Uncategorized

Creating Connections in Flight: A Lesson in Empathy from Delta Airlines

smgaillard Uncategorized , , , , , , , , , , , , , , ,

As many of my close friends and family know, I am a nervous flyer. Over the years, I have had to face this fear head-on, seeking the support of a therapist and using strategies, including medication, to overcome the challenges of flying. While it hasn’t been easy, I’m proud of my ongoing efforts to confront this fear.

Flying isn’t something I do often—time and expense tend to be barriers—but recently, I had the opportunity to attend the National Education Leaders Workshop in Atlanta. It was an incredible event, full of ideas on reimagining teaching and learning in the schoolhouse. To experience it, though, I had to book a flight.

Before the trip, I reviewed my strategies with my therapist and felt optimistic. For the first time in a long while, I didn’t feel that familiar pit of anxiety in my stomach as I prepared for the flight. Instead, I felt calm anticipation.

As I sat at the gate with my colleagues, I began to notice small, powerful moments unfolding around me. At one point, a pilot walked out—likely heading for a quick coffee—and spotted two young boys playing with a toy plane. He knelt down to greet them warmly, telling them how excited he was to have them on his flight. Then, he invited them and their parents to visit the cockpit before takeoff. Later, as I boarded, the gate agent greeted each passenger—including me—by name. Touched by her effort, I made sure to thank her personally, using her name from her nametag.

These intentional acts of connection helped dissolve any lingering nervousness I had about the flight. They also served as a powerful reminder of the importance of small, meaningful gestures in leadership. Witnessing those moments inspired me to think about how such intentional actions could foster trust and belonging in the schoolhouse, reaffirming my commitment to creating a culture of connection in our community. The flight itself was smooth, and I even shared a lighthearted exchange with the pilot, who joked about our shared baldness. These small yet meaningful moments reminded me of a recent book I read, Unreasonable Hospitality by Will Guidara. It’s a must-read for leaders who want to create cultures of connection and build meaningful moments within their organizations. Check out the book here.

Delta Airlines demonstrated a commitment to humanity and empathy during that flight, and it left a profound impact on me. Their intentional gestures—from personalized greetings to creating special moments for passengers—highlight the power of thoughtful actions. As a school leader, this translates to practices like ensuring every student and teacher feels personally welcomed, celebrating achievements in visible ways, and creating opportunities for connection that make each person feel valued and supported. Their thoughtful gestures weren’t just routine—they were intentional, and they made me feel seen and valued. As a school leader, this experience reinforced my belief in the power of small yet meaningful actions to create a culture of connection in the schoolhouse.

Four Action Steps for Building Connections in Your Schoolhouse

  1. Greet Students and Teachers at the Door Be present and intentional at the start of the day. A warm greeting at the door sets a positive tone and ensures that everyone—students and teachers alike—feels seen and valued.
  2. Write Handwritten Notes Take time to write notes to teachers, celebrating the amazing things you see happening in classrooms. A personal, sincere message can uplift and inspire.
  3. Make Positive Phone Calls Home Share good news with families about their children. A positive phone call can build trust and strengthen relationships with parents and guardians.
  4. Surprise Your Team with Small Acts of Kindness Bring a favorite coffee order, leave a sticky note of encouragement on a desk, or organize a quick celebration to recognize milestones. These unexpected gestures build morale and community.

Building Psychological Safety

The Delta crew had no idea I struggled with flight anxiety, but their thoughtful actions created an environment where I felt safe and at ease. Similarly, in our schools, we may not always know the struggles our students, teachers, families, and staff carry with them each day. It is our responsibility to create an atmosphere of psychological safety—a place where everyone feels supported and valued.

Each act of connection, no matter how small, sends a powerful message: “You matter. We’re glad you’re here.” When we lead with hope and belief, we create ripples of positivity that can transform our schoolhouse communities. Let’s commit to making these moments a daily practice, knowing that our words and actions have the power to uplift, inspire, and connect.

Beat Support Revisited: Leadership in Rhythm

smgaillard Uncategorized , , , , , , , , , , , , , , , , , , ,

Leadership can feel like navigating the swirling chaos of a live performance—where the screams of the crowd threaten to drown out your rhythm. As school leaders, it’s easy to get lost in the noise, but it’s in these moments that we must tune into those around us. The people we lead and serve are our rhythm section, and finding the right “beat support” can make all the difference.

I’ve been reflecting on this idea recently, inspired by a moment I once shared on my podcast, #PrincipalLinerNotes. Years ago, during one of my “Impromptu Carpool Episodes,” I recorded an off-the-cuff reflection about a clip of The Beatles performing “I Feel Fine” live. Amidst the chaos of Beatlemania—where stage monitors were nonexistent and screaming fans drowned out everything—Paul McCartney stepped in with a move of pure leadership. During Ringo Starr’s incredible drum break, Paul gave a quick cue, counting Ringo back in and ensuring he nailed his return to the beat.

That moment wasn’t just about music; it was a masterclass in leadership. It demonstrated the importance of being attuned to your team, providing support when they need it, and ensuring that everyone finds their rhythm.

The Rhythm of Belonging

I explored this connection between The Beatles, leadership, and education in my book, The Pepper Effect. In it, I share lessons from the Fab Four that remind us of the power of collaboration, creativity, and connection. (You can check out the book here! The Pepper Effect on Amazon).

One of the most important lessons from both The Beatles and leadership is the role of belonging. As leaders, we need to provide the cues and support that allow our team to thrive. Whether it’s a trusted teacher who serves as your barometer or the intentional moments where you help others find their groove, belonging starts with building connections.

Four Ways Leaders Can Build Beat Support

Here are four actionable ways leaders can create their own “beat support” and foster belonging:

1. Find Your Barometer

Identify someone you trust—someone who will be honest with you—and use them as a gauge to understand how your decisions and words land with your team.

2. Be a Barometer for Others

Provide clear and supportive cues for your team. Let them know where they stand and help them feel confident in their role.

3. Celebrate Strengths

Like Paul recognizing Ringo’s brilliance, tune into the unique gifts of your team members and amplify their contributions.

4. Create Collaborative Spaces

Build opportunities for your team to share ideas, support each other, and work toward common goals. Belonging grows in the spaces where collaboration thrives.

What’s Next: Why The Beatles Matter

This reflection on leadership, belonging, and The Beatles has inspired me to launch a new podcast called “Why The Beatles Matter,”starting December 12. This podcast will explore the lasting impact of The Beatles and their legacy through conversations with people whose lives have been shaped by their music and message.

I’m looking for future guests to share their stories of how The Beatles inspired them. If you’d like to join me on this journey, email me at sgaillard84@gmail.com. Spaces are filling up fast.

Building the Band: Cultivating Collaboration in the Schoolhouse

smgaillard Uncategorized , , , , , , , , , , , , ,

The principalship is a calling steeped in paradox. It is a role of service, yet it can often feel isolating. As leaders, we navigate the balance of vision and strategy while seeking connection and collaboration. We crave the kind of creative partnership that defined the great songwriting duos—like Lennon and McCartney, Ann and Nancy Wilson, or Stevie Nicks and Christine McVie. These partnerships thrived on synergy, mutual respect, and a shared goal of creating something timeless.

For me, The Beatles’ creative dynamic has always been a source of inspiration. I’ve long yearned to be the Lennon to someone’s McCartney or the McCartney to someone’s Lennon, building something extraordinary with a thought partner. That kind of collaboration can feel like a salve for the loneliness that sometimes accompanies leadership. But as I reflected the other day, I realized I might not be destined to be part of the duo. My role is to ensure the conditions are right for these partnerships to thrive.

This epiphany came as I watched two teachers collaborate on a shared vision for our school’s culture. They were bouncing ideas off one another, refining strategies, and creating something beautiful in the process. In that moment, I realized: they were Lennon and McCartney. My role wasn’t to join their duo but to ensure they had the space, encouragement, and support to succeed.

George Martin, reflecting on his work with Lennon and McCartney, once said: “My job was to make it easier for them to express themselves and to capture that in the best way possible.” That wisdom resonates deeply with me as a principal. Leaders must recognize that collaboration is not about claiming the spotlight but about amplifying the voices of others. It’s about creating the conditions where creativity and synergy can flourish.

Every school faculty has the potential to be a great collaborative band like The Beatles. The role of the leader is to help that band find its rhythm and create its best work. This realization brought both clarity and peace. I may not be in the band, but I can help the band I serve become something extraordinary—a group defined by its collaboration, creativity, and profound impact.

Leaders must tune into these moments and reflect on the ways we cultivate collaboration in our schools. It’s not always about being part of the duo or the band. Sometimes, the most meaningful contribution is ensuring the band can play its best.

Four Ways Leaders Can Foster a Culture of Collaboration

1. Create a Shared Vision

Collaboration thrives when everyone rallies around a common goal. Build a vision that is clear, compelling, and rooted in the needs of your school community. Like Will Guidara’s team in Unreasonable Hospitality, bring people together to align their work with a shared purpose.

2. Honor and Empower Partnerships

Seek out and celebrate the Lennon-and-McCartney-like duos in your building. Create opportunities for those partnerships to deepen, whether through shared leadership roles, co-teaching models, or collaborative projects.

3. Provide Tools and Time

Collaboration doesn’t happen by chance; it requires intentional structures. Build time into schedules for teams to meet, reflect, and create together. Provide resources—whether it’s professional learning, materials, or guidance—that remove barriers to teamwork.

4. Reflect, Celebrate, and Elevate

Regularly highlight collaborative wins, both big and small. Reflection helps us learn and grow, while celebration fuels the energy to keep creating. Whether through shout-outs in staff meetings or sharing stories in a blog post, elevate those moments where synergy shines.

The bands we serve have the potential to be like The Beatles, and with thoughtful leadership, it can become a force for something extraordinary. And at the heart of it all is the belief that collaboration is the foundation of every masterpiece.

Let’s help our schools find their rhythm, their harmony, and their shared purpose. Together, we can lead the band and inspire greatness for the kids we serve.

Celebrating Small Wins and Building Delight in the Schoolhouse

smgaillard Uncategorized , , , , , , , , , , , , , , , , ,

As a principal, I often find myself dreaming big. I thrive on the grand visions, the Moonshot thinking, and the aspirational moves that inspire transformation. I envision a schoolhouse where many hands work together, creating a masterpiece of learning. But here’s the thing: while I may live in that realm of possibility, I know not everyone shares the same bandwidth or sense of urgency. We all move at different speeds, and it’s our responsibility as leaders to gauge where our teams are. To lead effectively, we must be visible, be present, and most importantly, listen. It’s through this intentional awareness that trust is cultivated.

In the past year, I’ve found a renewed appreciation for the power of small wins, a lesson beautifully captured in two books that have become cornerstones of my leadership practice: Legacy of Learning by Meghan Lawson and The Leader Inside by Lauren Kaufman. Both authors remind us of the importance of celebrating small moves as stepping stones to greater heights. They offer a powerful perspective on how small, intentional acts can build momentum, nurture growth, and foster a culture of progress.

Embracing the Power of Small Wins

In today’s educational landscape, many of us are feeling the weight of the pandemic’s aftermath and the uncertainties of new challenges. I see it daily in our school—a fatigue that cannot be lifted by a Jeans Day or a Donut Party. We need more than quick fixes or temporary boosts. As leaders, we must make deeper, more intentional moves that celebrate small wins and bring joy back into our school communities.

One way I’ve embraced this approach is through curating Images of Possibility. I’ve been using Wakelet to capture and share snapshots of the good happening in our schoolhouse—students smiling, engaging in hands-on learning, or experiencing new adventures like a virtual field trip to Alaska via Nearpod. I sent this Wakelet collection to our staff with a simple note, inviting them to pause and savor these moments. It was a small gesture, but it created a powerful ripple of positivity.

During a recent focus group with our teacher assistants, I shared the Wakelet collection and asked them to reflect on the small wins they’ve witnessed. One TA’s words resonated deeply: “A small win is just that—a win. And a win is a win.” Her comment sparked a wave of sharing, as others opened up about personal victories and classroom successes. It was a moment filled with belonging, connection, and most importantly, hope.

Building Delight Through Intentional Leadership

Reading Unreasonable Hospitality by Will Guidara has also shaped my perspective on leadership lately. Guidara talks about building delight, not through grand gestures, but through thoughtful, intentional moves that show we care. This idea has inspired me to rethink how I approach small wins, not as fleeting moments, but as opportunities to build delight and create lasting impact.

We, as leaders, are called to cultivate hope. We must lift each other up, recognizing that our presence and our voice are catalysts for the hope our students need. It’s about finding the small wins, tuning into them with intention, and amplifying them with purpose.

Four Action Steps for Building Delight and Celebrating Small Wins

  1. Curate Moments of Joy: Start a collection on Wakelet to capture images and posts that highlight the everyday successes in your school. Share these with your staff regularly, creating a visual reminder of the good happening in your schoolhouse. It’s a simple yet powerful way to inspire and uplift.
  2. Begin Meetings with Small Wins: Kick off your meetings by inviting staff to share a recent small win. This practice sets a positive tone, fosters a sense of accomplishment, and encourages a mindset of celebration. It’s a small step that can create a big impact.
  3. Build a Culture of Sharing: Encourage your staff and PLN to use the hashtag #SmallWinsEDU across social media platforms. By sharing small wins, we create a dialogue of support and inspiration. Let’s celebrate each other’s victories and build a network of hope together.
  4. Celebrate Progress, Not Just Perfection: Make it a point to notice and celebrate progress, even if it’s incremental. Acknowledge the effort and the journey, not just the final outcome. When we focus on progress, we create a culture where every step forward is valued and celebrated.

A Call to Action

As school leaders, we have the power to shape the narrative. Let’s tune into the small wins, build delight, and create a culture of hope. Let’s support each other in this journey, lifting each other up through the small yet powerful moves we make every day. Together, we can make a difference, one small win at a time.

So, let’s start today. Share your small wins using the hashtag #SmallWinsEDU and let’s create a collective space of inspiration and support. After all, a small win is still a win, and every win deserves to be celebrated.

Keep dreaming big and finding joy in the small moments. We’ve got this—together.

The Art of Going Solo: Why Leaders Need Time Alone

smgaillard Uncategorized , , , , , , , , , , ,

As I stood in line at Barnes & Noble with a couple of new books under my arm, I was feeling deflated. A recent collaborative project I had spearheaded hadn’t gone as planned. My vision for what it could become was met with challenges and miscommunications—mistakes I take full responsibility for. I found myself yearning for the comfort of a bookstore, a sanctuary where I could immerse in words and ideas, hoping to reset my mindset.

While browsing, the headline of a recent Harvard Business Review article caught my eye: “We’re Still Lonely at Work.” It stopped me in my tracks. Loneliness is an epidemic many of us grapple with, whether we’re school leaders, teachers, or district administrators. The piece reminded me of the isolation that can creep in, even when surrounded by people. As leaders, we often navigate a delicate balance between fostering connection and feeling adrift in our own roles.

The Myth of Constant Collaboration

In our line of work, there is a pervasive myth: that the most effective leaders are always collaborating. We’re encouraged to find our “bandmates,” to build a culture of teamwork and shared vision. And while this is crucial, it’s equally important to recognize when it’s time to take a step back and find our creative solitude.

I’ve had the privilege of being part of incredible collaborations, whether it’s through projects like my podcasts, #PrincipalLinerNotes and #HopeAmplified, or through dynamic partnerships in our school’s Professional Learning Network (PLN). Yet, I’ve also experienced the sting of collaborations gone awry—those moments when trust is broken or communication falters. I’ve had ideas co-opted, projects I thought I’d be part of move forward without me, and connections that simply fizzled out. There was the time I thought I was co-writing a book with someone, only to find out they decided to go ahead without me. Or the time I drafted a conference proposal for a co-presentation with a colleague, only to learn they chose not to include me and took the idea to someone else. These setbacks can feel personal, prompting deep reflection on my own role and contributions.

When those moments happen, I retreat into my own creative space. I turn to music and the stories of artists who dared to go solo, forging their own paths when the band wasn’t quite the right fit anymore.

Solo Albums as Metaphors for Leadership

Paul McCartney’s McCartney, Bruce Springsteen’s Nebraska, and Nick Drake’s Pink Moon all come to mind. Each album is a testament to the power of going it alone. McCartney, grappling with the breakup of The Beatles, recorded his first solo album at home. It’s raw, intimate, and features a vulnerability that inspires me. Bruce Springsteen’s Nebraska began as a set of demos intended for the E-Street Band. But when the full band recordings didn’t capture the raw emotion of the demos, Springsteen made a bold decision: he released the demos as the album. It’s a haunting, spare record that wouldn’t be the same with a full band.

Joni Mitchell’s Clouds is another beautiful example of solo expression. On this album, Mitchell showcases her introspective songwriting with just her voice and guitar for much of the record. It’s a deeply personal work that highlights the power of stripping back the layers and letting the essence of the music shine through.

Keith Jarrett’s The Köln Concert is a masterclass in solo creativity. This entirely improvised piano performance captures the raw beauty of an artist fully immersed in their own expression. It’s a reminder of the magic that can happen when we trust ourselves enough to follow our instincts, even without a plan.

These albums remind me that sometimes, we need to embrace our own creative solitude. It’s okay to be a solo act. In fact, it can be essential for recharging our spirits and clarifying our vision as leaders.

Gratitude for Collaborative Partners

As much as I value these solo pursuits, I am equally grateful for the collaborative partners who have taken a chance on me and embraced the spirit of shared creation. I owe a deep sense of gratitude to the few incredible educators who have been true bandmates on this journey. They’ve shown me the power of trust, shared vision, and authentic connection. Their willingness to join forces has renewed my belief in the possibilities of collaboration and reminded me of the joy that comes from making music together.

Four Ways Leaders Can Embrace Solo Creativity

Here are four actionable steps for leaders to carve out solo time and tap into their own creative wellspring:

  1. Write It Out: Start a blog, write a journal entry, or even pen a letter to your future self. Writing is a powerful tool for reflection and can help you process your thoughts and emotions. It’s your own form of “audio journaling,” much like Springsteen’s Nebraska.
  2. Record a Podcast Episode: If you’re feeling inspired, create a solo podcast episode. It doesn’t have to be perfect—just hit record and share your thoughts. This process can be cathartic and help you find your voice, much like McCartney did on his solo debut.
  3. Go for a Solo Walk or Run: Physical exercise can clear your mind and offer a fresh perspective. Leave the headphones at home and listen to the rhythm of your own thoughts. It’s a form of active meditation that can spark new ideas. Outdoor space is good for inspiration and introspection. You can even take Joni Mitchell’s album, “Clouds” with you on a solitary walk.
  4. Create an Art Piece: Whether it’s painting, drawing, or playing an instrument, creating something with your hands can be a wonderful way to express yourself. Like Keith Jarrett’s improvisations, let it be unstructured and free-form. See what emerges when you follow your instincts.

Conclusion: Finding Hope in Solitude and Connection

Leadership is about fostering a sense of belonging and connection for the people we serve, but it starts with us. It starts with acknowledging the times when we need to go solo, to reflect and create on our own terms. By stepping away from the noise of constant collaboration, we strengthen our ability to be present and authentic in our partnerships. We need both the band and the solo album to thrive.

As you reflect on your leadership journey, I encourage you to find your own version of “Walden Pond.” (Thoreau’s Cabin is pictured in the blog graphic for a reason.) Seek out those moments of quiet solitude to recharge your creative energy. It’s in these moments that we build the core of who we are as leaders. By doing so, we can return to our collaborations with renewed clarity, a sense of purpose, and the resolve to foster true connection and belonging.

Let’s embrace our solo efforts, find hope in our quiet moments, and continue building a sense of community for the bandmates who share this leadership journey with us. The interlude into solo pursuits can serve as the antidote for combatting work loneliness and inviting others into the band.

Finding Our Bandmates: Leading with Belonging and Hope in Mind

smgaillard Uncategorized , , , , , , , , , , , , ,

There’s a powerful moment in the Ron Howard documentary, The Beatles: Eight Days a Week – The Touring Years, where Paul McCartney reflects on when Ringo Starr first joined the band. McCartney becomes visibly emotional as he recalls the moment The Beatles finally found their unique sound with Ringo’s drumming—the missing piece they’d been searching for. It’s a reminder of the magic that happens when people unite around a shared vision, truly seeing one another in that experience. That’s the heartbeat of any great band, and it’s the pulse that drives a meaningful school culture: connection.

Not every team operates like The Beatles, and not every organization feels that synergy. Even The Beatles had their ups and downs, but despite personal struggles, they continued to rally together. And in our schools, we, too, are called to cultivate that kind of connection, especially in times when loneliness and isolation can seem overwhelming.

A recent article in the Harvard Business Review highlights that one in five employees feel lonely at work. This statistic resonated with me as a principal because leadership can be an isolating role. Principals, often the only ones in their specific position, can feel a sharp sense of loneliness, especially when new to a school. Walking into a new environment, we’ve often left behind a place of familiarity and success and stepped into an unknown, where we may even be perceived as a threat. Building trust in these moments is essential but cannot be accomplished through quick fixes or shallow gestures.

It is also important to remember that the people we serve may be battling some form of loneliness as well. Human-centered work is a labor of love. For some educators in the schoolhouse, the work can be isolating. Individuals in the building may feel bereft of connection for a myriad of reasons. As leaders, we must be steadfast, sincere, and intentional in the steps we take to include those who are not experiencing connection or belonging.

As a principal who has navigated the challenges of turnarounds, I know that intentionality is key. Building trust takes time, and trust is essential for establishing the genuine connections that will combat isolation and loneliness for everyone in the school. As leaders, we must commit to meaningful interactions that empower others and foster a sense of belonging.

Getting into classrooms is one of the most valuable moves we can make as principals. Walkthroughs and observations are essential, but there are ways to build trust and connection beyond mere evaluation. Try hosting a “Read Aloud” or engaging in a “Question Aloud” or “Think Aloud” session. Sharing the written word—whether it’s a passage from an inspiring book or a content-related question—allows us to connect with students and teachers alike. A Read Aloud isn’t just for elementary levels; sharing language and stories can resonate at any grade level, and it’s a moment to be seen as a partner in the learning process rather than an evaluator.

In seeking these connection points, we’re also building pathways for collaboration. One approach I’ve found impactful is a practice I started a couple of years called #InstantPD. After observing a teacher excel in a particular area, I invite them to share a brief, 15-minute PD session for their colleagues. This optional, quick-format session provides a space for teachers to share their insights and build professional connections. As a leader, witnessing this shared growth not only strengthens my sense of belonging but also empowers our educators to connect with each other. This in turn creates authentic belonging and connection for them.

Our role as leaders is not only to combat our own loneliness but also to actively work against it within our schools. Some may be reluctant to join the “band” initially, but with intention and consistency, we can foster a culture where everyone feels they belong.

Conclusion

Hope is the ignition for belonging, and as school leaders, we must foster that hope in ourselves and those we serve. Just as Ringo’s drumming completed The Beatles’ sound, our consistent efforts to connect and include each person in our schools create harmony and a shared purpose. Building a culture of connection requires us to lean into that hope, step into vulnerability, and lead with compassion. Together, we can create school communities that resonate with trust, connection, and shared vision.

Action Steps for Combating Loneliness and Building Connection:

  1. Get Visible in Classrooms
    Make time for a Read Aloud, a Question Aloud, or a Think Aloud. These are powerful ways to build a sense of belonging by connecting with students and teachers on a personal level. Show up, engage, and share in the learning journey with your school community.
  2. Empower Teacher Leadership through #InstantPD
    Encourage teachers to share their strengths in optional 15-minute PD sessions. Not only does this build their confidence, but it also fosters a collaborative culture where colleagues can learn from each other in an informal, supportive environment.
  3. Build and Nurture Your Professional Learning Network (PLN)
    Connect with other leaders, both within your district and beyond, through online communities or local gatherings. A strong PLN can serve as a vital support system, helping you navigate challenges and celebrate successes together.
  4. Create Moments for Personal Connection
    Simple gestures like checking in with staff, sending a quick thank-you note, or organizing informal meetups can go a long way. Recognize and celebrate the unique gifts each person brings, reminding them that they are an essential part of the team.

By taking these steps, we can build a culture where loneliness is replaced with a sense of shared purpose, and every member of the school community feels seen, valued, and connected.

So Long to The Principal Liner Notes Podcast

smgaillard Uncategorized , , , , , , , , , , , , , , , ,

Leadership can feel isolating, a reality that can weigh heavily. I’ve often thought of the solitude woven into the journey, wondering how we might transcend it. Over my 17 years as a principal, I’ve felt the weight of those lonely moments—losing connections, facing personal and professional scrutiny, and confronting doubts. Those moments brought a quiet determination to build something that could foster the connection we so often miss in leadership. Thus, The Principal Liner Notes Podcast was born.

When I began the podcast, I recorded episodes solo on my phone, using the Anchor app, talking into the mic about the universal threads between music and leadership. I imagined each episode as a conversation with a fellow leader who needed to hear, “You’re not alone, and your work matters.” Each riff, every anecdote about The Beatles or Miles Davis, was my way of saying, This is for you. Over time, the podcast evolved into a space to build true connections. I began inviting guests I admired, creating what I called “Connected Conversations”—an open invitation to join in reflection and connection.

One of the great joys of the podcast was finding myself with guests who became more than interviewees; they became friends. These were colleagues and mentors from my Professional Learning Network who so generously offered their time, insights, and encouragement. My heartfelt thanks go to each guest who trusted this modest podcast, sharing their stories and making themselves heard. I’ll always treasure those deeply personal conversations, some stretching an hour or two before we even pressed record. These moments of openness and support felt like meeting up at a record store or a quiet coffee shop—creating a space where ideas sparked and spirits connected. I’m profoundly grateful for every guest and for every listener who tuned in, showing up and sharing your thoughts. You were there in those moments, and that connection has left an indelible mark.

I remember my good friend and five-time guest, Lauren Kaufman, perfectly articulating what I hoped the podcast would be: a place to reflect, grow, and connect with others. Her words about the trajectory of the powerful moments we have shared on the podcast have stayed with me, especially as I consider what comes next. She described what I had felt but struggled to express. For that, I’m grateful to her and to every member of my PLN who has taken the time to share an episode, write a note, or repost my reflections. Together, we created a community—one rooted in the idea that each of us, in sharing a piece of ourselves, makes leadership a little less solitary.

This farewell is also a reflection on gratitude. The Principal Liner Notes Podcast was more than a podcast; it was a creative outlet and a chance to share a love of music and leadership. It allowed me to honor the musicians and leaders who have inspired me and to dive into my own passions with renewed enthusiasm. As I step back from this chapter, I’m left with the richness of these experiences, deeply appreciative of the community that has supported me. Maybe these episodes will form the foundation for a future book or a revival of the series one day. Until then, I’m excited to continue exploring new creative paths. Projects like Hope Amplified with my good friend Meghan Lawson, and Chords of Connection, a solo podcast centered on music and storytelling, are on the horizon, and I look forward to seeing where those journeys lead.

The spirit of this transition reminds me of Simon & Garfunkel’s farewell anthem, “So Long, Frank Lloyd Wright,” a tender goodbye from their final album. It’s a nod to the end of an era, yet it carries the anticipation of what lies ahead in their individual creative paths. This podcast, in that same spirit, is about moving forward—grateful for what’s been and inspired for what’s next.

In reflecting on this transition, I’m reminded of the late Tom Snyder and his poignant final episode of Tomorrow. He signed off with dignity and a sense of gratitude that I hope to echo here. With each episode, I tried to foster meaning and connection, and as I bring The Principal Liner Notes Podcast to a close, I leave with the same sense of gratitude and hope for the connections yet to come. My goal is to continue sharing those connections through future podcast projects—and maybe even a new book. These chapters, filled with purpose, leave me deeply thankful for the music, leaders, and each of you who have been part of this journey.

To my listeners, thank you for being there—whether on a morning walk, a drive, or a quiet afternoon. Your choice to press play, to share these reflections, has meant the world. And as I sign off, I leave with this message: “Don’t forget to share your thoughts, words, ideas, and dreams with the world. The world needs them, and YOU make it a better place.”

Thank you for listening, for tuning in, for connecting, and for making leadership a little less lonely.

Explore Episodes of The Principal Liner Notes Podcast
Check out The Pepper Effect

Hope On: Cultivating a Culture of Possibility in the Schoolhouse

smgaillard Uncategorized , , , , , , , , , ,

I’m an unabashed fan of the television series The Bear. I’ve breezed through all three seasons, savoring the beautiful portrayal of a group of people coming together around a shared vision to make the impossible possible. The story of a humble sandwich shop transforming into a fine dining restaurant, with aspirations of becoming the world’s greatest, is nothing short of inspiring.

Without giving away spoilers for those who haven’t seen the latest season, I want to share a brief scene that recently came up in a conversation with Meghan Lawson while preparing for our new podcast, Hope Amplified. It’s no secret that Meghan and I admire the show, having discussed it at length on my other podcast, #PrincipalLinerNotes.

Talking with Meghan is always a meaningful and uplifting experience, and I’m eagerly anticipating our upcoming discussions on the art and science of hope in a new podcast we are co-creating called Hope Amplified. As we were mapping out our inaugural episode, we both recalled a powerful scene from the Season 3 finale of The Bear.

In the scene, the chefs and restaurant staff gather for an impromptu afterparty, marking the bittersweet closure of a renowned restaurant. The head chef—celebrated worldwide for her culinary brilliance—decides to prepare a midnight snack for the guests. The host, a rising chef, hesitates when the famous chef finds only a few modest ingredients, including a frozen pizza. Yet, the renowned chef isn’t deterred. With creativity and mastery, she transforms those humble ingredients into something extraordinary. It’s a moment worth watching, as she turns a frozen pizza into a culinary delight.

As we reflected on this scene, we saw it as a fitting emblem for hope. The show itself is a deep, reflective series filled with life-affirming moments of perseverance, collaboration, and innovation. In Hope Rising by Casey Gwinn and Chan Hellman, hope is defined as the belief that the future can be better than the present, combined with the understanding that we have the power to make it so.

Educators strive to embody this belief every day. Even with limited resources, they create transformative experiences in the classroom. I think of the teachers I have the privilege to support as principal at Charles England Elementary, who cultivate hope daily, opening new possibilities for our students. I’m reminded of my 5th-grade teacher, Mrs. McMonagle, who saw something in me—a young, awkward, light-skinned African American boy—that I didn’t always see in myself. She revealed the possibilities within the written word and storytelling. I also think of my first teachers, my parents, who taught me to dream big, walk with purpose, and hold my head high.

Teachers need many things, but at the core is the hope that they can make a difference in the lives of children. It’s the leader’s role to ignite that hope by fostering a sense of belonging, trust, and open communication. Leaders must call out hope and passionately embrace the possibilities it brings. It’s not just a sentiment but an essential, strategic action.

I’m thrilled to dive deeper into the art and science of hope in upcoming episodes of Hope Amplified with Meghan. Some may argue that hope is not a strategy for leaders to depend on. While I understand that perspective, I disagree. Hope isn’t merely a strategy; it’s a must. It’s an essential thread in the daily fabric of our schools, shaping the lives of those we serve. Without hope, we have nothing. With it, we have purpose, potential, and the catalyst for meaningful change. Don’t let anyone deprive you of that spark. Hope on.

Stay tuned for the debut of Hope Amplified, launching November 2nd. Meghan and I invite you to join the conversation and share your thoughts on hope using the hashtag #HopeAmplified. Here are three small moves for leaders to inspire hope in your school:

  1. Impromptu Restorative Circle: Gather colleagues and teachers for an informal circle to share what gives them hope.
  2. Hope in Action Bulletin Board: Showcase experiences from your school where hope is making a difference.
  3. Hope Playlist: Curate a playlist of songs that inspire hope and share it with your faculty.

Let’s continue amplifying hope together. #HopeAmplified

Why Not Hope?-Embracing Possibility in Leadership

smgaillard Uncategorized , , , , , , , , , , , , , ,

The Dreamer’s Dilemma
Facing Skepticism with Vision

The other day, I found myself discussing a bold, ambitious goal with colleagues. While I was met with polite nods, I sensed hesitation. When I asked if I needed to clarify my vision, they shared that while they appreciated the dream, they believed the realities of our situation—budget constraints, time limits, and logistical barriers—would prevent it from becoming a reality.

I listened and expressed gratitude for their feedback. However, I countered that if we let impossibilities win, we’ll never achieve anything. It’s easy to accept limitations as inevitable, but when we allow that mindset to dominate, progress halts. Dreaming big requires not just vision but also the courage to challenge reality with hope.

Meeting Others Where They Are
Small Moves, Big Impact

I know dreaming big can be daunting for others. Fear, grounded in past experiences, often holds us back from stepping into uncharted territory. I must remind myself not to judge the fears of others but to empower them. Together, we can take small steps to bring the dream closer to reality.

This idea echoes the work of my friend and thought partner Meghan Lawson, whose book, Legacy of Learning: Teaching for Lasting Impact, explores the concept of “small moves.” She shows how incremental progress can sustain dreams and turn them into dynamic action that benefits everyone.

The Power of Hope
Why Leaders Must Defy Cynicism

In a recent episode of my Principal Liner Notes Podcast, I had the pleasure of speaking with Meghan Lawson for the fourth time. As always, her insights were illuminating. This time, she shared her research on the Science of Hope, a framework that fascinated me. Meghan framed hope not as a passive emotion but as a viable tool for creating change.

Too often, leaders dismiss hope, branding it as ineffective. We’ve all heard the phrase, “Hope is not a strategy.” But when did we decide that embracing hope meant abandoning strategy? Hope can be the catalyst that ignites action. It’s the foundation we need to build dynamic, transformative strategies that work.

Just think—what if John F. Kennedy hadn’t embraced hope when he delivered his famous “We Choose to Go to the Moon” speech? Without hope, there would be no Moon landing, no template for Moonshot Thinking. The impossible only became possible because someone dared to hope and challenged others to do the same.

A Beatles Lesson in Hope
Staying True to Vision

The Beatles’ classic song “Hey Jude” offers another powerful lesson in hope. When they first recorded the song, some in the music industry said it was too long at over seven minutes. Radio stations wouldn’t play it, they warned. But John Lennon famously replied, “They will if it’s us.”

And he was right. Hey Jude went on to sell over 8 million copies after its initial release and stayed at #1 on the Billboard Hot 100 chart for nine weeks. To this day, it’s been streamed over 1.5 billion times on Spotify.

The Beatles operated with hope by trusting their vision and defying the limitations imposed by industry norms. That hope led to the creation of a timeless song that still resonates today.

The Call for Hope in Education
Leading with Vision and Possibility

As school leaders, we carry enormous responsibility. Many look to us for solutions, quick fixes, and results. The pressure to meet objectives can make it tempting to dismiss hope as impractical or naive. But I believe hope is exactly what we need.

There will always be pushback—colleagues may talk about you in the parking lot, claiming you’re chasing windmills. But there’s someone in your building who needs to hear a voice rooted in hope. Remember those who saw something in you, believed in you, and called out your potential. They didn’t see you as you were; they saw you as you could be—and that’s the power of hope.

Just as JFK’s words on a Houston day in September ignited a nation to reach the Moon, we, too, can challenge our teams to strive for the stars. Think of the teacher who believed in you and stretched your learning into unknown territory, simply because they had hope.

As Martin Luther King, Jr. shares, “We must accept finite disappointment, but never lose infinite hope.” Hope is lasting, enduring, and impactful. We need Hope in the marrow of our culture and the cadence of our dialogue. We need to illuminate a compass of Hope on the teachers and students we serve.

Yes, why not hope?

Four Action Steps to Build a Culture of Hope
Transforming Leadership with Vision

  1. Research the Science of Hope
    Leverage resources on hope to ground your leadership approach in actionable, evidence-based strategies that inspire change.
  2. Start with Small Moves
    Build momentum by taking small, consistent steps toward your larger vision. Focus on small wins that create a ripple effect in your organization. Meghan Lawson writes about this in her amazing book, Legacy of Learning.
  3. Lead with Vision, Not Fear
    Acknowledge the realities, but don’t let them stifle your vision. Inspire your team to look beyond limitations and into possibilities.
  4. Amplify Success Stories
    Celebrate the achievements—both big and small—of your team and students. When others see what’s possible, they’re more likely to believe in and contribute to the bigger vision. Curate those stories using a school hashtag and creating a list with either Padlet, Canva, or Wakelet.

Hope is not just a lofty ideal; it’s the engine that powers real change. Let it be the guide that drives your leadership and inspires others to dream bigger.

Enjoy The Beatles performance of “Hey Jude.”

Belonging in the Library: A Hub of Connection and Inspiration

smgaillard Uncategorized , , , , , , , ,

The Library as a Space for Everyone to Feel Seen, Heard, and Valued

As most of you know, I am an unabashed fan of The Beatles. Their music is woven into the very marrow of my being, serving as a source of solace, inspiration, and action. I’ve written extensively about John, Paul, George, and Ringo in this blog and in my book, The Pepper Effect. Even in my podcast episodes, you’ll hear some nod or reference to the band that has shaped my life. I can recite popular lyrics and arcane trivia with ease. It’s more than a hobby—it’s a part of who I am.

Many in my family and close circle have gracefully put up with my unwavering devotion. From the pleasantries exchanged when I make a Beatles reference to the polite nods when I wear a Beatles tie or hum their tunes, I sense the subtle “here he goes again” energy. And yet, no matter the reaction, I remain steadfast. The Beatles changed my life, and I carry that passion into my work as an educator and leader.

Dimming the Light of Passion

In recent years, I’ve toned down my Beatles references in professional spaces. While I haven’t abandoned my collection of Beatles memorabilia in my office, I’ve grown more selective about sharing my passion. This was a conscious decision. I didn’t want to overwhelm others or make them feel as if they had to endure trivial scraps from my world of Beatlemania. Yet, in doing so, I realized that sometimes, I was dimming a part of myself.

Last year, when the final Beatles song, “Now and Then,” was released, it was a bittersweet moment. The song brought together Paul McCartney, George Harrison, Ringo Starr, and the voice and piano of John Lennon from a 1977 demo. The emotional weight of this digital reunion with bandmates no longer here hit me deeply. But when the song was released in the middle of a busy school day, I found myself alone in my excitement. I ducked into the bathroom, put my headphones in, and listened quietly on my iPhone—just me and my music.

Looking back, I see the sadness in that moment. There was no one to share it with upon initial release. No one to celebrate with me upon its first debut. I had dimmed my own light so much that I didn’t even give myself permission to invite others in. It was a small act of joy—listening to a new Beatles song—but it’s one I wish I hadn’t done alone.

Finding Belonging in the Library

Just a week later, I found myself in the Media Center. The library is, and always has been, my favorite space in any schoolhouse. As a former high school English teacher and avid reader, I find the library to be a place of refuge, community, and peace. It’s where stories live, where curiosity is nurtured, and where connections are made.

On that particular day, the video for “Now and Then” was being released, and I was eager to watch it. I was preparing to find a quiet corner to view it on my own, but I hesitated. This time, I made a different choice. The school librarian and a retired librarian volunteering at our school were working nearby. I invited them to watch the video with me.

What happened next was a beautiful moment of shared connection. These two remarkable individuals, both so gracious and supportive, joined me in watching the video. Their interest and kind words made me feel seen, valued, and understood. It was a small act, but it reminded me of the power of belonging.

That sense of belonging, of feeling included and appreciated, is at the heart of what school librarians do. They create spaces where students, staff, and even leaders like myself can feel at home. I think back to a conversation I had with Andrea Trudeau, an inspiring school librarian, on my #PrincipalLinerNotes Podcast. Andrea has built a Learning Commons where belonging is central, and that resonates deeply with me.

The Library as a Hub of Belonging

Libraries are more than just repositories of books. They are the heartbeat of the school, a hub for connection, innovation, and, most importantly, belonging. It’s where students find refuge and where ideas take flight. The library is a space for everyone.

As principals, it’s essential that we recognize the power of the library and the invaluable role of the school librarian. Whether it’s through innovation or simply helping a student find their next favorite book, librarians are collaborators in the creation of spaces where all students can belong.

A few weeks ago, I had the chance to meet with the librarian at my new school. As we coordinated our schedules, I suggested we name our meeting something memorable. After some playful banter, I had the perfect idea. “All You Need Is The Library,” I said, drawing a smile from both of us as we savored the Beatles reference. It was a simple, joyful moment—one that reminded me of the connection between passion, collaboration, and belonging.

Four Ways Principals Can Collaborate with School Librarians

  1. Host Collaborative Meetings: Make time for regular check-ins with your librarian to brainstorm ways to integrate the library into school-wide goals.
  2. Create Library-Focused Events: Partner with your librarian to host events that bring the school community together, such as family reading nights or author visits.
  3. Support Literacy Initiatives: Encourage staff and students to utilize the library for research, reading, and inquiry-based learning by promoting library programs and resources.
  4. Celebrate Successes Together: Acknowledge the work of your librarian in school communications and meetings, highlighting the critical role they play in fostering belonging and academic success.