Alexsandra Bermudez

I attribute much of my growth to mindset. It goes back to something my grandfather used to say when I was growing up: there is always something to be learned. He would call in the afternoons and ask what I learned at school. As a teenager, I would sometimes say, “Nothing.” He would gently remind me that every situation holds something worth noticing and internalizing.

That belief has shaped how I approach my work. I do not assume I am the expert walking into the room. I lead with curiosity and questions. That learner mindset has allowed me to build strong, trusting relationships with the teachers I work alongside because our conversations feel collaborative rather than evaluative.

It has also strengthened my own leadership. Being willing to say I do not have all the answers, to reflect on what did not go as planned, and to ask what I could do differently next time has helped me grow steadily over time. When something feels challenging, I focus on what I can learn to better navigate it.

In many ways, I am still answering his question. I attribute my success to holding onto that lesson he taught me early on: there is always something to be learned.

The best career advice I ever received was to lead with a lens of inquiry. That idea has shaped who I am as a leader and how I approach my work.

Leading with inquiry means I do not walk into spaces assuming I have the answer. I begin with curiosity. I ask thoughtful questions, seek to understand context, and listen for what may be beneath the surface. That stance has influenced how I show up in coaching conversations, team meetings, and strategic planning.

It has also strengthened my relationships with staff. When people feel heard rather than evaluated, they are more reflective and more willing to take risks. Inquiry communicates respect and positions growth as something we engage in together.

I have learned that inquiry is not passive. It requires humility, patience, and discipline, and in turn, it leads to clearer thinking, stronger alignment, and more sustainable change.

When conversations feel complex or outcomes feel uncertain, I return to curiosity. Leading with inquiry continues to make my work more collaborative, thoughtful, and impactful.

One of the biggest lessons I’ve learned is that moving from classroom teacher to instructional coach or teacher leader requires a different skill set. Strong teaching does not automatically translate into strong leadership. The work is different. The leverage points are different.

If I could offer advice to someone making that shift, I would say first to study adult learning intentionally. We are trained in how children learn, but adults bring identity, autonomy, vulnerability, and prior experience into every conversation. Understanding how adults grow and respond to feedback is foundational to doing this work well.

Second, relationships are everything. You cannot guide someone toward growth without trust. Honest feedback requires psychological safety, and meaningful instructional conversations are built over time.

One of the most humbling realizations for me was how relational and slow this work truly is. Early on, I expected quick momentum. Instead, I learned that real change happens gradually. Trust builds over time. Shifts in practice require repetition and reflection.

I have come to find steadiness in that pace. If progress feels slow, it does not mean it is not working. It often means you are doing the deeper work. Sustainable growth with adults is incremental and relational, and leading with patience and empathy makes that growth possible.

One of the biggest challenges in education right now is teacher sustainability. We are asking teachers to carry an incredible cognitive, emotional, and operational load, often within systems that were not designed for long-term sustainability. The pace is fast, the expectations are high, and the support structures do not always match the demands.

For me, this is both a challenge and an opportunity.

The challenge is clear. Burnout is real. Initiative fatigue is real. When teachers feel overwhelmed or undervalued, it impacts not only retention but also the quality and consistency of student learning experiences. If we care about student outcomes, we have to care about the sustainability of the adults in the system.

The opportunity is in rethinking how we design schools. Teacher sustainability is not just about wellness initiatives. It is about professionalism. It is about giving teachers clarity through coherent curriculum, protecting planning time, building aligned systems, and creating meaningful professional learning that respects their expertise. It is about designing structures that reduce unnecessary friction so teachers can focus on the intellectual and relational work of teaching.

I believe school leadership has a responsibility to build environments where teachers can do excellent work without sacrificing themselves in the process. When teachers feel supported, valued, and equipped, they are more likely to stay, to grow, and to cultivate the kind of learning environments that sustain students’ curiosity and engagement.

For me, teacher sustainability is not separate from student success. It is foundational to it.

The values that are most important to me, both professionally and personally, are consistency, curiosity, and authentic connection.

Consistency shows up in how I approach growth. I recently trained for a half marathon, and that experience reinforced something I already believed: meaningful progress is built through steady, disciplined effort over time. The same is true in leadership. Sustainable change in schools does not come from one big moment. It comes from showing up consistently, refining practice, and committing to long-term goals even when progress feels slow.

Curiosity is foundational to how I lead and how I live. I see myself as a learner first. Whether I am working with teachers, designing curriculum, or reflecting on a setback, I try to approach situations with questions rather than assumptions. That mindset keeps me growing and helps me create space for others to grow as well.

Authentic connection matters deeply to me. I value real relationships grounded in trust and honesty. In my work, that means building partnerships with teachers that feel collaborative rather than evaluative. In my personal life, it means investing in relationships that are genuine and reciprocal.

Across both contexts, those values guide how I show up. I want to be steady, reflective, and real.