Amande Sodl helps students feel they are seen, heard, and ready to learn
The Northeastern High School administrator always wanted to be an educator. Leadership York’s program helped her take the next step as a leader of students and teachers.
Amande Sodl has seen what happens when students do not feel recognized, heard, or represented in school. They might exhibit negative behaviors that they believe others, including their teachers, expect from them. Over time, that cycle can affect attendance, classroom relationships, discipline, and students’ beliefs in what they can achieve.
“Trying to break that cycle as an educator is incredibly important, but it’s a huge challenge,” she says.
Amande found the tools she needed at Leadership York. When she participated in Leadership York’s programming, she had the opportunity to hear directly from students who were part of the training sessions. This allowed educators to listen, ask questions, and better understand a variety of student experiences.
A chance to grow
As a child, Amande felt safe and supported at school, with teachers who believed in her. She grew up in a family that valued giving back, so becoming a teacher felt like a natural way to reciprocate the care she had received.
Today, Amande serves as assistant principal at Northeastern High School. Before stepping into administration, she taught social studies at the school for 13 years.
When she participated in Leadership York’s programming, she was teaching and advising a student club. The program gave her the tools to be a better leader of students and her fellow teachers. It also inspired her to move into the role of an administrator.
‘Not a one-dimensional object’
The Leadership York approach to educator training changed how Amande engages in conversations as an administrator. When students are sent to her office for disciplinary issues, she tries to understand who they are before focusing on what happened.
“I want to learn more about their story because a kid is not a one-dimensional object,” she says.
Amande sees Leadership York’s program as an ongoing influence in her interactions with staff and students. She says it can continue to shape how educators listen, lead, and create school environments where students can participate fully.
She also has seen its broader impact across her district, as teachers, administrators, and school board members have participated in Leadership York’s programs. She believes that shared learning has shaped the district’s culture in ways that have a direct and positive impact on students.
For school boards and administrators weighing the cost of Leadership York’s training, Amande maintains that it is one of the most worthwhile professional development opportunities an educator can experience.
“It was uncomfortable at times because it challenged my own ways,” she says. “I’m a better administrator now because of the experience I had.”
