The most lasting change in education rarely comes from policy alone. It comes from leaders who build trust, model vulnerability and create the conditions where everyone around them feels safe enough to grow. School leadership shaped by reflection, humility, and genuine care for people produces learning communities that students and educators genuinely want to be part of.
Susie Lee-Fernandes, Director of Professional Learning at the Ontario Principals’ Council, has built her career on this foundation. She supports principals and vice-principals in leading with integrity, fostering inclusive school communities and maintaining a deep commitment to the well-being and success of every learner in their care.
A Lifelong Commitment to Education
From an early age, Susie knew she wanted to become a teacher. What began as childhood enthusiasm for writing on a chalkboard and teaching her younger brother evolved into a lifelong commitment to education.
When she entered teacher’s college in 1998, her motivation centered on working with children and youth to make a positive difference in their lives. By the time she began her teaching career in 1999, she knew she had found the right path.
Learning Through Relationships and Reflection
Throughout her career, Susie learned that “To be a great teacher, you need to build relationships with students so that they trust you enough to take chances and really engage in learning.” Interestingly, some of her greatest lessons emerged from moments when she felt she had not succeeded as a teacher for certain students.
Her experiences as a principal and leading school improvement further shaped her leadership philosophy. By being vulnerable about her own learning needs and demonstrating a genuine desire to improve for others, she created an environment where educators and staff felt comfortable sharing their own areas for growth. These experiences reinforced her belief that everyone needs a caring and safe space to engage in learning by taking risks and asking for help when necessary.
Her leadership philosophy remains grounded in ongoing self-reflection, growth, and humility.
Defining Visionary Leadership
Susie believes visionary leadership in education means imagining a system beyond what is currently known and preparing learners for a future that will be significantly influenced by artificial intelligence, environmental challenges, and increasing global issues related to human rights, stewardship of resources, and the functioning of society on a global scale.
Supporting Leaders to Build Future-Ready Learners
Through her work at the Ontario Principals’ Council, Susie focuses on supporting principals and vice-principals throughout their leadership journey. The organization continuously reflects on feedback and adapts to bring relevant and engaging professional learning that will meet the diverse needs of leaders.
She believes that leaders who are critically reflective, self-aware, and who lead with humility and grace create inclusive and collaborative school communities where students can thrive. Schools that foster belonging and joy for all members of the community will be best positioned to prepare learners as confident and critical thinkers for an uncertain future.
Balancing Innovation with Human-Centred Leadership
Technology and innovation, in Susie’s view, have created greater flexibility and increased opportunities for collaboration and feedback, leading to more responsive learning environments and enhanced learning experiences.
The Ontario Principals’ Council has partnered with organizations such as k2i Academy at Lassonde School of Engineering to create opportunities for exploration in STEM and artificial intelligence in education. Importantly, these conversations continue to center a human rights-based approach to technology while encouraging innovation.
Advancing Accessibility and Inclusion
Susie emphasizes that educators cannot recognize gaps in access and inclusion without first developing their own equity literacy. While challenges of accessibility and inclusion can appear overwhelming, she believes meaningful change begins with individual reflection and understanding one’s own influence and impact as an educational leader.
She stresses the importance of honoring the stories, experiences, and perspectives of others to broaden understanding and create more inclusive educational environments. Beyond learning about barriers, educators must intentionally apply that knowledge in making necessary changes.
Creating Impact Through Diverse Perspectives
One of the most significant milestones in Susie’s journey was earning her Doctor of Education degree in 2022, with research focused on anti-Black racism in education. The experience strengthened her understanding of systemic issues and deepened the practical work she was already engaged in as a supervisory officer and later in professional learning.
In her provincial role with the Ontario Principals’ Council, she believes her impact often comes through small but consistent actions and by bringing diverse perspectives to important conversations and decision-making spaces.
Building Engagement Through Collaboration
Susie considers active feedback gathering one of the most effective strategies for engagement. She believes decision-making, learning opportunities, and collaborative discussions are strongest when partners are given space to contribute ideas and perspectives.
Creating safe environments where individuals feel comfortable disagreeing, challenging assumptions, and contributing diverse viewpoints is essential for innovation and inclusive decision-making.
Addressing Education’s Greatest Challenges
Among the many challenges facing education today, Susie highlights mental health and well-being as one of the most pressing concerns affecting students, educators, and society as a whole. The Ontario Principals’ Council has integrated leader mental health into its programs to encourage principals and vice-principals to prioritize their well-being.
She also points to continuing inequities in learning opportunities and outcomes for underserved students, emphasizing the responsibility of education systems to provide equitable access for all learners.
A Vision Rooted in Growth and Inclusion
Susie’s vision for the future of education is a healthy, well-resourced, and inclusive system where all students are inspired to achieve beyond any goals or boundaries. She imagines schools characterized by universal design and personalized, identity-affirming learning grounded in community and principles of human rights.
Her advice to emerging leaders is to embrace imperfection and continually invest in personal growth and development. She believes this mindset helps create a culture of learning needed to address challenges, drive meaningful improvement, and lead with integrity and humility. Despite its demands, she describes educational leadership as a rewarding journey that has brought her immense joy, opportunities she never expected and the ongoing privilege to make a positive impact in service to students and families.
