How One Principal’s Career Journey has been Community-Centered Every Step of the Way

Principal Gabriela Núñez says that people who have known her since childhood have seen her entire career trajectory to becoming a school leader. She was born and grew up in that very community that her school, Telpochcalli Elementary School, serves. She still lives in that same community now. 

Her entire career in education has been at Telpochcalli. She started as a student teacher, and then became a classroom teacher, then the school’s dual language coordinator, and now the principal. 

Serving as a school leader for her is about identity, equity, and empowerment. She strives to create learning spaces where students see their language, culture, and community reflected and celebrated. We interviewed her to learn more about her career and goals for this school year. Read more below.

How would you describe your teaching style, and how do we see that in your approach to leadership?

My teaching style has always centered on relationships, voice, and equity. I believe that students thrive when they feel seen, safe, and valued, and that same principle applies to adults. As a leader, I carry those beliefs forward by fostering distributed leadership and teacher voice.

I see my role as creating conditions where teachers can take risks, lead learning, and co-construct our school’s vision. Whether through our Instructional Leadership Team, teacher-led professional learning, or classroom walkthroughs focused on oracy and academic language, I strive to ensure that every student receives the supports they need to be successful, keeping curiosity, collaboration, and care at the center.

What pushed you to transition to school leadership?

I never initially saw myself in a leadership role, but as a school community, we knew that the next principal had to be someone from within, to ensure that Telpochcalli’s mission and vision remained at the forefront of every decision. I believe deeply in the work being done here; this is the school that shaped me as an educator and the one from which my own child graduated.

I stepped into leadership because I saw how powerful a collective vision could be. As a classroom teacher, I worked alongside incredible colleagues who cared deeply about students.

Becoming a principal allowed me to influence systems, not just classrooms. I wanted to ensure that decisions about language, curriculum, and culture weren’t made for our community, but with it.

What are your goals for your school?

Our goals are both academic and human-centered. We aim to continue increasing student performance in reading and math while ensuring that all students engage in meaningful, culturally sustaining learning experiences that honor their identities and voices.

With our recent recognition as a Sustainable Community School, we now have an even greater opportunity to strengthen the partnerships that make Telpochcalli unique. This designation will allow us to deepen collaboration with families, community organizations, and local artists to expand access to social, emotional, and academic supports that nurture the whole child.

Long term, I want to continue developing teacher leadership, expanding family partnerships, and positioning Telpochcalli as a model for dual language excellence and community-rooted education in Chicago. One where students, families, and educators grow and thrive together.

What advice would you give to a new principal?

Start by listening to your community. Don’t rush to fix everything. Build trust first. Also, find your accountability partners. Leadership can feel isolating, especially when you’re new, but having colleagues and mentors who will push your thinking and remind you of your “why” makes all the difference. Finally, strive to balance dedication with well-being; the work will always be there, but your presence and peace of mind are what sustain the community.

What is your message to your students? 

I want them to know that their voices are powerful, that what they say and think matters, and to always advocate for themselves and for the communities that they want to create. They are the agents of change that our communities need. They need to know that, as black and brown children, their voices are impactful and deserve to be heard. They should never feel afraid to take up space.