Before becoming a principal, I began my career as a substitute teacher. Some days I would teach kindergarten, other days I'd teach AP Physics. However, if the choice were available, I'd gravitate toward the areas where I was most comfortable—and actually where I was certified. For me, that was grades 1–8, particularly in Mathematics.
As I transitioned into my first principal position, I quickly realized that being an "instructional leader" was not just a title—it was an expectation. But this raised a critical question: What if I wasn't entirely confident in leading instruction across every subject area? Was I supposed to be an expert in science, reading, writing, social studies, physical education, art, and everything in between?
The short answer: Not exactly. But there are powerful and effective ways to lead instructionally without being a subject matter expert in every content area.
Yes, a principal is expected to be an instructional leader across all subjects. But no, that doesn't mean you have to be a walking encyclopedia of every content area. Instead, think of yourself as the conductor of an orchestra. You don't have to know how to play every instrument—but you must understand how they work together to produce beautiful music.
In education, this means ensuring that:
You don't need to be a math whiz, a literary genius, or a science guru all at once. But you do need to:
Being a principal isn't about having all the answers—it's about creating a culture where learning is ongoing for both adults and students.
In my current work as a Math & STEM Consultant, I've had the opportunity to speak with principals about the state of math instruction in their schools. One of my favorite questions to ask is: "How is the math instruction in your school?"
It's a deceptively simple question—but often a revealing one. Common responses I hear include:
Compared to other subject areas—where principals may be able to speak at length about initiatives, training, and outcomes—math often gets the short end of the stick. This isn't because principals don't care; it's often because they haven't had the same exposure, training, or support in math that they've had in literacy or other areas.
But here's the good news: You don't have to become a math expert overnight. You can speak confidently about your school's math instruction—when you invest time and intention into understanding it.
That might look like:
Even better? You don't have to do this alone.
If you've ever wondered, "Is our math program doing all the right things?"—you're not alone. That's exactly why we developed the Math Audit process.
A Math Audit is a collaborative, objective review of your school's math instruction led by experienced consultants. The process includes classroom observations, resource evaluations, and a review of curriculum implementation. The goal is not to evaluate teachers, but to build a full picture of what's happening in your math classrooms.
The result? A comprehensive, actionable plan for improvement, including:
And best of all, it respects your team's time—teachers only participate in a brief, non-evaluative observation, and the rest is handled by our team.
Being an instructional leader in math doesn't require going back to school for a math degree—but it does require engaging with the content in meaningful ways.
That's why we created the Math Leadership Collaborative, a professional learning experience designed specifically for school leaders. In this collaborative, principals are paired with a mathematics expert from their building. Together, they:
This approach empowers principals to grow their confidence, strengthen their instructional leadership, and lead more effectively in mathematics.
No, you don't need to be a subject matter expert in every discipline. But you do need to be an advocate for high-quality teaching and learning across your school.
By partnering with experts, engaging in targeted professional learning, and asking the right questions, you can lead your school to stronger outcomes in math—and in every subject.