Leading with Pride

In a recent episode of Project I Am, I had the profound honor of sitting down with Dr. Charles Heaton—an accomplished educator, seasoned leader, world traveler, and proud member of the LGBTQ+ community. Our conversation wasn’t just an interview; it was an invitation into a deeply personal journey of self-discovery, authenticity, and the transformative power of inclusive leadership.

A Recent visit to Tokyo

Our discussion kicked off with lighter reflections on Charles’ recent trip to Tokyo—a city that left a lasting impression on him. “The food was incredible,” Charles shared with a smile. “There’s a kind of artistry to everything—how meals are prepared, how people interact. I came back with such a deep appreciation for the culture. I’m already planning to go back next year.”

Travel, for Charles, is more than a hobby—it’s a way to reflect, recharge, and connect with the world beyond education.

From Principal to Assistant Superintendent

But the heart of our conversation delved into Charles’ professional and personal evolution. From being a school principal in Los Angeles to his current role as an assistant superintendent in Phoenix, Charles has walked a path shaped by resilience, intentionality, and integrity.

“Moving to Phoenix was a big shift,” he said. “But I’ve found joy in building people up—teachers, staff, students. Leadership isn’t about hierarchy for me; it’s about empowering others.”

His role may have changed, but his mission remains rooted in equity and empathy.

Coming Out in Education: A Personal Reckoning

As a gay man in education, Charles’ journey hasn’t always been easy. Early in his career, he felt an immense pressure to remain closeted.

“I remember thinking, ‘If they find out, will I lose everything I’ve worked for?’” Charles recalled. “There was this unspoken rule—you could be gay, but you couldn’t be too visible.”

He described how his identity often felt like something he had to manage instead of embrace. That all started to shift during his time at the University of Virginia.

“It was the first time I felt like I could just be me—fully me,” he said. “That environment gave me the courage to stop separating my personal identity from my professional role.”

The Power of Representation and Mentorship

Charles spoke candidly about the lack of LGBTQ+ role models in education during his formative years.

“I never saw a gay principal, or a queer superintendent. Not once. And I realize now how much that absence affected me.”

But one mentor changed that trajectory. “She identified as a lesbian and was the first person who saw all of me—not just the professional me. I didn’t have to code-switch. I didn’t have to explain.” Their mentorship helped Charles feel seen, supported, and encouraged to imagine new possibilities for his leadership. He now hopes to pay that gift forward.

“I want to be that person for someone else. I want to show younger LGBTQ+ educators that you can lead, and you do belong.”

Leadership Rooted in Identity

Throughout our conversation, one theme kept rising to the surface: Charles’ leadership style is deeply informed by his lived experience as a gay man.

“Being gay has made me more sensitive to people who feel like outsiders,” he said. “It’s made me more intentional about creating environments where people can bring their full selves.”

He shared a powerful story about a nonbinary teacher who put up pride flags in their classroom shortly after a national election. The flags sparked discomfort and miscommunication within the school community. Charles stepped in—not just to manage the situation, but to lead with compassion.

“I saw someone trying to be visible, trying to be seen. And I knew what that felt like. So I mediated the situation, but I also created space for dialogue, not discipline. That’s what leadership should look like.”

Celebrating All Identities

Charles is a strong advocate for sustained, inclusive dialogue around diverse identities in schools—not just performative nods during awareness months.

“We celebrate Asian Pacific Islander Heritage Month and Human Rights Month, but we can’t ignore LGBTQ+ voices,” he emphasized. “It’s not about being politically correct—it’s about being human.”

He also challenged the normalization of Christian-centric celebrations in public schools. “I once suggested we move away from Christmas decorations in our district’s schools. Some people weren’t happy, but I reminded them—we serve all families. Inclusion means everyone feels seen.”

Feedback, Reflection, and Growth

One story that struck me was when Charles described a parent expressing concern about music played in a kindergarten classroom. The parent believed the content was inappropriate for five-year-olds.

“I agreed,” Charles said honestly. “And I used that moment to talk with the teacher about feedback and reflection. We all make missteps, but we grow through dialogue.”

His humility in leadership was palpable. I reflected to him that perhaps his experiences as a gay man had given him a heightened sense of empathy and an ability to lead with both strength and softness. He paused and nodded.

“I think being vulnerable has made me a better leader. I know what it means to carry something quietly. So I lead with that in mind.”

Advice for LGBTQ+ Educators: “Find Your People”

When I asked Charles what advice he’d give to LGBTQ+ educators—especially those working in small towns or conservative districts—his message was both hopeful and practical.

“Find your people. They’re out there,” he urged. “There are Facebook groups, LinkedIn communities, even Instagram accounts for queer educators, principals, and superintendents.”

He added, “Don’t wait for support to come to you—go find it. And keep knocking on doors until someone opens one.” Charles emphasized the importance of coaching and mentorship for queer educators: “If you can find someone who shares your identity and your experience, that kind of connection is gold.”

On Running, Reflection, and Balance

Outside of work, Charles finds peace in running. He’s completed 29 marathons and is preparing for his 30th.

“Running gives me space to think, to breathe, to let go. It’s a form of meditation for me.”

It’s also a metaphor for his journey—one of endurance, self-discipline, and discovery.

A Conversation of Vulnerability and Strength

Our conversation ended on a note of reflection and gratitude. Charles opened up about the tension between his public role and his private self.

“I don’t usually share this much of my story,” he admitted. “But this space felt safe. And I think more of us need to share—because there’s power in being seen.”

I couldn’t agree more. Conversations like this remind us that leadership is not just about policies or metrics—it’s about people, stories, and the courage to live and lead authentically.

To every educator, leader, or listener out there navigating the intersection of identity and purpose: you are not alone. Your story matters. And your voice has power.

Way you be well,

David

Host, Project I Am

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