Nathaniel Gibbs

K–12 education leader | Principal coach | Champion for Black male educators

Nate Gibbs is reimagining educational leadership by centering human development, cultural responsiveness and systemic equity in Minnesota’s schools. A third-generation public servant, Nate brings deep leadership experience across K–12 systems—urban, suburban and racially diverse—where he has strengthened leadership pipelines, cultivated inclusive school cultures and expanded the potential of students and staff. He has guided strategic change efforts across multiple principal and district leadership roles, while developing and mentoring future school leaders from underrepresented backgrounds.

Nate believes that investing in principals are one of the most powerful levers for transforming student success. His own leadership is defined by a deep investment in people—developing trust-based teams, encouraging others to lead with purpose and building systems where all educators can thrive.

As a Bush Fellow, Nate will pursue graduate study and deeper learning to design sustainable, evidence-informed systems that better recruit, develop and retain school leaders from backgrounds historically underrepresented in education leadership. 

How have you used your influence to create change?

I’ve led large-scale efforts focused on equity initiatives, restorative practices and trauma-responsive care in some of Minnesota’s most visible school districts. In several roles, I was the first person of color in senior leadership—and I worked to ensure I wouldn’t be the last. I mentored future leaders, advocated for “Grow Your Own” teacher residency models and supported more than a dozen emerging leaders into new roles. In my leadership, I have consistently focused on building human-centered systems grounded in trust, inclusion and shared leadership.

What change are you trying to create?

I aim to help transform school systems into places where all students are seen, supported and engaged. I also want to ensure that educators and school leaders are equipped to sustain that vision. Too often, systems fail to support and retain equity-minded leaders, particularly those from underrepresented backgrounds. Black men make up just 0.5% of Minnesota’s teaching force—a percentage that is even smaller in school administration. Ultimately, this lack of representation has profound implications on student achievement. I want to build leadership pathways that attract diverse educators, sustain their growth, amplify their impact and position them to drive meaningful, lasting change.