Principal Beth Houf right, at the book rack in her office, with Janissa, Capital City High School class of 2026. PHOTO COURTESY OF BETH HOUF

“You wrote a real book?! And it’s even on Amazon?”

This is usually my students’ reaction when they realize their principal is an actual author. To be honest, in the hustle and bustle of school leadership, there are times that I, too, forget this.

My passion for reading started at a young age. Books were mesmerizing to me. I loved looking at the pictures and imagining what the surrounding jumbled letters might say. I remember watching “Sesame Street” at four years old and using this knowledge to teach myself to read before I entered kindergarten. I grew up very humbly and learned quickly that through the pages of a book I could acquire as much knowledge and experience as others with more access and opportunity. Leaning into literacy provided an education beyond what I experienced in the classroom. This was a foundational piece of my decision to enter the field of education.

Filling My Classroom With Books

As an intermediate teacher, my classroom was filled with texts—books, magazines, recipes, manuals, poetry. I had a drive for students to find something to connect with to build a love of reading. I was also passionate about bringing multicultural literacy to my students. Representation matters and what we choose to include or exclude sends a message of what we value.

Reading and writing weren’t seen as separate skills and times yet; they were integrated into a literacy block. We would read, reflect, share, and celebrate. I fondly remember our author’s chair, which my students would proudly sit on to share their creations. We used the words author, reader, mathematician, historian, and scientist to name a few. So often, students would get hung up in the deficient language that can surround educational spaces. From “SPED” (special education) to “FARMS” (free and reduced-price meals) to “Tier 3 instruction,” I’ve watched these labels negatively affect students, including me, throughout my years as a learner and educator. We rise or fall based on the expectations and levels of support that surround us.

When I moved to the principalship nearly two decades ago, I leaned into the deeper learning of my leadership practices. I read as many books, blog posts, and articles as I could get my hands on. I led and joined book studies, furiously jotting notes and filling my books with Post-it notes. I started my own blog and shared various activities happening in our school. It got to the point that I couldn’t shut it off.

I then hit a literacy block.

Book studies can be a great thing, but sometimes, taking time to dive into articles together with staff or teams can make learning less overwhelming and more immediate.

I was over reading and writing and dreaded the idea of doing either activity. This lasted for several months. As I was reading to my child at home, it finally dawned on me that I had made literacy an obligation. Books and articles and blogs became a burden instead of inspiration. I found myself out of balance and realized that literacy was so much more than being a better principal or mom. At this point, I leaned into literacy as a form of wellness and self-care. I had to take a short break from reading and writing anything related to my career. For three months, I shifted my literacy away from how to be a better leader and reconnected with reading and writing from the lens of self-care, wellness, and pleasure.

I learned an important lesson about balance. The power of stepping away can actually reignite the original passion and make you more effective in all aspects of your life. I used to spend a day each weekend working in my office to catch up and prepare for the coming week. As you can imagine, I dreaded Monday more and more as I never felt truly rested. There were no breaks, and I began to resent my job. Setting boundaries with my weekend time has helped me to be more effective the other days of the week.

An Evolving Journey

I’ve evolved in my literacy journey from one of pure knowledge-seeking to one of self-care. I take time to write almost every day in a journal. Some days are filled with pages of reflections, aspirations, and frustrations. Other days, it may be short and to the point. The notes application in my phone is another powerful collection tool. I use this app to capture resources, writing topics, and other inspiring topics. My journal sits next to my bed. When I can’t sleep or wake up in the middle of the night, I skip the phone and go straight to my journal. It is incredible how quickly my head can clear after a short moment with a pen.

I never in my wildest dreams thought I would write a book. I often get asked about the process. It started with archiving practices from the principalship and presentations I had given. My co-author, Shelley Burgess, and I simply opened a Google doc and started an outline. Eighteen months later, Lead Like a PIRATE was out to the world. Never underestimate the power of telling your story.

As a busy leader, finding time to lean into literacy is hard. We also tend to compare ourselves as leaders to those around us. My advice? Start where you want and craft your own literacy journey. I’ll leave you with a few ideas to get started:

Journaling: A great way to reflect on the day’s stresses and capture celebrations and future goals. It’s also one of my favorite therapeutic tools that I share with students and staff who may be struggling with anxiety or stress.

Social Media: Yes, I know that social media gets a bad rap, but it really can be used for good. You can set up social media accounts for what you want to consume. The BlueSky app is one of my new favorites filled with educators sharing resources.

Blogging: This one is more time-intensive but a way to share your story publicly. I’ve been on a blogging hiatus during my doctoral program, but I am ready to return after becoming Dr. Houf in June!

I also love the opportunity to share my passion for literacy with those I serve in my school community. As a leader, some of my practices have included:

Displays of Literacy: My office holds a spinning magazine rack full of books. I frequently lend books to students, staff, and even parents. My passion for multicultural literacy has carried over to my office representation as well. I try never to underestimate the opportunity to connect books with students. I also have the books that I am reading on my desk as well as bookcases filled with professional learning.

Student Authors: I have student work displayed in my office. From poems to comics, I love the chance to celebrate their work.

Article Studies: Book studies can be a great thing, but sometimes, taking time to dive into articles together with staff or teams can make learning less overwhelming and more immediate.

#OneBook: In my former role as middle school principal, we participated in a schoolwide read-along. Each teacher would read the same book aloud to their students during advisory sessions. This shared experience was a way to bring our school together. The books that we selected also focused on belonging.

Free Libraries: Setting up a Little Free Library in your school is another example of literacy in action within a school community.

Beth Houf is the principal of Capital City High School in Jefferson City, MO, and an NASSP board member. She is the co-author of Lead Like a PIRATE: Make School Amazing for Your Students and Staff.