By Lisa Cannon

When Kim Hughes assumed leadership at Lincoln Elementary last year, her three decades as a Special Educator—nine of which were in Special Education administration—had profoundly shaped her approach to her role as Principal. She articulates how this background informed her leadership style, emphasizing the belief that all students, whether in Special or General Education, have individual needs that must be met within a unified school community. This appreciation for diverse strengths and needs extends to her interactions with her administrative team and teachers. For instance, she and Assistant Principal Lindsay Ferrari, who comes from a General Education background, leverage their distinct expertise to enrich the school's educational environment.

Hughes's combination of demeanor, intelligence, and articulate self-expression could easily see her at the helm of a major corporation. Yet, she channels these attributes into making Lincoln Elementary a model of efficiency, driven by a clear educational mission and abundant heart. Like her partnership with Ferrari, Hughes values and utilizes the diverse expertise of the school’s entire staff, numbering 70. A favorite maxim of hers, “All of us are smarter than one of us,” encapsulates her collaborative ethos.

Hughes's roots are in Cornell, a "little bitty town," contrasting sharply with the "big city" feel of Ottawa, where her parents worked. Childhood memories include Christmas shopping trips to Value City and Walmart, but her life remains deeply connected to her family farm, where she grew up and still resides.

Transitioning from teaching to administration was not a predetermined path for Hughes. Leadership opportunities and skill development presented themselves over time, naturally guiding her toward administrative roles. She pursued further education to stave off boredom, a sentiment never felt during her tenure as a Special Education teacher due to the daily challenges and novelties. This sense of continuous discovery has pleasantly persisted in her administrative career. Despite meticulously planning her days, weeks, or months, Hughes finds that urgent, time-sensitive tasks often necessitate reprioritization, always with the primary aim of addressing student needs, followed by those of teachers and staff. Embracing these challenges, she finds satisfaction in the complex, dynamic nature of her role.

Hughes's journey into administration has also expanded her perspective, revealing the intricate workings of a school beyond the classroom. "Your whole world is your classroom," she reflects on her teaching days, a time when her influence felt both profound and limited. Stepping into an administrative position unveiled the broader scope of school operations, a revelation that both enlightened and challenged her preconceptions.

A topic dear to this magazine is the distinct qualities of students from what is ostensibly a rural backdrop. Hughes offers insightful observations, highlighting the resilience and work ethic of students from farming backgrounds or those "rural-adjacent." These students, she notes, embody the virtues of hard work, resourcefulness, and self-reliance, skills honed through daily responsibilities like those of her 17-year-old daughter, who rises early to tend to her animals before school. Hughes concludes, "You work hard, and yet you know that you always have to show up, and your word means something, and you're going to do what you say and say what you do. And those are important traits to have, and they carry over into all parts of life."

Through her narrative, Hughes underscores the invaluable lessons and strengths inherent in her rural life, lessons that she believes enrich the educational experience and broader life skills of students at Lincoln Elementary. Her story is a testament to the power of leadership that values every individual's contribution, fostering a community where everyone, regardless of background, is integral to the collective wisdom and success of the whole.