Education

Keeping Your Beat: The Power of Impact Visits for School Leaders

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A reflection inspired by John Bonham, legacy, and the rhythm of leadership
#PrincipalLinerNotes

Special Thanks to Jimmy Casas and Lainie Rowell for their respective missions inspiring my gig! I am grateful that our PLN connections have evolved into sincere, lifelong friendships.

A very special thanks to my amazing wife, Deb, for being that constant source of love, inspiration, and strength every day! Thanks for inspiring Impact Visits!

A Soundcheck at Knebworth

It was just a soundcheck.
August 1979. Knebworth. A wide open field waiting to be filled with music. Led Zeppelin was preparing for a monumental return to the British stage. But as the band warmed up, it wasn’t John Bonham—the thunderous backbone of the band—behind the drum kit. It was his 13-year-old son, Jason.

In a rare and touching moment, Bonham stepped away from the drums and wandered into the field. He didn’t just want to hear the band; he wanted to listen from a distance. He stood alone, away from the stage, and let the sound wash over him. The rhythm of his legacy. His son’s rhythm.

There were no headlines. No fanfare. But there was something sacred in that quiet act: a father making space for the next generation, a rock legend becoming an audience member. Trust. Love. Legacy. It was all there in that field of amplifiers and dreams.

As a teenager, I remember reading about that moment in one of the many music biographies I devoured. It stuck with me. Especially knowing that John Bonham would pass away just over a year later. His son, Jason, would grow up to carry the torch—eventually joining surviving members of Led Zeppelin for reunion shows, most notably in the legendary 2007 performance captured on Celebration Day.

That soundcheck was more than rehearsal. It was legacy in action. It was impact. It was a leader stepping back—so something deeper could move forward.

Stepping Back for Impact

The response to my recent blog post, The Loneliness of Leadership, has been both humbling and healing. I wrote it to name and navigate the isolation I’ve felt in leadership—and to extend a hand to others who may be feeling the same. The heartfelt messages and outreach reminded me that we’re not as alone as we think. There is resonance when we share our truth.

This morning, I had the sincere honor of being a guest on Jimmy Casas’ podcast, The Interview Chair.
You can listen to that episode soon, but here’s what struck me during our conversation: Jimmy asked how I maintain mental health in leadership—especially after sharing my heart episode experience from last year. My answer came quickly: Impact Visits.

What Are Impact Visits?

Impact Visits are intentional moments carved out of the chaos. They’re brief detours in your day where you go and witness your leadership in motion—where the fingerprints of your work are making a difference.

Over the years of my principalship, my wife Deb would often tell me, especially on the hard days, “Go visit a classroom where you know it’s working.” She’d say it gently but with urgency—usually on the days when I was feeling discouraged, disconnected, or alienated. I didn’t always listen. I’d get swept up in the whirlwind of tasks and to-dos. But since my heart episode and my renewed focus on mental health, I’ve made it a point to follow her advice.

So, thank you, Deb. I know to listen to you now.

These are not evaluative visits. They’re not walk-throughs with clipboards and checklists. They’re personal moments—to be reminded, to be renewed. A time to refuel your spirit and reconnect to why you said yes to this work in the first place.

If you can, use these visits as a chance to connect. To offer a word of thanks. A fist bump. A simple “You’re doing great.” As my friend Lainie Rowell reminds us in her #EvolvingWithGratitude mission—gratitude is a powerful act of leadership. A little goes a long way.

Four Ways to Make Impact Visits Happen

  1. Schedule Intentionally
    Block time on your calendar each week. Just 10–15 minutes to step into a classroom, a hallway, or the front line of your impact.
  2. Make It Routine
    Ritual turns into rhythm. If you make Impact Visits a part of your leadership practice, they’ll become the pause that powers your next move.
  3. Share the Visit
    Reflect on your visits with a thought partner or friend. If you don’t have someone, you’re welcome to reach out to me. I’d be honored to be that listening ear: sgaillard84@gmail.com
  4. Encourage Others
    Inspire your team, your assistant principals, or even colleagues in your PLN to create their own version of Impact Visits. Help build a culture of reflection and renewal.

Your Beat Still Matters

Leadership is not a sprint of perfection. It’s a series of riffs—some raw, some refined. We owe it to ourselves and those we serve to keep our rhythm aligned with our core values.

So, take that walk. Stand in that hallway. Listen to the beat that’s still echoing from something you once helped shape.

Because even in the quiet moments—maybe especially in the quiet moments—we find proof that we’re still making a difference.

Keep your beat.

The Loneliness of Leadership: A Heartfelt Reflection for School Leaders

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Typically, I don’t write blog posts back-to-back. I’ve kept to a steady rhythm of weekly writing since my heart episode last year. That ritual has become part of my healing—recommended by my therapist, yes, but also something I’ve come to cherish. Writing has broken through the fog of writer’s block that followed the release of The Pepper Effect. Through journaling and reflection, I’ve found my way back to words and meaning. I am even working on finishing up a proposal for a new book.

But this piece couldn’t wait.

I’ve been sitting with a question no one prepared me for in “Principal School”:
Why does leadership have to feel so lonely?

It’s a question that’s erupted into big feelings—enough to make me pause on other writing projects and sit with this one instead.

There’s a scene in Peter Jackson’s Get Back documentary that lingers with me. George has left the band. A meeting doesn’t go well. Paul and Ringo return to the studio, uncertain of what’s next. John is nowhere to be found. Paul, visibly shaken, says quietly, “And then there were two.” He stares off into the distance. His eyes well with tears. His voice trembles. You can feel the grief. The possibility that something beautiful and world-changing might be coming to an end.

Watching that moment recently, I didn’t just see it through the eyes of a Beatles fan—I saw it through the lens of a leader holding onto connection, trying not to lose grip.

I’ve been a principal for almost sixteen years. I’ve served in multiple schools, answered the call for turnaround, and poured myself into the gig. I’m grateful for a beautiful family—my wife and three amazing daughters. Their love is a constant light. And I do have a handful of trusted friends, most not nearby. But I’ve felt friendship fade over the years—some lost to distance, some to time, some to disillusionment.

This is the part they don’t tell you about leadership. That people may see your title before they see you. That the weight of tough decisions can sometimes isolate you. That you’ll have days where it feels like everyone is counting on you—and no one is standing with you.

I once thought the PLN (Professional Learning Network) would solve this. Twitter, Voxer groups, hashtags that I created like #CelebrateMonday and #TrendThePositive—those were my entry points to community. And for a while, they worked. I met incredible educators, interviewed inspirational guests for the Principal Liner Notes podcast, and even achieved my dream of becoming a published author.

But not all connections held. Some collaborations quietly ended. Some people I looked up to didn’t turn out to be who I thought they were. And yes, I’ve even had a book idea stolen.

Still, I’m thankful for the moments of light in those spaces—moments when a shoutout brightened someone’s Monday or a podcast guest became a kindred spirit. Yet, after the episode ended or the tweet was sent, the silence would sometimes creep in.

Loneliness doesn’t negate purpose. It doesn’t mean the work isn’t good. But it does mean we need to be mindful of our well-being and human need for belonging.

Recently, I’ve had the privilege of co-facilitating the ISTE-ASCD webinar series with Andrea Trudeau. We’ve explored what it means to create spaces of connection and belonging—especially for those in unique roles like principals and school librarians. These conversations have reminded me that belonging doesn’t just happen. It’s a practice. A choice. A rhythm to keep playing, even when the band seems scattered.

In her book The Let Them Theory, Mel Robbins has a powerful chapter on the quiet heartbreak of adult friendships. She describes how friendships shift from group experiences to individual efforts—and how easy it is to look around one day and realize your circle has vanished. Her advice? Reach out first. Be kind without expectation. Smile. Be curious. Give it time.

It’s advice I’ve tried to follow, even when it’s hard. Even when it’s lonely.

So what do we do with this?

We remember that our core matters. Our heart matters. And so does connection.

Here are a few ways I’m working to move through leadership loneliness—and maybe they’ll help you, too:

  • Savor family and those who know you beyond your title. The gig will wait—those moments with loved ones won’t. I am grateful daily for my wife and our daughters and my family.
  • Reach out. A coffee, a text, a hallway chat. Don’t wait for someone else to go first.
  • Find “only ones” like you. Look for the school librarian, the instructional coach, the counselor—others who might be the only one in their role. Forge that bond.
  • Be vulnerable. Share your story. Someone else might need to hear it. I have been writing deeply about the experiences surrounding my heart episode. I am grateful that others have found it helpful for their journey.
  • Build something outside the gig. A book club. A podcast. A project that brings joy without the pressure.

You are not alone—even when it feels that way. Someone out there gets it. Someone is looking for connection, too.

Keep showing up. Keep being kind. Keep playing your part in this great, imperfect, meaningful symphony of leadership.

Postscript:
During those Get Back sessions, Paul’s loneliness was palpable. But the story didn’t end there. The band found their way back. The Beatles regrouped. And they gave us the Rooftop Concert—a final live performance filled with joy, grit, and unity.

It was their last time playing live together. And it was iconic.

A reminder that even in moments of disconnection, something timeless can still emerge.

Echoes of Legacy: Reflecting on Impact, Vision, and What We Leave Behind

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The other day, I was meeting someone for the first time, and—no surprise—The Beatles came up in conversation. I found myself doing what I often do: searching for shared connection, for kindred sparks, for the chords that bring people together.

As I sipped from my well-worn Let It Be coffee mug, I found myself reflecting—not just on my love for the band, but on why I love them so deeply. My thoughts landed in the final scene of The Beatles Anthology documentary, where each Beatle offers a summation of the band’s journey. Paul McCartney’s words have always stuck with me:

“I’m really glad that most of our songs were about love, peace, and understanding.”

That’s the legacy of The Beatles. A body of work grounded in themes that transcend time and trend. Love. Peace. Understanding. Their music is an echo that still resonates across generations, creating belonging, joy, and reflection in all who listen.

That’s the power of legacy.

As I wrap up my 33rd year in education, I find myself tuning in to that word—legacy—and asking what it means in the context of a school year. I think of my good friend, Meghan Lawson, and her powerful book, Legacy of Learning. She writes:

“What you do in your classroom and school matters. In a big way. We are always making an impact on students and colleagues, whether good or bad.”

Legacy is not about ego, applause, or glory. It’s not about showmanship or staged stunts dressed up as leadership. Legacy is about the quiet echoes we leave behind in the lives we’ve touched—the ones who are better because we showed up and stayed the course.

In my office hangs a photo of Walt Disney standing in the middle of a swamp in central Florida, surrounded by blueprints for what would one day become Walt Disney World. He never lived to see it finished. But his vision endured, carried forward by a team who believed in the mission.

I often show that photo to my leadership teams—not because I want us to build castles, but because I want us to believe in what’s possible. It’s a reminder that legacy is built not in isolation, but in collaboration. It takes vision, belief, and a team that leans into each other’s strengths.

This year, I invited our Instructional Leadership Team and School Improvement Team to create an Accomplishment Inventory—a running list of all we had done that positively impacted students. It was a celebration of small wins and shared progress. It was a testament to the legacy we’re building together, moment by moment, step by step.

As this school year nears its close, I offer these reflections and action steps for you to consider:

🎧 Reflect with Intention
Take 10 minutes. Journal. Ask yourself: What is the legacy I’ve left this year? Where did I show up? Who did I lift?

📷 Find Your “Swamp” Photo
Print or display a photo that symbolizes your long-term vision—the unfinished dream. Revisit it when you need clarity or courage.

📋 Create Your Accomplishment Inventory
Alone or with your team, write out the moments that made a difference. Celebrate them. Share them. Build on them.

Legacy isn’t what we say about ourselves. It’s what others say when we’re not in the room. It’s the tone we set, the hope we pass on, the lives we quietly change.

So tune in. Reflect. And keep building. Your echo matters.

Leadership Riffs: Jamming for Impact

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In music, a riff is a heartfelt, memorable melody—like the opening chords Keith Richards plays on The Rolling Stones’ “Satisfaction.” But riffs aren’t limited to music alone; they’re found in those spontaneous, soulful exchanges we have as leaders after faculty meetings, in hallway conversations, or during inspiring conferences.

At the recent North Carolina Association for Middle Level Education (NCMLE) conference in Charlotte, NC, I experienced some deeply moving “Leadership Riffs.” Visionary leaders like Dr. Darrin Peppard opened my mind to fresh possibilities about cultivating vibrant leadership teams. Dr. Marie Moreno shared her heartfelt passion for an upcoming book, igniting an inspired dialogue that still resonates. These beautiful exchanges reminded me that leadership, like music, thrives on improvisation, authenticity, and the power of human connection.

Leadership Riffs aren’t about playing the same old notes—they’re about courageously pushing boundaries, creating harmonies, and passionately innovating together.

Here are a few heartfelt “Leadership Riffs” that underscore why our impact truly matters:

1. “A Throwaway Line in a Beatles Epic”

Paul McCartney nearly tossed out the lyric, “The movement you need is on your shoulder,” from the timeless Beatles’ classic “Hey Jude.” He saw it merely as a temporary placeholder, lacking clarity. But when John Lennon passionately insisted the line remain, Paul recognized something deeper—a powerful moment of trust and affirmation between friends. Now, every time Paul sings that lyric, he holds tightly to the memory of John’s insight, a bond made even more poignant by John’s absence. Lesson: The seemingly small details, moments, and gestures in our leadership carry profound significance and lasting impact.

2. “A Word of Thanks”

After a challenging and exhausting day filled with meetings, decisions, and the weight of responsibility, a teacher quietly appeared at my office door. Bracing myself for another issue to solve, I was instead met with a gentle smile and sincere words: “I just wanted to say thank you. You probably don’t hear it enough.” Her unexpected gratitude moved me deeply, serving as a gentle, transformative reminder of how kindness and acknowledgment can lift our spirits and renew our sense of purpose. Lesson: Every word of appreciation we speak has the potential to uplift and sustain those around us.

3. “The Words of a Child”

During a parent conference discussing support strategies, their first-grade child quietly explored the books on my office shelf, eventually selecting Green Eggs and Ham. As he confidently read aloud, his enthusiasm and ability amazed me. Inspired by his joy, I offered him a book from my collection, and with a smile, he whispered, “You’re my hero.” In truth, his words profoundly touched my heart and reminded me of the true heroes in our schools—our students, whose growth and potential inspire us daily. Lesson: Every interaction with a child echoes profoundly, reminding us why our roles in education matter.

4. “A Heart in the Wild”

My dear friend, Maria Galanis, recently shared a poignant image on X—a heart carefully crafted from seashells by an unknown stranger on a serene beach. Maria’s simple act of sharing this discovery instantly sparked joy and reflection in those who saw it. This beautiful moment powerfully illustrates how our intentional actions, even small gestures left anonymously, leave trails of positivity, hope, and inspiration that uplift others far beyond our immediate circle. Lesson: As leaders, we are called to intentionally leave pieces of our hearts behind, illuminating paths of connection and possibility.

How to Host Your Own Leadership Riffs Jam Session

Looking to cultivate deeper connections, creativity, and heartfelt impact in your school community? Consider hosting a “Leadership Riffs Jam Session”:

  1. Create a Welcoming Space: Offer an inviting, relaxed, 15-minute gathering after school—no pressure, just meaningful conversations.
  2. Invite Everyone to the Table: Emphasize inclusivity, encouraging participation from every role and level.
  3. Lead with Openness: Share your own authentic stories or pose a meaningful question to inspire genuine dialogue.
  4. Encourage Improvisation: Let ideas flow freely, embracing spontaneity to spark innovative and meaningful exchanges.
  5. Reflect and Empower: Conclude with clear insights and actionable steps, empowering everyone to bring their inspired “riffs” to life.

Heartfelt gratitude to Darrin Peppard, Marie Moreno, and Maria Galanis for their invaluable friendship, inspiration, and thought partnership.

Let’s keep riffing from the heart—because the songs we create together truly matter.

The Power of a Check-In

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“So, what’s on your turntable?”

That question was a daily gift during my final year of teaching at Bedford High School. It came from my colleague and kindred spirit, Barry Low, our brilliant music teacher. Barry had a way of showing up with his warmth, wisdom, and that irresistible curiosity for all things music.

Back then, it was 2003. I had a small boombox perched in the corner of my English classroom. CDs were still king, and there was always one queued up and ready to play—usually something from The Beatles, Sinatra, or a little Bossa Nova to soundtrack the morning.

Barry would pop in between classes and ask that now-legendary question: “So, what’s on your turntable?”

Those moments felt like sacred mini-sessions—a spontaneous graduate seminar in music. We riffed on everything from Sergio Mendes to Frank Sinatra to Brazilian jazz. Barry always had a new artist to share, a bootleg CD to lend, or a story that made both of us laugh. My students waiting for class would often catch a glimpse of our camaraderie, and they were drawn in by his wit and warmth.

What Barry didn’t know at the time was how much I needed those check-ins. I was carrying some heavy emotional weight. I’d taken an ethical stand in my department and found myself increasingly isolated. There were days when the silence from others felt deafening. But Barry’s daily drop-ins cut through that fog. His kindness, his curiosity, his way of being present—it all reminded me that I wasn’t alone.

And isn’t that the thing? We never really know what someone is carrying when they walk through the doors of the schoolhouse. But one simple check-in can shift everything.

That’s the lesson Barry gave me—and it’s a lesson that’s stayed with me for over 20 years.

In my last blog post, I shared about being rushed to the hospital after a heart episode that occurred at school. I believe now more than ever in the power of a check-in. A few friends reached out after that moment. Their words, texts, phone calls, and prayers helped guide me back to healing. That experience reminded me again that compassion is not complicated. We just need to ask, “How are you really doing?” And mean it.

We live in an era where emojis and likes are often mistaken for connection. But real connection—life-giving connection—happens when we extend our arm, when we lean in, when we show up. As my good friend Max Pizarro says, “Arm extended.” That phrase carries a quiet power. It’s a posture of empathy. A stance of solidarity. An invitation to belong.

Lauren Kaufman recently wrote, “You don’t have to carry it all alone.” That line struck a deep chord. It reminded me of the invisible loads we all carry and the ways we can lighten each other’s burdens just by being present.

Belonging isn’t just a buzzword—it’s essential. Dr. Susie Wise puts it best in her book Design for Belonging: “Being accepted and invited to participate; being a part of something and having the opportunity to show up as yourself.”

That’s the heart of it. Create spaces where others can show up as themselves. Be the colleague who tunes into others. Be the leader who notices. Be the friend who checks in. Because that’s the gig—that’s the leadership jam that transforms classrooms, staff rooms, and lives.

We are the entry points for belonging. Let’s carry that with purpose and with rhythm.

So, what’s on your turntable today? Maybe it’s kindness. Maybe it’s courage. Maybe it’s simply showing up for someone. Whatever it is, press play and let it echo.

Further Reading:

🎧 Design for Belonging by Dr. Susie Wise — Purchase the book here

📝 Lauren Kaufman’s blog post, “Shine A Light, Share A Load” — Read it here

A Special Note of Gratitude on My Last Blog Post:

A special thanks to for the overwhelming response for my last blog post, “A Principal’s Rebirth: Finding Life, Love, & Leadership Again.” That post came from a deep place in my heart and I am humbled by the outreach many of you shared. I want my words to help others and this post serves a salve for others who are struggling. Please feel free to share that post linked HERE. Mental Health is so important and my hope is that this blog is a support for all who need it. I am here for you and I am glad that the world has you in it.

A Principal’s Rebirth: Finding Life, Love, and Leadership Again

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“Call 911.”

These were the last words I heard from our SRO before everything went dark and I fell to the ground.

This was not just a sudden medical emergency—it was the culmination of years spent silently carrying anxiety, stress, and deepening depression. It was the moment my body forced me onto a new path, the first steps toward rebirth.

Last year, I experienced a traumatic health crisis, what doctors described as a cardiac episode triggered by years of relentless anxiety, chronic chest pains, and suffocating Imposter Syndrome. It happened at school, amid the daily chaos and pressures we face as leaders. My body simply gave out.

When I regained consciousness, I was surrounded by paramedics and the incredible members of my office staff, working rapidly to keep me alive. Tears filled my eyes as fear overtook me—I genuinely believed I might never see my wife and our three beautiful daughters again. Breathing was impossible, and the chest pains intensified.

As they rolled me into the ambulance, a flood of thoughts rushed in. I saw my family—moments missed, memories sacrificed. My heart ached thinking of the countless times I’d prioritized my work over my loved ones, placing duty to my school ahead of duty to my family and, ultimately, myself. I called out to God, and then darkness returned.

When I awoke in the hospital, tethered to various medical devices, my heart eased the moment I met my wife’s calming eyes. My oldest daughter was already there, confidently navigating conversations with doctors, demonstrating remarkable strength and poise. Pride overwhelmed me—but so did shame. As her father, I should have been protecting her, not the other way around.

It’s been a full year since that fateful day—a journey of healing, renewal, and rediscovery. My physical health and blood pressure are now managed carefully. Regular therapy sessions every other week have transformed my outlook, grounded in the love and unwavering support of my family and a few deeply cherished friends who check in weekly. Every day, I practice intentional self-care, finally understanding that my identity as a principal should never overshadow my humanity.

As the creator of #CelebrateMonday, I recognize now that I wasn’t celebrating myself. I leaned too heavily on fleeting PLN connections, seeking external validation while overlooking the unconditional, immediate love from my family. While my PLN gifted me a handful of true friendships, I realize my greatest strength comes from being fully present with those who truly cherish me. In pursuit of acceptance, I had unknowingly compromised my core values as a leader.

This past year has gifted me profound clarity and growth. I’ve learned to distinguish between genuine leadership and the seductive illusion often sold through polished selfies, viral gimmicks, and ego-driven platforms. I now seek authenticity, humility, and depth, distancing myself from empty slogans and superficial validations. I am grateful being at a new assignment returning to a school district I truly love and feel sincere support, empowerment, and belonging.

This month marks a year since my rebirth—a new birthday I honor with deep gratitude. My perspective is forever changed. I embrace each moment ahead with my family and true friends, choosing authenticity over illusion, presence over performance, and self-care over self-neglect.

Here’s to life renewed, leadership redefined, and love fully embraced.

Keep Playing, Even If No One Is Listening

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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

The Ripple Effect of Belonging

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The other day, I found myself in pre-production mode for an ASCD Expert Webinar I’m co-facilitating with Dr. Andrea Trudeau. We were just moments away from going live—an exciting milestone in our partnership with ISTE-ASCD to explore the power of principal-librarian collaboration.

Despite having delivered keynotes, facilitated countless meetings, and never being one to run out of words, I felt a twinge of nervous energy. Andrea and I had carefully planned this series, designed to help principals and librarians cultivate belonging through meaningful partnerships. Still, the unknown had me teetering on the edge of speechlessness.

Then, as our “executive producer,” ISTE-ASCD Senior Manager for Community Engagement Margaret McGuinness, prepared to hit the button to go live, I centered myself in a simple truth and voiced the following: If we connect just one principal with one librarian, we’ve done our job. Andrea and Margaret nodded in agreement, and together, we stepped into uncharted territory. The webinar was a success and I believe both Andrea and I were able to help others build some bridges that day.

That’s the thing about belonging—it starts with a single step. A single connection. A single moment of shared purpose.

The Power of a Ripple

It’s easy to hesitate when stepping into something new. But what if The Beatles had given up when they played to an audience of just 18 people early in their career? Instead of letting the small crowd deter them, they leaned into the moment. They played their hearts out, laughed at the absurdity, and kept going. That spirit of persistence and joy shaped their journey—and, in turn, has inspired mine.

The same principle applies to leadership. Impact isn’t measured in likes, viral moments, or fleeting trends. It’s about connection. It’s about the quiet, intentional moves that build belonging—moves that ripple outward in ways we may never fully see.

I think of my fifth-grade teacher, Mrs. McMonagle, who saw something in me before I saw it in myself. With a single conversation, she opened my world to literature, art, critical thinking—and yes, The Beatles. That moment still echoes in my leadership today.

Tuning into Belonging

As school leaders, our role isn’t to chase the spotlight. It’s to cultivate an environment where every student, every teacher, and every staff member feels seen, heard, and valued. That kind of belonging isn’t built in grand gestures but in the everyday moments:

🎸 A handwritten note on a teacher’s desk reminding them that their work matters.
🎸 A lunchtime conversation with a student that shows them they belong.
🎸 A simple high-five in the hallway that lets someone know they are valued.
🎸 An intentional partnership that strengthens the fabric of a school community.

These small moves create big ripples.

Join the Conversation

That’s exactly what Andrea and I are exploring in our ongoing webinar series, The Power of Partnership: Enhancing School Success Through Principal and Librarian Collaboration. Through these 30-minute sessions, we’re diving into practical ways to align goals, foster communication, and leverage library resources to support student success. This journey will culminate at ISTELive 25 and ASCD Annual Conference 25 in San Antonio where we will present our work.

Let’s keep the conversation going. Join us, engage in the dialogue, and lean into the work that truly lasts.

A Postcard, A Drumbeat, and A Leadership Move: Building a Culture of Belonging

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Earlier this week, Beatles fans around the world commemorated the 56th anniversary of their final live performance—the legendary rooftop concert atop Apple Records. Captured in Get Back and memorialized in Let It Be, this moment was their live swan song, a testament to creative courage and collaboration.

Last week, I wrote about Rooftop Moments—the bold, defining moments that school leaders should cultivate with their teams. But there’s another, lesser-known moment in Beatles history that happened the day after that performance. A simple yet profound leadership move.

On January 31, 1969, Paul McCartney sent Ringo Starr a postcard that read:

“You are the greatest drummer in the world. Really.”

This wasn’t a public accolade or a grand gesture. It was a handwritten note—one musician reaching out to another, reinforcing connection and belonging. A small moment, but a significant one.

As school leaders, we talk about culture-building, trust, and recognition. Shoutouts in memos or emails are a start, but I’ve come to realize they often feel transactional, fleeting. Teachers deserve more than a quick mention in a newsletter that might be skimmed and forgotten. True belonging is built in the quiet, intentional moments—through handwritten notes and meaningful feedback.

The Power of a Handwritten Note

At Charles England Elementary, we start each faculty meeting with Praise and Thanks—a time to share shoutouts and gratitude. It sets a positive tone and creates psychological safety. But not everyone feels comfortable speaking in a large group, and exhaustion can sometimes make participation hard.

At a recent meeting, I placed blank Energy Bus-themed notes (inspired by Jon Gordon’s book) on tables and asked staff to write a message of gratitude to a colleague. No prompts, no pressure—just a moment to reflect and uplift. As I looked around, I saw teachers smiling, some wiping away tears, completely immersed in the moment. The next day, those notes found their way into mailboxes, and the ripple effect of encouragement began.

A handwritten note isn’t just ink on paper—it’s a tangible reminder that someone sees you. That your work matters. That you belong.

The Leadership Move: 30-Second Feedback

Another way we are reinforcing belonging is through 30-second feedback, a practice inspired by Mike Rutherford’s Seven Tools for Developing Teachers and Teaching (link). This simple but powerful strategy involves stopping into a classroom, identifying one specific positive thing, and sharing that feedback—either verbally or in a quick note.

Here’s what makes it work:

  • It’s not evaluative—just pure affirmation of great teaching.
  • It’s quick but intentional—a handwritten note, a short hallway chat, or a sticky note left on a desk.
  • It highlights strengths—no jargon, no checklist, just celebrating a moment of impact.
  • It builds connection—leaders engaging with teachers in a meaningful way, beyond scheduled observations.

I keep a pocketful of blank Post-its and make it a goal to visit at least three classrooms a day, leaving behind 30-second feedback. It’s transformed how teachers feel about their work. They light up, just like I imagine Ringo did when he read Paul’s postcard.

Four Ways to Build Belonging with Handwritten Notes & 30-Second Feedback

  1. Commit to Daily Touchpoints
    • Visit three teachers a day and leave either a quick verbal or written affirmation.
    • Track your visits to ensure everyone receives meaningful recognition.
  2. Use Specific Praise
    • Instead of “Great lesson!” try: “The way you engaged students in discussion today was fantastic. I could see their excitement!”
    • Authentic, detailed praise carries weight.
  3. Make Handwritten Notes a Habit
    • Keep blank notecards or sticky notes handy.
    • Surprise staff with a handwritten note in their mailbox or taped to their door.
  4. Encourage Peer-to-Peer Recognition
    • Incorporate note-writing into staff meetings or PLCs.
    • Provide postcards or themed templates to make it easy and fun.

A Legacy of Belonging

Think about the impact: just 90 seconds a day dedicated to 30-second feedback builds a culture where teachers feel seen, valued, and empowered. Multiply that over a school year, and you’ve created an environment where trust and belonging flourish.

As Meghan Lawson (link) reminds us in Legacy of Learning, these small wins shape the culture of a school. They’re the moments that keep teachers inspired and engaged.

56 years later, I’m still moved by a simple postcard between bandmates. It reminds me that leadership isn’t always about the big moves—it’s about the small, consistent moments of connection that build something lasting. Just like The Beatles, our legacy as educators is one of collaboration, impact, and belonging.

What’s your next leadership move? Maybe it’s as simple as writing a note.

The Rooftop Moment: Embracing Creative Courage Amidst Doubt

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I’ve written and rewritten this blog post countless times in my mind. It has been weighing on my heart, especially after navigating a week filled with a few setbacks. Nothing catastrophic, but still moments of dejection that linger. One of those moments was particularly difficult: an idea I had for a collaborative book was taken in a new direction—without me.

As someone who values collaboration and the joy it brings, I’ve learned that I need to be more mindful of whom I choose to collaborate with. Seeing my work and ideas rebranded as someone else’s originality hurt deeply. It stung because the creative journey is already fraught with battles against Imposter Syndrome and anxiety. These emotions creep in especially when I venture into new creative territory: Will it be good enough? Will people understand what I’m trying to do? When someone else quickly disinvites you from a project and takes it solo, it’s a painful reminder of the delicate steps needed to protect your own creative vision.

Late last year, I thought I had cracked the code on a follow-up to my first book, The Pepper Effect. I had an outline, a vision, and an unshakable drive. But that momentum fizzled as life threw its challenges my way. Stress, high blood pressure, and self-doubt culminated in a health scare that landed me in the hospital. It was a wake-up call. With the support of my incredible wife, my family, my therapist, and my faith, I began to rebuild—both physically and emotionally. Part of that rebuilding process involved reconnecting with my writing. Blogging weekly became my creative anchor, a way to keep my writing muscles intact and grooving. Each blog post has been a step forward, a way to regain confidence and prepare myself for the marathon of writing another book.

The recent letdown with the collaborative book idea is a chapter I’m reframing not as failure, but as a lesson learned. It’s a reminder to trust my vision, something I wrote about extensively in The Pepper Effect. Sure, it stings to see accolades being given for an idea that I helped shape, but as Mel Robbins writes in The Let Them Theory, I can’t let other people’s actions control my journey. Let them take their version of the idea, I tell myself. Let me move forward with my vision. And as my therapist often reminds me, “…and that’s okay.”

When I need inspiration, I return to The Beatles. They are my creative North Star. My first book explored how their story is a template for creativity, collaboration, and innovation. My follow-up book, which I’m calling The Let It Be Effect, will continue in that vein, diving into the Get Back/Let It Be era. If you’ve followed me on social media, read my blogs, or listened to my podcasts, you’ve seen glimpses of this concept. The Let It Be Effect will build on the four tenets of The Pepper Effect (Believe in your vision, Believe in your masterpiece, Believe in your collaborators, Ignore the Naysayers), but it will also introduce something new: the idea of the Rooftop Moment.

The Rooftop Moment is inspired by the Beatles’ legendary final live performance in January 1969. During the recording of what would become the Let It Be album, the band faced immense challenges. They hadn’t performed live in three years, there were creative differences, and at one point, George Harrison even quit the band. Despite all this, they decided to perform—not in a grand concert hall, but on the rooftop of their Apple Corps headquarters in London. It was a cold January day, and the decision to perform wasn’t finalized until the last minute. According to director Michael Lindsay-Hogg, John Lennon’s decisive words were, “F— it—let’s go do it.”

And they did. The Beatles, joined by keyboardist Billy Preston, walked up to the rooftop and made history. That performance became their iconic Rooftop Concert, a moment of creative triumph amidst doubt and adversity. It was the final time they performed live together, and it remains a testament to the power of taking bold action despite uncertainty.

The Rooftop Moment is about just that: taking a dynamic leap of creative courage when the odds feel overwhelming. It’s about playing your gig, painting your masterpiece, or writing your book, even when doubt tries to hold you back. The Beatles ignored convention and their own self-doubts to create something unforgettable. I know I need to do the same with my follow-up book.

Let the critics and naysayers have their opinions. Let them. As for me, I’ll aim for my Rooftop Moment—that decisive act of putting my creativity into the world, no matter what. I’ll let the inspiration flow and trust that what I create will resonate with those who need it most. And that’s okay.

I hope this inspires you to find your own Rooftop Moment. Whether it’s a project you’ve been hesitant to start, a challenge you’re ready to face, or a dream you’ve been quietly nurturing, remember: the world is waiting for your masterpiece. Let it be.

Four Moves to Create Your Rooftop Moment:

  1. Lead with Vulnerability: Share your passion or a creative idea with your team or community, even if it feels risky. Vulnerability fosters connection and courage. For me, this was bringing my guitar to school and sharing a song I wrote based on our school’s core values during grade-level assemblies. It was risky, but it created a memorable and inspiring moment for my students and staff.
  2. Model Risk-Taking: Show your team that it’s okay to step outside their comfort zones by doing it yourself. Whether it’s trying a new teaching strategy or presenting an innovative idea, your example can inspire others to embrace risks.
  3. Create Space for Creativity: Provide opportunities for your staff and students to experiment and express their ideas. This could be through collaborative brainstorming sessions, innovation labs, or simply encouraging them to bring their unique talents to the table.
  4. Celebrate the Journey: Acknowledge the effort and courage it takes to create something new, even if the outcome isn’t perfect. Recognizing progress builds momentum and reinforces the value of the creative process.

Sometimes you have to aim for what I call that Rooftop Moment—that moment where you take a move for dynamic creative action amidst overwhelming odds and you simply play your gig, paint your masterpiece, write your book. The Beatles ignored convention and their own self-doubts and applied the Let Them theory in their own way. I know I have to do the same in writing my book follow-up because I know I have another book in me and that’s ok.