interview skills alone are not enough either. Schools and districts are looking for leaders who demonstrate both knowledge and impact, leaders who can speak to important ideas while also showing how their actions lead to better outcomes for students, staff, and school communities.
The period between earning a license and becoming a school leader is not empty space in a career. It can become a defining stage of professional growth, a time when aspiring leaders deepen their learning, expand their networks, and continue building the habits that will prepare them for the opportunity when it arrives.
The question is simple: What are you doing with the time in between?
