In today's society, the persistent achievement gap in education remains a pressing issue that demands attention and proactive solutions. Despite efforts to bridge this gap, misconceptions and oversights in higher education and teacher preparation programs often hinder progress. To address the complexities of closing the education gap, it is essential to critically examine and reevaluate the roles of higher education institutions and teacher preparation programs.

Starting my journey as a first-year assistant principal at a K-5 Elementary school marks a significant shift after 15 years in education, transitioning from special education teacher to higher education professor and supervisor of student teachers. Despite opportunities to pursue leadership earlier, I hesitated, realizing the importance of aligning my values with those of past school administrators. Observing a trend of leaders with limited classroom experience, I recognized the crucial link between strong leadership and pedagogical expertise.