For Edmonton vice-principal Amber Nicholson, leadership begins with a simple but powerful belief: every person deserves to feel seen, heard and valued. This belief and her strong relational approach to leadership led her to receive recognition from the Canadian Association of Principals (CAP) this May as Canada’s vice-principal of the year.
In early May, Nicholson received the CAP award, which honours an educator whose leadership has strengthened school communities, elevated teacher voice and created spaces where students feel they truly belong.
Known for her calm presence during complex moments and unwavering commitment to public education, Nicholson says her leadership approach can be traced back to her own experiences as a student.
Nicholson recalls in particular seeing how her Grade 6 teacher made students who “fell to the background” feel like they belong.
“He gave voice and strength to those who were teased,” she said. Adding that she had felt valued in that classroom, Nicholson remembers thinking to herself, “This is what I want to do for others.”
Another important influence came later in her career when she was working at St. Elizabeth School with principal Dianne Brophy, who pushed Nicholson into becoming an assistant principal.
“She would be outside having races with students at recess,” Nicholson recalled. “She was always present, believed in students and was an incredible leader.”
Nicholson has been an assistant principal for six years at three different schools with Edmonton Catholic schools. Colleagues describe her as a relational leader with an incredible ability to build trust across diverse and at times divided teams. Even in high pressure situations, Nicholson focuses on what can be controlled to create a positive and productive space.
“There are only so many things you can control, but I can focus on the pieces I can control,” she explained. “I can control how I act, how I encourage others and what steps I take.”
In her role, Nicholson also creates inclusive spaces where students and families feel connected and valued. One of Nicholson’s most meaningful contributions has been supporting a Gathering Circle for Indigenous students and their allies. She says that she wanted these students, often some of the most vulnerable in her school community, to feel a sense of belonging.
The impact has been significant.
“Our students have gone from feeling unseen to boasting about their background and culture,” she said. “It is amazing to see them wearing their regalia and being proud of who they are.”
Nicholson says the work reflects her broader belief that every student has gifts and strengths that deserve recognition and opportunity. The Gathering Circle has also strengthened relationships with families.
“We have invited parents to the circles, and it was nice to see parents join,” she said. “We have seen negative behaviours reduced because the family also belongs.”
Showing strong leadership through building connections with students and families, supporting teachers with transparency and advocating for public education, Nicholson consistently focuses on ensuring people feel heard and respected.
“When people feel seen and heard, great things happen,” she said.
For Nicholson, the national recognition reflects the collective efforts of educators, students and families working together to create stronger school communities grounded in compassion, dignity, belonging and justice.
