collaboration

Beat Support Revisited: Leadership in Rhythm

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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

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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

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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.

Now and Then, There Is Hope

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Now and Then, There Is Hope

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.

Listen to Now and Then by The Beatles here.

#NowAndThen #LeadershipRiffs #TuneIntoHope

Links:

So Long to The Principal Liner Notes Podcast

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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

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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

Belonging in the Library: A Hub of Connection and Inspiration

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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.

The Value of Embracing Square One

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Simplicity in Jazz:

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:

  1. 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?
  2. 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.
  3. 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.
  4. 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.
  5. 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.

Listen to Miles Davis’ In a Silent Way here.

Every Principal Needs a Thought Partner

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What They Don’t Teach You in Principal School

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:

  1. 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.
  2. 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.
  3. 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.

Listen to the latest episode of #PrincipalLinerNotes featuring Andrea Trudeau here.

Leadership Beyond the Podium: Lessons from Dad and the Olympic Spirit

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Advice from Dad

“It’s not about you anymore.”

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:

  1. 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.
  2. 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.
  3. 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.
  4. 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