Lisa Newland, CEO, Australian Council for Educational Leaders
Bold leadership in action: The attitude that says "we can"
The opening edition of Australian Educational Leader this year invites us into a timely conversation about the purpose and meaning of schools—and the role leadership plays in shaping that purpose. Across this edition, a clear message emerges — leadership matters not because it holds authority, but because it creates the conditions for learning, belonging, and flourishing.
So what does it take to lead boldly right now?
Bold leadership is sometimes misunderstood as being loud, forceful, or heroic. Yet the kind of boldness education needs most is often quieter and more grounded. It is not bravado; it is belief. It is the attitude that says: we can do this. Not alone—but together. Bold leadership is the conviction that meaningful improvement is possible, that culture can shift, and that learners and educators deserve systems built on trust, equity, and humanity.
Bold leadership as stance: Choosing "we can."
At its heart, bold leadership is a stance. It is choosing agency when the work is complex, the scrutiny is high, and resources are stretched. It shapes what leaders are willing to attempt—and whether we accept compliance-driven operations or build aligned, transformative environments where staff and students experience genuine engagement and growth. When leaders carry belief in what can be achieved, it becomes contagious. It strengthens collective efficacy: we can improve, we can build belonging, and we can create futures worth stepping into. This is not naïve optimism. It is courageous realism—acknowledging the challenges and still choosing purpose.
From compliance to culture: Courageous change
Many leaders are navigating systems that can unintentionally reward compliance over creativity. We see it in accountability pressures and in the public narrative that can reduce schools to performance metrics rather than places where young people become whole, capable humans.
Bold leaders challenge that story. They lead change by reclaiming purpose. They prioritise learning, relationships, wellbeing, and equity, and they build alignment through shared meaning and high expectations for every learner. The article in this edition on communities of practice reminds us that bold leadership is not a solo act: it grows through trust, collaboration, and shared inquiry.
Bold leadership with humanity and ethical clarity
Leading boldly requires having autonomy to act professionally ethically. This issue’s lead articles are by Professors Brian Caldwell and James Spinks and Etienne and Beverly Wenger-Trayner. Brian Caldwell and James Spinks revisit the self-managed school and talk about autonomy — of schools, teachers and leaders, and students. In a reprinted article, the Wenger-Trayners provide useful insights into the nature and meaning of “communities of practice.” Dr Matt Pittman’s contribution on human-centred leadership reinforces something essential: boldness must be underpinned by humanity. The boldest leaders remain grounded in dignity, care, and ethical clarity. This aligns
with the work highlighted in this edition on special assistance schools and inclusive education. The article by Dr Rebecca English and Sharyn Angel, and the stories shared by Harvey Watson and Rachel Phillips and Sarah Louise Nelson, remind us that bold leadership is often most visible where it is most needed—where complexity is high, advocacy is essential, and the stakes are deeply human. In her Miller-Grassie Award acceptance speech, Dr Stephanie MacMahon reminds us about the real Science of
Learning. Penny Brown and Miriam Scott offer a bold framework for applying adaptive leadership to AI in schools. Coming back to boldly learning together, Dr Jennifer Sze and Associate Professor Matt Harrison talk about joy in learning.
Advocacy: Being seen, being heard
As CEO of ACEL, my role is not only to support leadership across the country—it is also to advocate. To amplify, elevate, and protect the profession by ensuring educational leaders are seen and heard.
This matters more than ever. School leaders can feel under constant scrutiny, often reduced to headlines or simplified narratives. Bold leadership, in this climate, requires a clear stance: We are experts. We know our work and we back ourselves to do the right thing.
Educational leaders understand learning, people, systems, and culture. ACEL will be bold in saying that educational leadership is a profession of expertise and ethical responsibility—and that the people who lead our schools are worthy of trust.
A year of bold leadership
To kick off the year, ACEL will launch the Bold Leader Toolkit—a free resource designed to strengthen confidence, clarity, and courageous decision-making. I am also excited about initiatives such as NextGen, supporting emerging leaders to step into opportunities, collaborate, and build leadership identity.
This is also why I feel genuine excitement about the growth of such initiatives designed to support emerging leaders. It takes boldness to step into leadership—especially in a sector where people can sometimes feel leadership is something they must “earn permission” to claim. NextGen represents a different message: we believe in you, and we want you to lead.
And that belief—shared belief—is where bold leadership lives.
Respect for the work in schools
Above all, my admiration for the work happening in schools every day continues to grow. I have spoken with educators across sectors who are doing exceptional work—creating inclusive environments, supporting complex learner needs, strengthening wellbeing, and driving improvement. These leaders do not always receive the recognition they deserve. Yet they keep showing up. They keep leading. They keep believing that change is possible. That is bold leadership.
A collective invitation
Bold leadership is not reserved for a few. It is an attitude and a practice—grounded in belief, expressed through courageous decisions, and strengthened through collective effort. It is the leadership that says: we can build cultures of trust and belonging; we can lead improvement without losing humanity; we can advocate for our profession with confidence; and we can do this.
That is the work ahead, Let’s lead it—boldly, together.