When Hartford Public Schools (HPS) faced the challenge of attracting and retaining leaders, it responded with a long-term solution: a homegrown pipeline rooted in proximity, purpose, and people.
Partners for Educational Leadership worked with HPS to co-create a holistic, district-embedded model for leadership development. The result? A sustainable bench of aspiring leaders motivated by a deep commitment to growth and service.
For many Hartford educators, the drive to lead is personal. “I always reflect on myself as a leader. I want to grow,” says Superintendent Leslie Torres-Rodriguez. But real growth, she adds, “takes time—and space.”
With the help of federal ESSER funding, HPS launched two leadership academies: the Hartford Principal Leadership Academy (HPLA) and the Hartford Assistant Principal Leadership Academy (HAPLA). These programs go beyond filling vacancies. “This is not only a program to fill positions—it’s a program to fill people,” says Daisy Torres-Hill, Assistant Superintendent for Teaching and Learning.
What sets Hartford’s model apart is its deep connection to local context. Every element—from coaching to capstone projects—is grounded in the city’s schools and communities. “Hartford’s program is built for Hartford,” says Kelly Lyman, a PEL associate who co-leads the work with Tisha Markette and Torres-Hill. “This isn’t abstract training—it’s contextualized transformation.”
That philosophy reflects Torres-Rodriguez’s belief that “you have to see and get close to people before you can even begin to have empathy.” She adds, “We designed the program so our future leaders would build their vision not just from theory—but from getting close to the people we serve.”
In a district as diverse as Hartford—where over 85 languages are spoken and students come from more than 50 towns—proximity matters. Participants in these two leadership programs don’t just study leadership; they live it. They shadow current leaders, complete self-assessments, and take on school-based projects grounded in real-world challenges.
Kelly Lyman of PEL presenting at HAPLA meeting
The design was shaped by what Hartford educators said they needed most: relevant preparation that honored their commitment to the city. “We asked people in the pipeline why they were here,” Lyman recalls. “So many said, ‘I love Hartford. I want to give back.’”
As part of their training, academy members build an understanding of the community by visiting its neighborhoods, schools, and civic leaders. They also tour locale-specific landmarks, like Ebony Horsewomen, Inc.—an urban horse farm. “We want them to see the full landscape of the community we serve,” says Torres-Hill.
And the model is delivering results. The first HPLA cohort—all women—has already produced two school leaders, and participants are committed to staying in Hartford. Despite budget challenges, the work continues, grounded in the belief that strong leadership is essential to school improvement.
By centering adult learning, responsive coaching, and community proximity, Hartford is building a new generation of leaders who reflect—and respect—the communities they serve.
Early in her tenure in Hartford, Torres-Rodriguez coined the phrase, “We believe in our beautiful and capable students.” Over time, this message took hold across the community, and as it gained momentum, one of the district’s Boards of Education formally adopted it as a core value. Now, thanks to the leadership bench HPS continues to build, it’s clear the district believes just as deeply in the educators who guide them.
