In an old comic book from my childhood, there’s a powerful image that has always stayed with me. It was an issue of Detective Comics that told the origin story of Batman. A young Bruce Wayne walks into Wayne Manor, ready to begin his hero’s journey. As he enters, his shadow stretches behind him—not as a boy, but as the full-formed silhouette of Batman. It was a simple panel, but it carried a profound truth: even in our earliest steps, the shadows of our future potential are already taking shape.
This image made me think about our calling as educators. Every day, we walk alongside students and teachers who are living their own origin stories. Some are just starting out, unsure of who they are or where they belong. Yet within them, we can glimpse the shadows of what they may become—leaders, artists, scientists, changemakers, or quiet heroes who make the world better in unseen ways.
This week is Teacher Appreciation Week, a moment to celebrate the educators who see those shadows before anyone else does. Teachers have a remarkable gift—a kind of superpower. They tune into the potential of their students and help them believe in it, even when the students can’t yet see it for themselves. Our teachers transform the impossible into the possible. They are not just instructors; they are cultivators of hope.
As school leaders, we are called to be architects of that hope. Our job is to build cultures where teachers are empowered to do their best work—where they can create the conditions for students to discover who they are meant to be.
I’ll never forget my fifth-grade teacher, Mrs. McMonagle. I was a new student, the only Black child in the class, adjusting to a new school in a new state. I felt lost—alienated, unsure, and afraid. But Mrs. McMonagle saw something in me that I couldn’t see in myself. She created a space where I felt seen and welcomed. She introduced me to the joy of writing, literature, and even encouraged my growing love for The Beatles. She pushed me, challenged me, and inspired me. I am forever grateful for the way she believed in me and gave me a sense of belonging.
Everyone carries the shadow of future potential. Teachers have a special sense for detecting those shadows and helping students realize the greatness within them. This week, and every week, let’s honor and celebrate that gift.
Here’s to the ones who chose to build trajectories of hope in our classrooms. Here’s to the ones who see the future before it arrives.
As I write this, I’m sitting with the weight of another school year nearing its close—reflective, grateful, and searching for meaning in the midst of it all.
I’ve been a principal for 16 years. I’ve poured myself into school after school, often the ones that needed the most care. I’ve stood on stages, been a finalist for NC Principal of the Year, written a book from my heart, and still—there are moments, like now, when I wonder if it’s all making a difference.
Maybe you’ve felt that too.
Lately, I’ve been thinking about The Beatles. Specifically, August 29, 1966—their last public concert at Candlestick Park in San Francisco. They had reached a breaking point. They felt like they weren’t playing well. Between public backlash over John Lennon’s remarks about The Beatles being more popular Jesus Christ and diplomatic fallout in the Philippines from unintentionally snubbing the President and First Lady there, the pressures became too much. So they did something radical—they stepped back. No farewell tour. No grand finale. Just a quiet pause.
Each band member took time to rediscover who they were beyond the noise. John went to Spain to film How I Won the War. Paul collaborated with George Martin on a film score. George immersed himself in sitar studies with Ravi Shankar in India. Ringo stayed home to be with his family.
Then, something beautiful happened.
They returned—not to the stage, but to the studio. And from that retreat came a wave of brilliance: Strawberry Fields Forever, Penny Lane, Sgt. Pepper’s Lonely Hearts Club Band.
All of it began with a pause. A reset. A reclaiming of identity. A spark of innovation that changed the face of Music.
As leaders, we may not have world tours or screaming fans, but we do know what it feels like to carry the weight of expectations and the constant drumbeat of demands. In that rhythm, we can forget to care for ourselves in the same way we care for others.
We all crave connection. We all crave belonging. And while we work so hard to create that for our teams, our students, and our communities—we must also remember to create it for ourselves.
Take the walk. Play the record. Write what’s on your heart. Give yourself the same grace you offer to everyone else.
It’s easy to fall into the comparison trap—scrolling through highlight reels, seeing the accolades, the applause, the polished smiles. I’ve been there too. But the truth is, none of that defines your worth or your purpose.
Your worth is in the quiet moment with a student who needed someone to believe in them. It’s in the coaching conversation that sparked a teacher’s growth. It’s in the way you show up—consistently, compassionately, courageously.
You may not always see the impact. But it’s there.
If you’re at a crossroads, unsure of what’s next, or simply longing to feel grounded again, let this be your reminder:
Somewhere in the universe, someone believes in you completely.
Not for your title. Not for your credentials. But for who you are. For how you lead with heart. For how you care, even when it’s hard.
You matter.
Your leadership matters.
Your impact matters, and it will continue to do so in ways seen and unseen.
There’s something powerful about picking up the guitar, writing the words, and hitting record—even when it feels like no one is tuning in. The greatest artists, thinkers, and change-makers didn’t wait for an audience before they started creating. They played. They wrote. They spoke. They persevered against the silence.
Paul McCartney recorded McCartney alone, layering every instrument himself. Bruce Springsteen stripped it all down and put out Nebraska, unsure if anyone would connect with its raw vulnerability. Nick Drake’s Pink Moon was met with quiet indifference at first, only to become a masterpiece embraced long after he was gone. These albums weren’t made for applause; they were made because the artist had to create.
The same applies to you. Your words, your leadership, your creativity—it all matters, even if it feels like no one is paying attention. Keep writing the blog. Keep crafting the lesson. Keep showing up for your students and colleagues. Someone, somewhere, will be moved by your work when they need it most.
The silence isn’t a signal to stop. It’s an invitation to keep going. #LeadershipRiffs
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
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.
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.
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.
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.
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
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.
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.
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.
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.
Hope is something we all need. Whether we’re leading a school, guiding a team, or simply navigating the ups and downs of daily life, hope serves as our compass. It’s the whisper that reminds us we’re on the right path, that our vision matters, and that our efforts have the potential to create something meaningful.
But let’s be real—there are days when the compass feels broken. Days when we question our choices, when doubt creeps in, and Imposter Syndrome casts a shadow over our accomplishments. I’ve been there. We all have. And in those moments, I’ve learned that it’s the small, unexpected flashes of hope that keep us going: the spontaneous smile from a student as I walk down the hallway, the moment a teacher’s lesson hits its stride, or even a kind text from a loved one reminding me I’m not alone in this work.
Sometimes, hope arrives in the form of a song. As many of you know, I’m an unabashed Beatles fan. From The Pepper Effect to #ThePepperEffect, to countless references in talks, blog posts, and podcasts, The Beatles are my creative wellspring. My book, The Pepper Effect, explores the lessons of collaboration, creativity, and leadership that can be drawn from The Beatles’ groundbreaking Sgt. Pepper’s Lonely Hearts Club Band. If you’d like to learn more about it, you can check it out here.
Last year, I had the privilege of writing a piece for Culture Sonar about Now and Then, the “last” Beatles song. The story behind this song resonates deeply with me as a testament to the power of hope. You can read that full piece here.
The story of Now and Then is itself a lesson in hope and perseverance. John Lennon recorded a rough demo at his piano in 1977. When the surviving Beatles—Paul McCartney, George Harrison, and Ringo Starr—tried to finish it in the mid-90s, the project hit a wall. The synergy wasn’t there, and the technical limitations made it impossible to isolate John’s vocal clearly. The song was shelved, unfinished, but Paul never let it go. He believed there was something special in John’s demo—a spark waiting to ignite.
Decades later, in 2022, Paul and Ringo revisited Now and Then. With the help of advances in AI and the brilliant production skills of Giles Martin (son of George Martin, The Beatles’ original producer), they were able to clean up John’s vocal and add new musical elements. In 2023, the song was released, and for me, it felt like the world was witnessing a small miracle—a moment when something lost was found again. It was a triumph of hope, a testament to the belief that the impossible can become possible.
Earlier this week, I heard the news: Now and Then has been nominated for a Grammy Award for Record of the Year. It’s a powerful reminder that music—like hope—has the power to change the world. This song, born from a rough demo and sustained by Paul McCartney’s unwavering belief, is a symbol of what can happen when we refuse to give up on something that matters. It’s a lesson for all of us as leaders: sometimes, our vision won’t be embraced right away. There will be times when our ideas are met with polite nods or silence. But that doesn’t mean the idea isn’t worth pursuing. It just means we need to persevere and trust in the process.
Hope isn’t just a feeling; it’s a leadership move. It’s the quiet persistence to revisit ideas, to keep communicating, to invite others to collaborate and play together in the sandbox of possibility. I think about my latest initiative at school—the Principal Read Aloud. As a new leader, I wanted to find a way to connect with our students and teachers, to build trust and community. I proposed giving teachers a 30-minute break while I read aloud to their classes. It’s a simple idea, but it’s grounded in hope and the desire to show our school community that I’m here for them.
So far, only two teachers have signed up, and that’s okay. I’m hanging in there, just like Paul McCartney did with Now and Then. I believe in this small act of connection, and I’m willing to wait for it to grow, one read-aloud session at a time. Because that’s what hope looks like—it’s the willingness to keep showing up, to keep believing in the possibility of something beautiful taking shape.
As leaders, we have to hold onto hope like a North Star. It’s our guiding light, helping us navigate through challenges and inspiring others to do the same. Whether it’s in our school hallways, our team meetings, or even in the quiet moments of reflection, we have to keep hope in the foreground. It’s not always easy, but it’s always worth it.
And as The Beatles remind us in their final song, hope is the thread that ties the past, present, and future together. Now and then, there is hope. It’s what brings us back, time and time again, to believe in the magic of possibility and the power of collaboration.
Let’s keep hope alive in our leadership moves. Let’s embrace the small moments that spark joy and connection. Let’s take the time to revisit old ideas, to share our vision with others, and to trust that, in the end, something beautiful will emerge.
Tune in to Hope:
Embrace Small Acts of Connection: Like my Principal Read Aloud, find simple ways to show your heart and commitment to your school community.
Persevere with Your Ideas: Even if your vision isn’t immediately accepted, keep refining and revisiting it. Trust that it has the potential to resonate with others over time.
Invite Others to Collaborate: Hope grows when we invite others to join us on the journey. Create space for shared ownership and creative contributions.
The journey of Now and Then is a reminder that we’re all part of something bigger. When we lead with hope, we open the door for new possibilities to enter, and that’s when the real magic happens.
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:
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.
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.
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.
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.
In 1969, during the recording of his groundbreaking album In a Silent Way, Miles Davis famously told guitarist John McLaughlin to “play the guitar like you’re picking it up for the first time.” McLaughlin, renowned for his complex, intricate solos, was likely perplexed by this direction. Jazz, after all, is a swirl of notes, harmonies, and complexities—a musical enigma. But Miles was after something else, something new. He envisioned a sound that was simple yet profound, stripped down to its core. He wanted his band to create a fresh ambience, to tap into a deeper, purer musical experience.
This wasn’t just any jazz album. It was a collaborative effort with musicians who, for many of them, were playing together for the first time. Miles led them to embrace simplicity, allowing space for discovery. The result? An album that, decades later, still influences and inspires musicians worldwide. It stands as a testament to the power of stepping into something new with fresh eyes and an open heart.
Back to School:
For school leaders, the phrase “Back to School” stirs a similar mix of emotions: joy, anticipation, maybe even a little fear. It’s the beginning of something new, a reset button. For some, this is a welcome opportunity; for others, it can be daunting, especially for those stepping into a new school or leadership role. But there’s immense value in embracing these new beginnings, or what I call “Square One.”
Square One offers the chance to rewrite, renew, and refocus. Whether you’re a brand-new principal or a seasoned leader in a new building, starting over can feel like walking into a conversation where everyone else is already laughing at an inside joke. You may not yet be in on it, but there’s an opportunity to listen, connect, and contribute. Building trust, creating relationships, and setting the tone for a collaborative culture takes time and effort—but it’s well worth it.
As a turnaround principal, I’ve lived through this over and over. Every school, every new beginning, felt like standing at the edge of something vast and uncertain. But I’ve learned that there’s beauty in Square One. It’s where connection is made, where trust is earned, and where growth is inevitable if you lean into the discomfort.
Embracing Square One:
I used to dread the awkwardness of starting fresh. It felt like a weird dance where I would stumble more than glide. But with time, I realized that Square One isn’t something to fear. It’s a unique opportunity. In Square One, you get to build from the ground up, to create a vision, and invite others to join in shaping something beautiful for your school community. This is where you can set the stage for a culture of psychological safety, where teachers and staff feel seen, heard, and valued.
As leaders, we can choose to embrace Square One not as a setback, but as a launchpad. We get to set the tone for our schools, encouraging collaboration and creativity in ways that may not have been possible before. When we invite others to see their strengths, both tapped and untapped, we unleash the power of collective potential. It’s like that band Miles Davis assembled for In a Silent Way—everyone playing together for the first time, discovering new possibilities.
Leadership Moves to Embrace Square One:
Assess the Current Reality: Work with a coach, mentor, or thought partner to clearly identify where your Square One stands. What are the challenges, and where are the opportunities?
Connect with Your Community: Engage with your staff, students, and families. Share the vision for this new beginning and the path forward. Build excitement around what’s possible.
Create a Roadmap: Develop a timeline with actionable next steps. Break down your vision into tangible goals. This will give you and your team a clear sense of direction.
Reflect Regularly: Take time each day to journal and reflect on the progress being made. These reflections will guide future decisions and help keep you grounded in your purpose.
Celebrate Wins: Don’t wait for the big milestones. Celebrate small wins along the way, and do it publicly. Acknowledging progress builds momentum and fosters a positive culture.
Conclusion:
Just as Miles Davis sought a deeper sound by stripping away the complexity, we, as school leaders, can find clarity and strength in the simplicity of Square One. Embracing the beginning allows us to reset, reimagine, and reframe the possibilities for our school communities. As we step into new roles or new school years, let’s lead with intention, vulnerability, and an openness to collaboration. The beauty of Square One lies not in its uncertainty, but in its promise. Like Miles and his band on In a Silent Way, we have the opportunity to create something timeless by being fully present in the moment.
There are many lessons learned in the proverbial “Principal School.” I am grateful for my graduate courses in school administration. But as I near year 17 as an administrator, I reflect on those lessons that weren’t taught in class but were learned on the job and in the moment.
One of the most significant lessons I had to learn on the job is this:
Leadership can be a lonely gig.
Let that sentence sink in. As a school principal, I’ve been blessed with countless experiences where I’ve served others and had the opportunity to make a positive impact. The days filled with fist pumps, laughter at my corny jokes, beautiful moments where a student discovers the joy of learning, or when a teacher steps into a teachable moment and ignites a synergy of learning—those moments are inspiring and reassuring. Yet, there are also days when tough decisions must be made, and you’re met with resistance. The stress of leading change can be intense, especially when met with hesitation. There’s an aura of isolation that can follow the principal because you’re the lone person with that title in the schoolhouse.
I often reflect on John Fogerty’s story about performing with Creedence Clearwater Revival at Woodstock. Their late-night set followed the Grateful Dead, and much of the audience had fallen asleep. Fogerty shared how disconnected they felt from the crowd until one audience member yelled out, “Don’t worry, John, we’re with you.” Those words compelled Fogerty to play harder and persevere. In many ways, the principalship mirrors this experience. We often lead schools against the grain of the status quo, pushing forward even when we feel isolated. But just like CCR did at Woodstock, we find our groove and keep playing, leveraging good things for others.
You Are Not Alone
There are many ways principals sustain their leadership purpose. We read, attend conferences, pursue camaraderie with other school leaders, hit the gym, and connect with families. These activities are essential to maintaining our well-being as leaders. But perhaps one of the most crucial aspects of our roles is maintaining connection and rapport. Due to the intense nature of our position, isolation can creep in, making it vital for us to find our own “band” within the school—a leadership team, instructional leadership team, or PLC. This collaborative cohort within the building is essential for battling isolation.
Every principal needs a thought partner. In a recent discussion on my #PrincipalLinerNotes podcast, I had the joy of talking with School Librarian Extraordinaire, Andrea Trudeau. We discussed the unique partnership between a principal and a school librarian. Both roles often stand alone in the schoolhouse, making intentional collaboration necessary. This conversation enlarged my thinking on the essential nature of thought partnership. A principal needs someone to share ideas with, dream big with, and sometimes pull them back down to earth. A thought partner can help battle isolation and serve as a bridge for collaborative camaraderie—a reminder that you’re not the only one.
Epiphanies in the PLN
As a connected educator, I take great care to nurture my Professional Learning Network (PLN). I work to forge connections for collaboration and learning with other educators and school leaders. It’s one way I combat the isolation that can accompany the principalship. Finding kindred spirits in my PLN is invaluable; I can connect with digital thought partners who trade ideas and share resources. I also appreciate the outreach I can maintain by sharing content through my podcast and blog.
However, the other day, I faced a moment of doubt when something in my PLN caused disappointment. I considered pausing my writing and podcasting, feeling irrelevant and as if I were shouting into an echo chamber. As I lamented this with a friend, they reassured me and provided inspirational context, lifting my spirits. What sealed the deal was a brief message from someone in my PLN, expressing gratitude and support for a recent podcast episode. This reminded me that just as I need thought partners, others rely on me to be theirs. Thought partnership is a mutual exchange of ideas, rapport, and support.
It was a timely reminder to continue writing and podcasting and an essential signpost for my “why” as a leader and principal. While it’s wonderful to connect with kindred voices in the PLN, it’s equally important to remember the impact we can have on others.
Three Actionable Ideas for Principals to Connect with Thought Partners:
Cultivate a Leadership Team within Your School: Identify and nurture a group of trusted colleagues who can serve as your sounding board and thought partners. This team can help you navigate challenges, brainstorm solutions, and maintain a sense of camaraderie within the building.
Engage with Professional Communities: Actively participate in communities like ASCD and ISTE. These organizations offer a wealth of resources and opportunities to connect with other leaders. Engaging in these spaces allows you to find thought partners beyond your district and stay current on best practices in education.
Leverage Your PLN: Make it a habit to connect with your PLN regularly. Whether through social media, virtual meetups, or collaborative projects, your PLN can be a source of inspiration, support, and fresh ideas. Don’t hesitate to reach out to others in your network when you need advice or want to share a breakthrough.
The Power of Thought Partners and Belonging
Every principal needs a thought partner. It’s not just a nice-to-have; it’s essential for thriving in our roles. The gig doesn’t have to be lonely when we intentionally seek out those connections that can uplift us, challenge us, and remind us why we do what we do. Cultivating a sense of belonging within our profession isn’t just about finding camaraderie; it’s about fortifying our leadership purpose and ensuring that we’re equipped to lead with clarity and passion.
It’s equally important to recognize the value of thought partners within our own buildings. Seek out those colleagues who, like you, are the only ones with their title in the schoolhouse. Whether it’s the school librarian, counselor, or instructional coach, these individuals can become invaluable allies in your leadership journey. Forge those connections, share your vision, and collaborate intentionally. Together, you can create a network of support that strengthens not only your leadership but also the culture of your school.
Remember, the best leaders are those who know how to connect, collaborate, and create a community where everyone feels they belong. Embrace the opportunity to grow alongside your thought partners, and let that sense of belonging fuel your drive to make a positive impact every day.
That was the statement my father shared with me when I sought his advice for my first leadership challenge. I was newly appointed as the English Department Chair and was grappling with a seemingly small issue. Naturally, I turned to the best leadership coach I know—my dad. He was blunt and direct, following up with, “Hold your head high like I taught you.”
It took me some time to fully understand the depth of that lesson. Leadership, I realized, isn’t about advancing my own goals; it’s about lifting others up and amplifying their strengths.
In the Olympic Spirit
The 2024 Paris Olympics have been a treasure trove of inspiring stories and moments that remind us of our shared humanity. I’ve been captivated by the Olympic Spirit—athletes from different countries embracing and encouraging each other in the face of fierce competition.
One story that stood out to me was featured in Inc. Magazine. It highlighted a powerful leadership lesson from Katie Ledecky, an Olympic medalist extraordinaire. During one of her many medal ceremonies, as she stood on the podium with her gold medal, she invited her teammate, Paige Madden, to join her. Despite Madden earning a bronze, her journey to Paris was marked by significant health challenges. Yet she persevered. Ledecky, already cemented as one of the greatest Olympians of all time, showed remarkable leadership by literally uplifting a teammate to share the glory on a global stage.
True Leadership
Leadership isn’t about titles or authority. It’s not about getting people to follow orders. True leadership is about recognizing potential in others and empowering them to shine. I’m immensely grateful for the mentors, coaches, and teachers who saw something in me that I couldn’t see in myself. They pushed me out of my comfort zone, helping me take both small and giant steps toward becoming the leader I am today. As someone who stood out in my awkwardness as a youth, I’m especially thankful for those in the schoolhouse who believed in me.
As a school principal, I see it as my duty to coach others to reach new heights, drawing on their unique strengths and talents. My heart belongs in the classroom. Even though I’m no longer assigned to one, I firmly believe that a principal’s role is to facilitate and model leadership for all teachers and staff members. I love mentoring and coaching budding leaders within the schoolhouse, which is a crucial responsibility for any principal. We are talent scouts, tuning into the strengths of others and creating an environment where those strengths can flourish and evolve into leadership.
One of the most rewarding aspects of my role has been the opportunity to coach principal interns and assistant principals. Watching their careers blossom into significant roles—whether as principals, central office directors, or even a superintendent—has been a true testament to the power of mentorship and guidance. Seeing them take what they’ve learned and apply it in their own leadership journeys fills me with pride and reinforces the importance of investing in others.
A principal’s job is to lead, manage, and supervise, but it doesn’t end there. The vision and mission of a schoolhouse rests on the principal’s shoulders, but it must be shared and modeled in order to empower others. We can’t do it alone. Part of our role is to inspire leadership within the community we serve. Too often, we see diluted versions of leadership reduced to superficial stunts—like standing on tables or staging selfies to appear innovative. But real leadership isn’t about appearances; it’s about inviting others to share their gifts, strengths, and abilities. As my father often says, “Everyone plays. Everyone is off the bench.” As leaders, our job is to call people off the bench, encouraging them to play to each other’s strengths and score points for our kids. Everyone should be invited to stand on the gold medal podium, sharing in the success and lifting others along the way.
Four Actionable Steps for Leaders:
Embrace a Servant Leadership Mindset: Shift your focus from personal success to empowering others. Your role is to amplify the strengths and gifts of those around you.
Be a Talent Scout: Identify and nurture the potential in your team. Create opportunities for others to step up and lead, and encourage them to take on new challenges.
Model Leadership Daily: Lead by example. Show your team what true leadership looks like through your actions, whether it’s mentoring a colleague or stepping back to let others shine.
Check Out #TheLeaderInside: Dive into The Leader Inside: Stories of Mentorship to Inspire the Leader Within by Lauren Kaufman. It’s a treasure trove of stories that can inspire you to cultivate leadership in yourself and others. Read more here.
True leadership is about lifting others to new heights and creating a culture where everyone plays. Let’s all stand together on that gold medal podium, celebrating each other’s successes and pushing each other to be the best we can be
Leadership Liner Notes: Sean Gaillard 