At the heart of this vision is the Principal Pipeline Framework, a strategic model developed by the Wallace Foundation to address a persistent challenge in American education: the shortage of well-prepared, sustainably supported school leaders.

“We take seriously the responsibility to engage with grantees who share our interest in achieving the North Star of ensuring that every high-need school in our country has a high-quality principal,” Floyd-Cooper said.

The framework is not just a checklist—it’s a philosophy. It emphasizes leadership standards, rigorous preparation, selective hiring, ongoing mentorship, and data-informed evaluation. But what sets it apart is its insistence on contextual specificity. Wallace doesn’t believe in one-size-fits-all solutions. Instead, it works with districts to tailor leadership development to the unique needs of each school community.

“If you’ve been in one school community, you’ve been in one school community,” Floyd-Cooper explained. “We honor the distinctions that exist within school communities.”

This approach is especially critical in high-need districts, where the stakes are highest and the challenges most complex. Floyd-Cooper, who began her career as a high school math teacher, understands firsthand how systemic inequities can shape student outcomes—and how leadership can either reinforce or dismantle those barriers.

“Principals play such a key role in ensuring quality outcomes for students,” she said. “Sustaining them in the role is extremely important.”

That sustainability, she argues, goes beyond funding. It’s about building capacity, fostering strategic partnerships, and—perhaps most importantly—creating networks of support. Through Wallace’s Equity-Centered Pipeline Initiative, eight districts are currently experimenting with new ways to embed equity into leadership development. One of the most successful elements? Professional learning communities and role-alike networks that help leaders feel less isolated and more empowered.

“Leadership can be a lonely space,” Floyd-Cooper noted. “Thinking about ways we can be intentional in creating communities of support could be a game changer.”

The initiative also challenges districts to rethink how they communicate their successes. In a media landscape often dominated by stories of dysfunction, Floyd-Cooper sees storytelling as a strategic lever for sustainability.

“Many times, unfortunately, folks are not aware of all of the fantastic things that are happening within our schools,” she said. “There is a counter-narrative being written in the media when there is, in fact, lots that is very positive happening.”

As the conversation turned toward the future, Floyd-Cooper expressed cautious optimism. Despite political headwinds and resource constraints, she sees a growing movement of leaders who are courageous, empathetic, and deeply committed to equity.

“What makes me optimistic is witnessing firsthand leaders who demonstrate such empathy, courage, and commitment to making meaningful change in our schools on behalf of every child,” she said.

Her advice for anyone looking to understand what’s working in education today? Talk to the principals themselves.

“Our school and system leaders are the best people to narrate the fantastic work that they are doing.”

In a time when public education faces mounting pressures, the Wallace Foundation’s work offers a hopeful blueprint—one that doesn’t just fill leadership vacancies, but builds a resilient, equity-driven infrastructure for the future.