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In September, the Center for Education Equity (CEE) at MAEC offered the inaugural 2026 Transformative Leaders Institute (TLI) through its Region III Equity Assistance Center, in partnership with SWIFT Education Center. Held September 23–25 in Kansas City, MO, the Institute brought together 40 leaders, including representatives from six Region III states, to strengthen leadership practices that advance just and equitable outcomes for all learners. 

Over the course of three days, Institute participants strengthened their leadership practices, built relationships, expanded professional networks, and developed strategies for systemic change. The theme of the Institute, Leading Transformation: A Framework for Collective Success, connected individual leadership growth with collective efforts to advance equitable outcomes.  

An amazing team of eight facilitators brought the event to life. Dr. Ruthie Payno-Simmons, Region III Equity Assistance Center Director, provided project oversight, working closely with Dr. Seena Skelton, who led SWIFT’s coordinated planning and hosting. The full team collaboratively developed and facilitated the learning experience, including MAEC President Dr. Karmen Rouland, Dr. Noemi Villegas, Dr. Andrea Mayfield, Dr. Tiffany Kyser, Dr. Alisia Moutry, and Dr. Michelle Dunn.  

The Guiding Framework 

The Institute introduced the 3Cs framework – Criticality, Care, and Coherence – as the foundation for transformative leadership. Criticality helps leaders examine how identity, assumptions, bias, and power shape their decisions and relationships. That awareness deepens their capacity to lead with Care. Together, Criticality and Care inform Coherence, helping leaders align policies, practices, people, structures, and resources with their commitments to equitable outcomes. Dr. Payno-Simmons and Dr. Rouland led learning on Criticality, while SWIFT colleagues led Care and Coherence. 

Participants engaged with multiple tools throughout the Institute, including an Institute Handbook and Participant Reflection Guide, to document their reflections and planning and connect new ideas to their own leadership contexts. 

Criticality: Developing Critically Conscious Leadership 

On Day 1, Dr. Rouland invited participants to examine how identity, bias, assumptions, and power shape their leadership. Through reflection and paired discussion, participants considered how their leadership identities influence their ability to recognize and disrupt systemic inequities. 

Dr. Payno-Simmons built on that foundation in Day 2 by introducing eight characteristics of critically conscious leadership. Participants reviewed concrete examples grounded in real leadership experiences to understand what each characteristic looks like in practice. They then analyzed scenarios from PK–12 educational settings, learning how the characteristics inform leadership decisions and actions.

Participants engaged in individual reflection and planning, identifying their spheres of influence and potential entry points for systems transformation. They considered what they would stop, start, or continue doing to move their intended transformation forward. Surveyed participants emphasized the value of the supportive environment, with one participant noting:

“I love the feel of this conference, I truly felt a sense of belonging, I felt I could be vulnerable.” 

Care: Cultivating True Belonging and Shared Power  

To open Day 2, Dr. Kyser facilitated a collaborative “quilt” mapping activity: participants reviewed the 3Cs framework, shared key takeaways, and learned from one another through small group discussion and a gallery walk. 

Dr. Villegas, Dr. Dunn, and Dr. Mayfield examined how leaders cultivate and sustain interconnected ecosystems of care. Participants reviewed leadership beliefs and actions that uphold dignity, well-being, belonging, rightful presence, and shared power. Through scenarios, discussion, and reflection, they considered which practices needed to be strengthened or dismantled to create environments that recognize the inherent value of every member of their learning community.

Participants connected these ideas to their spheres of influence, identifying leadership actions they could take to nurture and sustain ecosystems of care within their own organizations. One survey participant highlighted their experience of that community of care: 

“being in community with everyone and the calm atmosphere you all created amidst the chaos of the world.” 

Coherence: Aligning Systems for Transformation 

Dr. Skelton guided participants in examining Coherence through a critical lens, exploring how policies, practices, people, structures, and resources can work together to advance equitable outcomes. The learning emphasized that alignment requires leaders to question whose priorities a system serves, whose perspectives inform decisions, and how organizational conditions can reinforce inequities or create opportunities for transformation. 

Participants engaged in self-assessments, small group discussion, and reflection to examine their leadership practices and find opportunities for greater coherence within their spheres of influence. They considered how to translate commitments to equity into coordinated decisions and actions that remove barriers to access and participation. 

Surveyed participants appreciated learning alongside their peers. One shared:

“I found the networking and the opportunity to apply concepts to our own role and work very useful.” 

Planning for Collective Success 

Dr. Moutry and Dr. Kyser facilitated the planning experience as participants brought their learning across Criticality, Care, and Coherence together to develop initial systems transformation plans focused on creating sustainable conditions for every student and adult in their learning community. 

Through individual reflection and the Final Word Protocol, participants shared their plans, received structured peer feedback, and considered new perspectives before refining their next steps. They chose concrete leadership actions and scheduled time to revisit their progress, including what had started, stalled, or stopped.

Carrying Learning Forward 

Participant feedback affirmed the value and impact of the Institute. Among surveyed participants, 100% agreed or strongly agreed that the event was engaging, that they planned to use the information shared in their roles, and that their understanding of the topics increased. Critically, 100% of surveyed participants strongly agreed that TLI strengthened their ability to support equity in education. One surveyed participant shared:

“I really liked the overall framework and lenses, especially Care, Criticality, and Coherence. The deep dive into these, along with the explicit examples, truly stimulated my thinking.” 

Although TLI 2026 has concluded, its learning continues through the relationships built, plans developed, and commitments participants carry into their communities. We thank our co-hosts at SWIFT Education Center, the facilitators who made this learning possible, and the participants who engaged in deep thinking and learning over these three days of professional learning. 

Contact the Center for Education Equity

Region III at CEE offers personalized technical assistance and professional learning tailored to the needs of your school, district, or state education agency. Whether you want to explore the 3Cs framework or address other leadership and systems improvement priorities, we invite you to connect with us to discuss how we can support your goals. Contact us through this form.