Education leaders gathered in Philadelphia, PA for the 2026 Equity-Centered Principal Pipeline Initiative (ECPI) Peer Learning Community (PLC) convened by The Wallace Foundation and the Aspen Institute (October 5-7), themed: Rooted, Resilient, and Restored. The moment presented an important opportunity to reflect on a fundamental question: How do we move equity-centered leadership from an initiative to an enduring way of doing business in our school systems?

Since its launch in 2021, The Wallace Foundation’s ECPI grant has supported eight large urban school districts in developing comprehensive, aligned principal pipelines designed to prepare, support, and sustain education leaders who advance fairness in education and improve student outcomes.

The participating ECPI districts in: Baltimore, MD; Columbus, OH; the District of Columbia; Fresno, CA; Jefferson County, KY; Portland, OR; San Antonio, TX; and Winston-Salem/Forsyth County, NC—have approached this work within their unique contexts while sharing a commitment to strengthening leadership practices, organizational coherence, and opportunities for all students.

The Power of Collective Learning

One of ECPI’s greatest strengths is its emphasis on collaborative professional learning. The PLC provided opportunities for district leaders to challenge assumptions, examine evidence, share promising practices, and learn from one another. This event featured keynote speakers including Philadelphia Superintendent, Dr. Tony Watlington and Dr. Muhammad Khalifa (author and professor from The Ohio State University), a partnership Showcase Exchange sharing insights and impact in action, Role-Alike Sessions, District Dialogues, and Learning Outings in local Philadelphia schools.

The gathering offered another opportunity to consider how leadership preparation, selection, placement, supervision, and professional learning can become mutually reinforcing components of a coherent education system.

Research released in January 2026 highlights promising practices emerging from ECPI, including principal residency programs, district-university partnerships, leadership affinity groups, equity-focused principal supervision, and policy changes that strengthen sustainability.

These findings reinforced an essential leadership lesson: Sustainable improvement requires more than effective programs. It requires systems designed to support and reinforce the desired practices.

Moving from Implementation to Institutionalization

As ECPI enters the last year of Wallace Foundation funding, sustainability is increasingly important. District leaders must consider whether their efforts will endure beyond grant funding, leadership transitions, and shifting political environments.

This requires confronting difficult questions:

  • Are equity-centered leadership expectations embedded in district policies, practices, and accountability systems?
  • Do principal supervisors possess the knowledge and skills to coach and develop equity-centered leaders?
  • Are central office structures aligned to support principals, school campuses, and improve student learning?
  • How are districts measuring progress, learning from implementation, and sustaining improvements?

These questions demand honest reflection, courageous conversations, and collective responsibility.

Leadership Is the Work

For school system leaders, the lessons emerging from ECPI extend well beyond principal preparation. They remind us that leadership development is a systemic responsibility, not an isolated human resources function.

The 2026 October ECPI PLC represented an opportunity to strengthen relationships, deepen collective learning, and reaffirm a shared commitment to lasting organizational improvement.

Ultimately, the success of ECPI will not be measured simply by the number of leaders trained or initiatives implemented. It will be reflected in stronger leadership systems, improved educational experiences, and expanded opportunities for all students.

The challenge ahead is clear: Make equity-centered leadership not something districts do, but an essential part of who they are.