Music

The Power of Music in Leadership: Creating Your Soundtrack

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Leaders need a soundtrack. Not just a playlist for meetings and icebreakers. Our journey is driven by service and selflessness, often forgetting to nurture our own well-being. I’m talking about a personal soundtrack for leaders—a melody that resonates with peace and balance in our lives. Music is the universal remedy that stirs deep emotions and memories.

For me, the world is a soundtrack filled with sounds, notes, and harmonies. Music is the divine thread that connects us to our shared humanity. Each of us carries a beat that shapes our days. I often associate memories with specific songs or albums. For instance, when I hear Bruce Springsteen’s “Girls in Their Summer Clothes,” I’m transported back to a warm June afternoon. The song blared from my car windows as I returned home from school. Spotting my three daughters playing joyfully in the backyard, I was enveloped in a moment of pure bliss. We ran to create each other with hugs and kisses. The song seemed crafted for this snapshot of fatherhood, etching the memory deep within. Music has a way of reminding us of life’s blessings.

Music can transport us through time, reliving moments etched on our life’s canvas. Amid the frenzy of deadlines and endless meetings, leaders can lose touch with why we embarked on this journey. That’s why I infuse my days with music—it’s my fuel for meaningful pauses. Reflection becomes a reminder of life’s goodness and the limitless possibilities, even amid challenges.

Recently, I rediscovered David Bowie’s “Black Tie White Noise,” an album often overshadowed by his classics. This gem from 1993 holds a special place in my heart. I remember picking it up on an April afternoon, eager to reunite with the woman who later became my wife. As a first-year teacher navigating the challenges of a new role, the album’s energy and Bowie’s lyrics mirrored my confidence and excitement. Driving to meet Deb, the traffic allowed a stop at a record store, where “The Wedding Song” echoed from the stereo. Bowie’s voice, poignant and urgent, captured the essence of love. I was captivated, buying the CD without hesitation. The album’s ethereal romanticism mirrored my own love story, affirming that all was right in my world.

“Black Tie White Noise” emerged from Bowie’s response to the Rodney King riots and his marriage to Iman—a reflection on racial harmony and personal union. As a young Black man also in a relationship with a White woman, I resonated with Bowie’s introspection. The album’s resonance endures, reminding me of a time filled with hope and promise.

Every note of “Black Tie White Noise” transports me to that spring of ’93—windows down, singing along with Bowie. It’s a reminder of the blessings and the people who uplift me. This soundtrack underscores life’s meaning and my place within it.

Every leader deserves a soundtrack—a melody that echoes our humanity and reminds us of life’s richness beyond our professional realms. Music not only heals but also reaffirms our purpose.

Add The Music Referenced Here To Your Day:

Questions for Reflection and Connection

  • What songs make up your life’s soundtrack?
  • Which tunes inspire and evoke cherished memories for you?
  • How does music influence your leadership journey?

Feel free to share your songs on X or Instagram. Tag me at @smgaillard and use #PrincipalLinerNotes. Let’s celebrate the power of music together.

Let’s harness the power of music to inspire, reflect, and connect.

Please feel free to share these songs on X or Instagram and tag me at @smgaillard and #PrincipalLinerNotes. I would love to share in the Music with you.

Three Moves to Build Your Life Soundtrack

1. Take intentional time to revisit a song from your past that sparks joy and journal about its significance.
2. Create a shared playlist with colleagues and friends, sharing songs that inspire fond memories.
3. Connect with loved ones through music. Ask them about songs that hold special meaning for them.

Collaboration Moves

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“Deliver a Masterpiece”

In the realm of music, Daniel Lanois stands as a legendary figure whose influence spans over four decades. While his name might not be immediately recognizable to all, his impact on the industry is profound. As a producer, Lanois has lent his talents to iconic albums by artists such as Bob Dylan, Willie Nelson, Peter Gabriel, Emmylou Harris, and The Neville Brothers. Yet, perhaps his most celebrated collaboration was with the legendary band U2, co-producing landmark albums like “The Unforgettable Fire” and “The Joshua Tree.”

Recently, a friend shared a video interview of Lanois discussing the making of U2’s groundbreaking album, “Achtung Baby.” In the interview, Lanois exudes humility as he reflects on the creative process behind the album. His simple yet profound philosophy on his role as a producer struck a chord with me: “Listen, man, when I go in the studio, it’s head down, get the job done, be creative, support the house philosophy, obey the house rules, deliver a masterpiece, and get on with your life.”

Lanois’ words resonate far beyond the realm of music production. They speak to the essence of leadership—of guiding, supporting, and inspiring others to achieve greatness. Just as Lanois supported U2 in creating a masterpiece, leaders in education must foster an environment where every member of the community can contribute their unique gifts towards a shared vision of excellence.

True collaboration goes beyond mere lip service. It requires leaders to tune into the strengths of those they serve and to relentlessly invite everyone to share their gifts. This means moving beyond the superficialities of titles and status and embracing a genuine appreciation for the diverse talents within the organization. By doing this we help to nurture a culture abounding with a sense of belonging and psychological safety.

As leaders, we must cultivate a culture of collective efficacy—one where every individual feels valued and empowered to make a meaningful contribution. Just as Lanois stepped aside to let U2’s vision shine, leaders must remove barriers and facilitate the emergence of greatness within their teams. Lanois’ move was a true leadership move. He put his ego aside in service of supporting the band’s vision.

Authentic collaboration, grounded in a deep appreciation for the strengths of others, is the key to creating masterpieces in education. By shifting our mindset from mere task delegation to the intentional celebration of each individual’s gifts, we can elevate our schools and districts to new heights of excellence.

Let us heed the wisdom of Daniel Lanois and strive to deliver masterpieces in our own realms of leadership. Let us keep our heads down, focus on the work, but also hold them high to acknowledge and celebrate the contributions of others. Together, we can create timeless works of art that positively impact the lives of students and educators for generations to come. Who knows? With dedication, collaboration, and a commitment to excellence, we may just produce our own “Achtung Baby.”

4 Leadership Moves for Nurturing Collaboration

1. Individual Strength Scouting Walks: Visit classrooms and learning spaces without an evaluative lens. Spend time in these spaces with the intention of finding strengths in the people you serve. Take note of these strengths and curate a list for future reference. It’s always important to leave a note of gratitude for that teacher and cite a specific strength you experienced being demonstrated.
2. Strength-Based Follow Up: Take a couple of minutes and invite conversation with that teacher. Share the specific strengths and gifts you witnessed. A conversation filled with warmth and support from the leader goes a long way in building psychological safety for others.
3. Team Strength Scouting Walks: What if the school leader inviting others to join in Strength Scouting Walks? You can really shift the mindset on classroom walkthroughs and instructional rounds by encouraging others to join you in finding strengths in action in the schoolhouse.
4. Strengths Curation: There are many tools out there to survey staff on their individual strengths. Using Gallup’s Strengths Finder or Patrick Lencioni’s The Six Types of Working Genuis are great resources to curate the strengths of everyone in the schoolhouse and district. School leaders can follow-up with team-based activities to curate the strengths of the entire faculty and have a resource for others to refer to when building efforts for collective efficacy.

You can view the interview with Daniel Lanois here:

Tuning into Possibilities: A Lesson in Leadership from The Beatles

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As someone who proudly wears the badge of a “Beatles Encyclopedia,” my journey in music appreciation is a perpetual adventure. The joy I derive from delving into the world of music, particularly the legendary band that holds a special place in my heart, knows no bounds. If you were to step into my home office, you’d find it adorned with shelves filled to the brim with books dedicated to none other than “The Beatles.” I’ve devoured so many books over the years on this iconic band that I could probably recite passages from memory. (I’d likely be of little help in the book refuge depicted in Fahrenheit 451!)

Currently, my literary journey has led me to “The Lyrics” by Paul McCartney. Released just last year in hardcover, I couldn’t resist adding the paperback edition to my collection. This remarkable book sees McCartney opening up about the stories and personal anecdotes behind the songs that defined his tenure with The Beatles and his solo career. In the book’s introduction, McCartney shares an anecdote from the early days of The Beatles that, surprisingly, I had never encountered before.

Let me share a quick recap. Picture the scene: The Beatles, in the nascent stages of their career, find themselves on a wintry night journeying between gigs. Suddenly, their van skids on ice, careening off the road and down an embankment. Miraculously, no one is hurt, but they’re left stranded. Amidst the chaos, McCartney recalls a pivotal statement uttered by someone in the band: “Something will happen.” This simple phrase quickly became a rallying cry for The Beatles whenever faced with adversity or uncertainty. I try to envision when this statement would echo at various stages during The Beatles trajectory as a band. It is a tantalizing game to play in imagining when this line would be appropriate.

The profound simplicity of this statement struck a chord with me as I immersed myself in McCartney’s book. It served as a poignant reminder that even the idols we admire are, at their core, human. “Something will happen” encapsulates a resolute hope, reminding us that amidst seemingly insurmountable odds, the realm of possibility remains wide open.

Reflecting on this mantra, I couldn’t help but draw parallels to my own journey as a principal and school leader. In the face of daunting challenges, “Something will happen” embodies a steadfast belief in the power of resilience and perseverance. It speaks to the essence of our roles as leaders, tasked with navigating complex landscapes against all odds. We have to tune into possibilities on a daily basis. Additionally, we have to encourage others to tune into possibilities as we educate and empower the kids we serve.

Recently, our team encountered a situation demanding swift action and collaboration. In its aftermath, I found myself echoing a similar mantra to reassure my colleagues: “We responded. We were there for others.” I have echoed this statement many times as a leader to serve as a salve for others who support during a crisis. This instance brought to mind The Beatles and their mantra, reinforcing the notion that amidst uncertainty, hope prevails.

My mantra, “We responded,” shares the same essence and intention as The Beatles’ rallying cry. As leaders, it’s our responsibility to provide comfort and empowerment through compassionate words and actions. Whether serving as a soothing balm in times of crisis or bringing clarity to chaos, our words hold the power to inspire and uplift. Being intentional with our words is a necessary move as a leader. We are the navigators of our narrative and we must choose our words with care, compassion, and intention.

Stepping back and reflecting on our experiences is not just advisable; it’s imperative for effective leadership. Taking stock of our decisions and actions allows us to glean valuable insights and pave the way for growth. In the end, it’s the simple yet profound words—whether “Something will happen” or “We responded”—that ignite the spark of hope and resilience in those we lead.

Next Moves for Dynamic Leadership Action: Reflection on Communication

-Reflect: Find intentional time to reflect on the words you use as a leader to comfort or inspire during a crisis.
-Write: Jot down those words and statements you use. Reflect upon the meaning and intention in each of those words. Do they empower? Do they avoid judgement or placing blame?
-Share: Find a trusted thought partner and share words to gain feedback and growth.
-Connect: With people you serve and collaborate, take time as a group to discuss words used during a crisis. Establish kinship and understanding along with ensuring that meanings are understood.

Whether serving as a soothing balm in times of crisis or bringing clarity to chaos, our words hold the power to inspire and uplift. Being intentional with our words is a necessary move as a leader. We are the navigators of our narrative and we must choose our words with care, compassion, and intention.

Leading with Harmony: Fostering Belonging Through Collaboration

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This past weekend, I found myself engaged in a collaborative conversation with two friends. As we explored ideas and shared perspectives, there was an undeniable sense of belonging in the air. It felt like we were in tune with each other’s strengths, creating a harmonious space that fueled our creativity. This experience made me reflect on the significance of sustaining a sense of belonging, especially for leaders, and how tapping into the strengths and gifts of others is a powerful way to achieve this.

In the realm of leadership, one trait stands out as essential: the ability to foster a sense of belonging. A leader who understands the importance of creating an environment where every individual feels valued, appreciated, and empowered is destined to cultivate a thriving community. One effective strategy for achieving this is to recognize and tap into the strengths and gifts of those around you, allowing them the space to shine.

A captivating example of this leadership approach can be found in the world of jazz music, a genre built on collaboration and improvisation. Consider the iconic rendition of “My Favorite Things” by John Coltrane and his quartet. In this performance, Coltrane, a legendary saxophonist, showcased a profound understanding of fostering belonging by stepping away from the spotlight.

As the melody unfolded, Coltrane gracefully stepped back, creating a space for his pianist and collaborator, McCoy Tyner, to take center stage. Tyner, known for his brilliant and innovative piano playing, seized the opportunity to stretch out and deliver a transcendent solo. Coltrane’s decision to give Tyner the spotlight not only highlighted Tyner’s strengths but also contributed to the overall beauty of the performance. It was a harmonious collaboration that showcased the power of recognizing and celebrating the unique talents within a team.

This jazz analogy holds valuable lessons for leaders in any setting, including the schoolhouse. A leader must possess an acute awareness of the people they serve and a deep understanding of the strengths that each individual brings to the table. By creating a culture that allows these strengths to thrive, leaders can foster a sense of belonging that goes beyond mere inclusion.

In the school environment, leaders must recognize and celebrate the diverse talents of teachers, students, and staff. Just as Coltrane allowed Tyner’s brilliance to shine in their musical collaboration, leaders should provide opportunities for educators to showcase their strengths in the classroom, whether it be through innovative teaching methods, mentorship programs, or collaborative projects.

Moreover, leaders should be attuned to the needs of the school community and actively seek out opportunities for collaboration. By tapping into the collective strengths of the team, leaders can create a culture of belonging where everyone feels heard, valued, and empowered to contribute to the success of the school.

In conclusion, sustaining a sense of belonging is a crucial aspect of effective leadership. Leaders who understand the importance of recognizing and tapping into the strengths and gifts of others can create a harmonious and thriving community. The example of John Coltrane stepping back to let McCoy Tyner shine serves as a powerful illustration of how leaders can foster a culture where the strengths of every individual are celebrated. As we navigate the complex world of leadership, let us strive to lead with harmony, creating spaces where everyone’s strengths can contribute to the beautiful melody of success.

Check out John Coltrane’s “My Favorite Things” featuring that transcendent piano solo by McCoy Tyner

Embrace the Crossroads

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Here’s the latest episode of “The Principal Liner Notes Podcast.” It’s entitled “Embrace the Crossroads.” I explore how a pivotal moment in the “Mad Men” television series coupled with a song by Buddy Holly connects to the infinite possibilities at the end of a school year.

Here’s the link for the podcast: Click HERE.

Please feel free to share the podcast with friends and colleagues. Thanks for listening!

Visible Listening: #ThePepperMindset in Action

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Every band has a template for the creative process. These are the pivotal steps taken to either remain inside or outside the proverbial box. Recording a song for a band can take on many approaches and the path is not always the same. For The Beatles, there was one step they often took along the way in their studio recording creation. It involved auditioning a new song in the studio to George Martin, their producer and sounding board.

There are many pictures documented of The Beatles pitching their song ideas to their producer. Early studio session photos usually depict George Martin perched on a stool with his head bowed down and his hands placed on his knees. He is arrayed in a crisply starched white dress shirt and an immaculately thin tie dangling in time to the music. John Lennon and Paul McCartney are standing on either side of George Martin. Their guitars are slung over their shoulders with voices harmonizing. George Harrison may be slightly off to the side picking out lead guitar riffs and studying the chord formations on John and Paul’s respective guitars. Ringo Starr is in the background listening intently to the lyrics and perhaps imagining how his future percussive beats will compliment the lyrics of “Another Lennon-McCartney Original.”

Producer Martin would listen intently to the tune and then provide direct feedback to the songwriters. His opinion was highly valued by the band and they at first viewed him as a kind of schoolteacher. He may have suggested an arrangement idea or technical suggestion. Perhaps, George Martin was looking for a teachable moment for the band to take them down a new path in songwriting and recording. Perhaps, he was tuning into an innovative and whimsical idea a songwriter suggested and looking to build upon it.

The Beatles had a gift of being open to the best idea regardless of who shared it. Martin’s direct and timely feedback coupled with the songwriting genius of The Beatles led each song to embark on a creative journey that would eventually impact generations of listeners. The collaboration of The Beatles and George Martin was always rooted in this first step of auditioning a song before recording. It began with the simple act of listening.

In starting my new assignment as principal at Lexington Middle School, I find myself taking a few pages from George Martin’s playbook as a leader, educator and collaborator. It is easy for a principal to leap into a school full of vigor and ideas in the name of change and innovation. I made a similar move in my first principal assignment. Thinking I was going to single-handedly save the school with the simple wave of a smile and a quote from a well-thumbed book on change leadership, I stumbled hard over my ego and stubbornness. I am still learning and striving to hit the same universal notes as The Beatles did.

For the first two weeks in the new school, I am making an intentional effort to practice what I call Visible Listening. This practice takes on many permutations, but the aim is still the same in service and support of kids, teachers and the school community. Visible Listening means visiting classrooms and engaging with students and teacher. It means sitting down and being open to learning more about the pulse of the school. Visible Listening means sitting down with each team member (whether they are a student, teacher or family member) and setting up time for an intentional conversation by asking three simple questions:

  • What is great about our school?
  • What do we need to work on together to grow our school?
  • How may I serve and support you as your principal/lead learner?

I imagine myself as George Martin sitting on that stool in Abbey Road Studios and the teachers are my Beatles. I am listening to their words and music. Looking for ways to learn more about our school. I am in tune with those teachable moments and hoping to share what I can with them. In turn, I am looking for those teachable moments so they may edify me about our school. We are sketching out plans to build a masterpiece for our students so that they may add to the tapestry of our school culture. We are building the blueprint for our students to create their own respective masterpieces.

During one of these chats with my some of my new bandmates, I noticed that I was talking too much. My excitement for our collaboration was droning on too long and I could sense that I was spiraling into that nonsensical “Charlie Brown Teacher Voice.” Stopping immediately, I asked them what their dreams were for our time together. The barometer of the conversation changed and we were able to learn more on building our collaboration to new heights. I am so happy that I took the time to stop my ramblings so that I could tune into the dreams of my colleagues.

Beatles Producer George Martin knew that active listening to The Beatles was a crucial element in the recording process. Tuning into his clients provided a necessary foundation for the band to create the timeless and universal songs that still inspire us today. His simple act of Visible Listening led to a world-changing musical canon.

The creative and collaborative focus that is The Pepper Mindset helped The Beatles build an innovative album which still challenges and motivates. “Sgt. Pepper’s Lonely Hearts Club Band” could not have happened with dismissive or rushed listening. 50 years after its release, “Sgt. Pepper” still stands as a pinnacle of recording achievement.

Principals are called to practice Visible Listening in service and support of our students, teachers and families. Stopping for those intentional pauses and inviting those whom we serve into the collaborative marrow will lead to world-changing music in the schoolhouse. Visible Listening is a pivotal move in building The Pepper Mindset and we can adopt that same action to enact bold and creative innovations for our school communities. Visible Listening is one of many notes any educator can use to compose a majestic schoolhouse symphony.

 

 

 

 

 

 

 

 

Making the Impossible Possible: A Beatles Reunion in the Schoolhouse

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It just so happens that I was born on the day and in the year that The Beatles released their final studio album. The “Let It Be” Album stands as my favorite Beatles album for many reasons. The fact that I share a birthday with the final bow of The Beatles as a band in their lifetime makes it even more poignant.

The dissolution of The Beatles in 1970 was a cultural event and it made global headlines. Their break-up was the result of many reasons from financial to personal. They had simply outgrown each other and were ready to forge individual paths. The break-up was very public and bitter. For the next ten years, John, Paul, George and Ringo were hounded and pressured to reunite. There were a few close calls for a reunion but all of that reunion speculation came to an end when John Lennon was murdered in 1980.

Surprisingly in 1994, the surviving Beatles reunited in the studio for “The Beatles Anthology,” a documentary they were producing on the history of the band. Putting aside years of acrimony and bitterness, they reunited and recorded two brand-new songs.

Somehow the Impossible was made Possible because not only did the three surviving Beatles reunite they were also able to include John Lennon in the event.

Taking two rough demos John Lennon recorded before his death,  the newly reformed Beatles added music, lyrics and vocals. The songs are entitled “Free As A Bird” and “Real Love.” Both songs were worldwide hits and received Grammy Awards. It was quite an innovative practice and it was arduous in terms of the technical and musical demands of the reunion project. Somehow the world got a Beatles Reunion amidst seemingly impossible odds.

I share this anecdote not as a proud music geek, but as someone who works in a school where we embrace the Impossible. Ours is a school where we proudly register students who have been retained at some point in their academic year. My school is seen as a haven for students who want a smaller class size and a caring teacher. The school where I am the proud Lead Learner is cast on a list of Title I Schools with poor achievement test scores. Despite all of those negative odds, ours is the school that exceeds achievement growth, possesses one of the highest increases in our district’s graduation rate and overpowered our $500, 000 college scholarship goal to almost $900, 000. Most importantly, the students at the school where I stand proudly as a servant-principal feel connected, safe and loved. In a way, I feel as if I am working with The Beatles. I believe that our school will exit Title I Priority School Status and stand as a true testament to an authentic turnaround.

Daily I strive to overcome the Impossible just like the surviving Beatles did with that battered, hiss-filled cassette of an unfinished John Lennon song. I am nowhere near the musical talent of The Beatles and what they accomplished with those 1994 Reunion Sessions.

How might we embrace the Impossible collectively as educators? Sometimes there is a negative default to those who stare the Impossible down and pursue seemingly absurd quests in the service of students. This mindset is sadly evident in our noble profession as educators. There are daily stories of #EduHeroes in schools everywhere overpowering the Impossible and creating a new paradigm of possibilities for our kids. We have to spread the sparks of those #EduHeroic Stories from the rooftops within social media venues and beyond. We have to value each victory over the Impossible in the schoolhouse as we did with The Beatles Reunion of 1994.

There are many variables to plug into as exemplars of the Impossible in the Schoolhouse. I invite the conversation to address and define them. Our challenge as educators is not to give permission for the Impossible to flourish. We do give too much power to the Impossible. Sometimes we have to take the time to recognize that the Impossible has morphed into the Possible. Taking stock of those examples such as The Beatles reuniting can spark inspiration into action.