As we descended into Winnipeg, I could see the vast prairie landscape stretching endlessly below in a patchwork of fields, crisscrossed by roads and framed by the winding Red River. The city rises gently from the flat land, its skyline modest but distinct, with the Canadian Museum for Human Rights standing as a striking landmark. The open vista of sky and land creates a calm and quiet welcome to the heart of the Prairies.

This was the setting for the annual Canadian Association of Principals (CAP) Conference this past week, an event that drew Principals and Vice-Principals from every province and territory. As I talked to attendees over the course of the conference, I found that despite the differences in our contexts as leaders, what struck me most was the similarities in our work. We know that the role of the educational leader is both complex and distinct. As Principals and Vice-Principals, we lead with professionalism, compassion, and a deep sense of responsibility — not just for our schools, but for the broader educational system we help shape. What sets us apart is that in BC, we work outside of a collective bargaining unit, a context we share only with our colleagues in Nova Scotia, Ontario, and Quebec.

Unlike the majority of school leaders across Canada who belong to unions, BC's Principals and Vice-Principals operate outside of a unionized structure, even as we work closely and respectfully with unionized staff every day. This positioning places us firmly within the sphere of management, while also demanding a nuanced approach to leadership, one that balances operational oversight with a strong commitment to collaboration, equity, and relationships.

When I asked one of the leaders from Manitoba how he accomplishes all the work that we in BC do during the summer months, he simply stated, “Schools close on June 30th.” If leaders work in the summer, remuneration is typically through days in lieu. Some might suggest that the biggest difference for those of us working in BC is not how we are compensated, it is how we see ourselves as leaders. We are educational leaders first, but also navigators of complex systems, responsible for interpreting collective agreements, implementing district policy, and ensuring learning environments are both caring and accountable. Our leadership is grounded not in positional authority, but in relational influence and the ability to bring people together, even in the face of competing interests or challenging dynamics. Through it all, we are keeping our eye on the main target: improving outcomes for students.

We have always held – and continue to hold – a deep respect for those we work alongside who are members of professional unions. Our ability to sustain healthy, productive schools is directly linked to the quality of our relationships with teachers, support staff, and all unionized employees. Leading in a non-unionized role does not place us in opposition to unionized colleagues — rather, it reinforces the importance of mutual respect, clarity, and trust in every conversation and decision.

It is important to note that while our context is distinct, the dedication and integrity of educational leaders across Canada is universal. Whether inside or outside of a bargaining unit, Principals and Vice-Principals from coast to coast to coast share the same passion for student success, the same desire to support our teams, and the same unwavering belief that public education is the root of a democratic society.