Principal Matters: The School Leader's Podcast with William D. Parker

When I was a boy, I loved watching Star Wars. I thought it was incredible when Jedi masters like Obi-Wan Kenobi or Luke Skywalker could persuade others through thought or outwit opponents through their use of “The Force.” Sometimes, I like to describe amazing educators as “Jedis” in their own work. You know that teacher who seems to master any classroom setting, or that inspiring principal who can be both firm and caring at the same time? It’s hard to describe what makes them so effective, but good teaching and leadership is both an art and science. In this week’s Monday Matters, I’m sharing a recording with one of my longest-running Mastermind groups—a group of Jedi educators. Six years ago, Sheila Vitale at the Ohio Department of Education and Workforce reached out about working with Ohio charter school leaders. We began with a series on my Hats for Leadership, and many of those leaders later transitioned into a Mastermind. For this episode, I invited the group that has been together the longest to record a session with me about how collaboration, coaching, and applying ideas have supported their growth. The takeaway for other leaders is simple: your commitment to collaboration, mutual mentoring, and coaching can protect you from isolation and inspire stronger connections with your teachers, students, and community. As we wrapped up the conversation, I asked each leader for a parting word of advice. I’ve included their insights below along with their school information. Anne Hyland – “Practice action-research cycles.” School: Franklinton High SchoolLocation: Columbus, OhioWebsite: https://www.franklintonhigh.org/ Jacqueline Flaker – “Find your people.” School: Rittman AcademyLocation: Rittman, OHWebsite: https://www.rittmanacademy.org/staff-directory/ Guyton Mathews – “Practice shared leadership.” School: Cincinatti Collegiate Preparatory AcademyLocation: Cinncinatti, OHWebsite: https://www.ccpalions.org/ Gisele James – “Believe in yourself.” School: PAR Excellence STEM AcademyLocation: Newark, OHWebsite: https://www.parexcellenceacademy.org/ Genesis Henderson – “Remember your why, and don’t play the comparison game.” School: Cincinatti Collegiate Preparatory AcademyLocation: Cinncinatti, OHWebsite: https://www.ccpalions.org/ Laura Krulik – “Treat others as you want to be treated.” School: Utica Shale AcademyLocation: Salineville, OHWebsite: http://www.uticashaleschool.com/ Bill Watson – “Leadership is building others to accomplish the mission.” School: Utica Shale AcademyLocation: Salineville, OHWebsite: http://www.uticashaleschool.com/ Maria Rodgers – “Always take time to pause and reflect before taking action.” School: SCOPE AcademyLocation: Akron, OHWebsite: https://sites.google.com/scopeacademy.org/main Heather Wenger “You can’t do it alone. Ask for help.” School: Arts and College Preparatory AcademyLocation: Columbus, OHWebsite: https://apcacad.org/ I’m grateful to each of these leaders, to Sheila Vitale, and to Adkins & Company for supporting the work we do with leaders across the state. Listen to the full conversation for even more takeaways. The post MONDAY MATTERS: Jedi Lessons from Legacy Mastermind Leaders appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I’m an assistant principal with 9 years of experience. I’ve made it to superintendent interviews to become principal of my school. K-8 with about 900 students. My competition is a 20 year veteran principal. How can I compete with that? What advice do you have? Listen in to hear their response! Meet Dr. Alli Phelps: Dr. Alli Phelps has spent more than twenty years dedicated to Educator Wellness, improving the lives of both teachers and students. Her experience spans classroom teaching, EL instruction, advocacy, mentoring, coaching, and school administration. She began teaching English in Australia in 1999, then returned to the U.S. to teach English and ESL at Homewood High School after completing her first Master’s in Secondary English Education. She later earned a second Master’s in ESL, which included cultural immersion work in Venezuela. In 2009, she moved to Shades Cahaba Elementary to teach K–5 EL students. In 2021, Alli was named Alabama’s Elementary Teacher of the Year. She went on to earn her P–12 administration certification and complete a doctorate at Samford University focused on Educator Wellness. Today, Alli serves as Assistant Principal at Riverchase Elementary in Hoover City Schools. Outside of work, she loves running, yoga, reading, time with family and friends, and caring for her Great Dane rescue, Murphy. Understanding Educator Wellness: Dr. Ali Phelps, with over 20 years in education and recognized as Alabama’s Elementary Teacher of the Year, emphasizes the critical need for wellness among educators. She highlights that despite the passion educators have for their work, burnout is a common struggle. “Those aren’t mutually exclusive,” she notes, reflecting on her own experiences during the pandemic and the subsequent challenges faced by many in the education field. Research Focus: From Teacher to Administrator Wellness: Initially focusing her research on teacher wellness, Dr. Phelps discovered a significant gap regarding administrator wellness. She transitioned her research to explore how educational leaders manage their well-being amidst the demands of their roles. “There’s a huge problem with administrators and educational leaders and how to get from managing this career to maintaining longevity over time,” she explains. Dr. Phelps conducted qualitative research involving interviews with high-performing administrators across the country to gather insights into effective practices. Three Pillars of Educator Wellness: 1. Physical Wellness: Dr. Phelps found that physical wellness is paramount for educators. Her research indicated that exercise, nutrition, hydration, and sleep play crucial roles in enhancing resilience. Many administrators reported that regular movement not only improved their physical health but also positively impacted their decision-making and overall performance. 2. Strong Boundaries: Another critical theme from her research was the importance of setting clear boundaries. As she puts it, “You have this job to support your family, you don’t have this family to support your job.” This notion underscores the necessity for educators to prioritize personal time and model respect for boundaries within their teams. This discipline in maintaining boundaries helps prevent burnout and fosters a healthier work-life balance. 3. Aligning Values with Work: The third pillar involves connecting daily work to personal values. Dr. Phelps highlights that many educators enter the profession driven by a passion for service, and maintaining that connection is essential. Practices such as gratitude exercises, community engagement, and staying involved in classrooms help educators nurture their commitment to their core values, combating emotional fatigue and the challenges that come with the profession. Dr. Ali Phelps’ research sheds light on the vital aspects of educator wellness that can help sustain those dedicated to teaching. Her findings reveal that prioritizing physical wellness, setting strong boundaries, and aligning values with work are essential for maintaining a healthy and fulfilling career in education. As the landscape of education continues to evolve, these insights serve as a reminder of the importance of taking care of oneself in order to effectively serve students and communities. Staying Connected: If you wish to connect with Dr. Phelps, you can reach her via email at: [email protected] The post PMP499: Cultivating Educator Wellness with Dr. Alli Phelps appeared first on Principal Matters.

Welcome to “May-Cember”: 5 Steps for Closing Out the School Year (And Preparing for Your Next Launch) by William D. Parker It’s the end of the school year, and the last month of school is often the busiest. My wife likes to call this month “May-cember” because, next to Christmas, there’s not a busier time for school leaders. When people outside of education ask what you do at the end of the year and how you prepare for summer, you may want to smile, knowing that wrapping up a school year and managing summer to-do’s can be a heavy lift. There’s a common assumption that once the school year ends, school leaders simply step away for a couple of months. And while you may have opportunities for rest and time with family, you know the reality is more complex. I like to use the cruise ship analogy. You’ve just finished a full voyage with your students and staff. The building begins to quiet, but your work shifts. The passengers have disembarked, and now you’re preparing the ship for the next journey. Even in the summer, schools don’t fully stop. There are still students in the building, programs running, and responsibilities that continue. At the same time, these weeks give you a critical window to finish well and begin building momentum for the year ahead. From my own years as a principal, and from watching other leaders navigate this season well, here are a few suggestions to consider. These aren’t meant to be prescriptive. Every school and team is different. But I hope they offer something helpful as you reflect on your own context. 1. Create a working list you can return to each year. You face many of the same responsibilities this time each year: reports, scheduling, hiring, budgeting, and communication. Instead of starting from scratch each year, consider building a running list you can revisit and refine. Over time, that list becomes a reliable guide. It helps you stay organized, reduces decision fatigue, and ensures important details don’t get overlooked during a busy season. 2. Be intentional about sharing responsibility. You are not meant to carry this work alone. As you close out the year, take time to clearly define who owns which responsibilities. When your team knows their roles, multiple priorities can move forward at once. Clear communication, shared documents, and regular check-ins help everyone stay aligned. This approach not only improves efficiency but also builds trust and develops leadership capacity in others. 3. Adjust your pace to protect energy. The end of the school year is demanding. If you move straight into summer at the same pace, burnout can follow quickly. Keep a sensible schedule where you can. Consider how you might adjust schedules to create more focused work time and space for recovery. Shorter days, flexible hours, or intentional planning windows can make a difference. When you and your team have time to recharge, the work you do tends to be more thoughtful and effective. 4. Collaborate on the work that matters most. Some tasks can be completed independently. Others require deeper thinking and shared perspective. When you’re working through complex challenges like staffing, master scheduling, or program decisions, invite others into the conversation. You will often find better solutions when you draw on the collective insight of your team. 5. Make rest part of the plan. It can be tempting to treat rest as something you’ll get to if time allows. In reality, it needs to be intentional. As you plan the end of the semester and the summer ahead, think about how you can ensure coverage while also encouraging your team to truly step away. Give yourself permission to do the same. Time to rest and reset is not a luxury. It is part of what allows you to lead well when the new school year begins. Let’s Wrap This Up As you move through these final weeks and into the summer, remember that how you finish this year will shape how you begin the next. You may not complete everything on your list, and that’s okay. Leadership always involves more priorities than time allows. But with a clear sense of focus, shared responsibility, thoughtful pacing, collaboration, and intentional rest, you can position your team for a strong start. You’ve already led through a full year of challenges and successes. This next phase of your journey is an opportunity to reflect, reset, and prepare for what comes next. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Welcome to May-cember appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: Help! Our school construction project was supposed to be finished for the start of next semester, and we found out it won’t be completed till some time in late October. How do you lead a school through multiple classrooms being displaced in the middle of a semester? Listen in to hear their response! Meet Dr. Dominque Smith: Join Dr. Jen Schwanke as she welcomes a very special guest, Dr. Dominque Smith, the driving force behind Health Sciences High and Middle College (HSHMC) in San Diego. HSHMC is a uniquely diverse school with a profound mission to be a “home away from home” for its students while preparing them for high-demand careers in health and healthcare. Dr. Smith shares his expertise on how to build a truly equitable, restorative, and mission-driven school culture. We dive into the core principles that guide HSHMC, the power of a social work lens in educational leadership, and the practical steps his team takes every day to ensure every student feels a powerful sense of belonging and leaves with “A Diploma That Matters.” In today’s episode, you will learn about several different mindsets at HSHMC, including: The Power of Belonging: Learn the specific, practical strategies HSHMC uses daily to foster a family-like environment, ensuring every student feels a sense of belonging in their diverse community. Restorative Practices in Action: Dr. Smith shares a compelling rationale behind using a restorative approach—rather than a punitive one—and how it can fundamentally change a student’s path and trajectory. He does not see restorative practices as a lack of consequences; on the contrary, he sees it as an opportunity for students to accept consequences and own the aftermath of their decisions. A Social Work Lens on Leadership: Discover how Dr. Smith’s Master’s in Social Work shapes his daily decisions as a principal, offering a unique perspective that prioritizes the holistic well-being and needs of students over a traditional educational leadership approach. Theme Integration & Career Pathways: We explore how the “Health & Healthcare” theme is integrated across the curriculum at HSHMC—not just in science—and how HSHMC creates personalized pathways to ensure students leave with “A Diploma That Matters,” ready for college or a high-skill career. Dismantling Barriers to Equity: Dr. Smith discusses what he sees as the single biggest barrier to creating truly equitable schools in America today and shares the active steps HSHMC is taking to cultivate a culture where every student is supported and successful. The work being done at HSHMC, guided by Dr. Smith’s expertise in restorative practices and equity, offers a necessary and powerful model for school leaders everywhere. Don’t miss this conversation on building a truly mission-driven culture where every student is seen, supported, and prepared for a meaningful future. To learn more, check out Dr. Smith’s books at Corwin.com or Amazon.com, or visit Dr. Smith’s school’s website at hshmc.org. The post PMP498: Rethinking High School with Dr. Dominique Smith appeared first on Principal Matters.

Recently, Jen Schwanke shared a newsletter about wayward solutions. She and I spent this week’s episode of Monday Matters discussing solutions. Specifically, we talk about how solving a problem can sometimes lead to even more problems down the road. In school leadership, we are constantly trying to find solutions to problems, but we have to remember to look at the big picture and consider the impact of our solutions before implementing them. Jen also shares an amusing story from her childhood to illustrate the points we are making in this episode. Listen in to hear the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Wayward Solutions appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I’m a new principal and preparing for my first meeting to let a teacher know we won’t be renewing their contract for next year. Any tips on how to do this well? How do you control any damage to the culture of the school if it upsets other teachers? Listen in to hear their response! Meet Andrew Marotta: Andrew Marotta is the Director of Communications and Academic Services for Port Jervis Schools in New York. After spending more than 20 years as a principal and assistant principal, he stepped into this role to champion his district in creative ways while expanding his work as an author, speaker, and podcaster. Andrew is a husband, father, adjunct professor of school leadership, and the founder of the Surviving and Thriving movement. A master storyteller, he loves to energize others with authentic stories, memorable visuals, and engaging, thought-provoking activities — all rooted in his commitment to positively impact every person he meets. He also officiated Division I men’s college basketball for nearly 20 years, balancing high-pressure moments on and off the court — lessons he brings to life for other leaders. He is the author of seven leadership books, including his latest, The Magic Acronyms, Formulas & Impactful Stories of Leadership, a tribute to Dr. Rob Gilbert and the Success Hotline that explores leadership through hope, action, and timeless success principles. Lessons from the Work: Andrew spent years as both a principal and a college basketball official. Over the course of his career he learned many lessons from both fields that help him in his work with teachers and students, and he shares three with Principal Matters listeners. One lesson is that you have to show up and do the job, no matter how you feel. The second lesson is that sometimes all you have to do is be a great listener. The third lesson that Andrew shares is the importance of being authentic, and using your mistakes to better yourself. He tells listeners, “If you make a mistake, admit it. Then you make sure you go back and do better.” The Success Hotline: Andrew’s most recent book, The Magic Acronyms, Formulas & Impactful Stories of Leadership, a tribute to Dr. Rob Gilbert, tells the story Dr. Gilbert’s Success Hotline and how instrumental it has been to Andrew’s career. In it, he weaves his own experiences into the story and shares some of the acronyms he uses that contribute to his success as a leader. One thing Andrew learned from Dr. Gilbert is the importance of persistence and mental strength. He also talks about how a commitment that is greater than your feelings will get the results that you want.  Supporting Others: Throughout the episode, Andrew talks at length about supporting others, whether that is school leaders, teachers, students, or other members of your community. He reminds listeners not to lose sight of the fact that leadership is about others. When you pour into supporting teachers, you will get the results you are looking for because people respect you. The same goes for students, parents, and other members of your school community. Andrew talks about when his mother passed away. He says that he made a memorial post for her on social media, and most of the comments on that post were from former students and parents, who talked about the impact he had on them. He shares this story to showcase how the impact you make through developing trust and relationships stays with you throughout your career.  Staying Connected:  You can learn more about Andrew Marotta at www.andrewmarotta.com & through his #ELBlog & podcast:  Education Leadership & Beyond found on Facebook, LinkedIn, X @andrewmarotta21, and Instagram.   You can also contact him through email: [email protected] The post PMP497: Magic Acronyms with Andrew Marotta appeared first on Principal Matters.

This week, Jen Schwanke and I talk about the importance of proximity and presence in our work with schools. I hope the ideas remind you of the power of being connected and visible with those whom you serve, no matter, what role you play. You read more thoughts in the short post I wrote below. Or listen in for more conversation and takeaways! Staying Connected to the Work, Not Just the Ideas I’ve been reading a lot of Wendell Berry this year. A friend recommended him years ago, and I finally picked up his books after spending time in rural Kentucky visiting schools I serve there. Berry writes about a fictional farming community along the Kentucky River, spanning decades of change from the 1930s through the 1970s. He was not just an author and professor. He was also a farmer. Through his stories, he shows what happens when a way of life shifts under the pressure of growth, efficiency, and modernization. Yes, tractors, highways, and large-scale farming brought progress. But they also brought loss. Small farms disappeared. Communities dispersed. Relationships changed. In one scene, Andy Catlett, now an older man, attends a conference on agriculture. As he listens, he realizes something unsettling. The experts presenting no longer farm. They study it. They write about it. But they don’t live it. And yet they are the ones telling farmers to “go big or get out.” That moment stuck with me. Because it raises a question for all of us in education. What happens when we get too far removed from the work we’re trying to influence? A few weeks ago, I attended an evening event at a local school. The principal opened the doors to the community. Students in JROTC uniforms greeted guests. The band performed. Students led us to classrooms where they shared how they had grown through clubs, internships, athletics, and college partnerships. It was a powerful night. Walking those halls, talking with students and teachers, and being present in the life of the school reminded me of something simple: Doing the work is different from talking about the work. And I say that as someone who spends a lot of time talking about schools. So I’m reminding myself of two things.  If I want to stay relevant in serving schools, I have to stay close to them.  Not just through research or conversations, but through presence. And there is always a danger, even for people like me, of pushing ideas that sound good in theory but don’t fit reality. The same “go big or get out” mindset can show up in education when we chase growth without purpose. Growth for the sake of growth is just action without purpose. I was reminded of that recently in a conversation with Dr. Fernando Branch (an upcoming guest on my podcast and principal of Robert F. Smith STEAM Academy in Denver). A few years ago, he made a decision to help students obtain passports because he believed exposure to the world could expand their thinking and opportunities. Since then, students have traveled to Costa Rica. This year, they’re going to Italy. Families are getting passports too. Students are showing up differently because their view of what’s possible has changed. That’s not growth for growth’s sake. That’s purpose-driven leadership. It’s also a reminder that what works in one school is not a prescription for another. Every community is different. Every school has its own story. But every student deserves a school that expands their opportunities. As I continue coaching, visiting schools, and having conversations with leaders, I’m reminded how easy it is to drift into becoming an “expert” who talks more than listens. We have to resist that. That’s why I encourage principals to bring teachers and even students to conferences. The smartest person in the room is the room. We are better when we learn together, not in silos. Student-centered leadership looks like leaders regularly asking students what is working and what is not. It looks like inviting student voice into decisions that shape the school. It looks like prioritizing time for collaboration among teachers, leaders, and students. As I think about what works in schools, I want to stay grounded in the real work happening in classrooms and hallways, not just ideas about it. And I think that’s why you’re here too. Leaders who care about growth are always looking to learn. But the goal is not just to learn more. It is to stay connected to the people and the purpose behind the work. So as the year gets busy and your to-do list grows, don’t lose sight of this. The relationships you build with students, teachers, and your community are where the real impact lives. Long after the meetings, the plans, and the initiatives are done, that’s what will last. Now It’s Your Turn How often do I intentionally seek input from students and teachers about what is working and what is not? Am I pursuing growth with clear purpose, or simply responding to pressure, trends, or expectations? What is one way I can increase authentic student voice in leadership decisions this month? The post MONDAY MATTERS with Jen Schwanke and Will Parker – Staying Connected to the Work appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I’m planning PD for next year and want to pour into my leadership team. Suggestions for making my good intentions a reality? Listen in to hear their response! Meet Lauren Berlin: Lauren Berlin is an education leader with more than 20 years of experience helping schools navigate everything from daily challenges to real crises — including natural disasters and student tragedies. As a school administrator, she managed million-dollar budgets and led community-wide crisis responses, learning firsthand what separates reactive managers from intentional leaders. Today, she works as an executive and leadership coach, helping overextended school leaders break free from the constant urgency that leads to burnout. Lauren teaches how to tell the difference between what’s truly important and what just feels urgent, so leaders can focus on the meaningful work that brought them into education in the first place. Her coaching emphasizes balance — staying calm in crisis, setting healthy boundaries, and leading with purpose instead of reaction. You can learn more or connect with her at https://www.laurenberlincoaching.com/. Now Let’s Get Into the Episode: In the world of education, leaders are often faced with unpredictable challenges that require not only quick thinking but also emotional resilience. In this episode of the Principal Matters podcast, host Will Parker engages with Lauren Berlin, an experienced education leader and coach, to explore crisis-tested strategies that can help school administrators navigate tumultuous times with grace and effectiveness. Lauren’s Journey:  Lauren Berlin’s path to education leadership is anything but traditional. Starting her career as an educational psychologist, she worked with students with autism before taking on administrative roles that included managing a high school as an assistant principal and later as the principal of a continuation high school. Lauren emphasizes that there is no single route to leadership; rather, it’s essential to find your own passion and interest in the field. Crisis Management:  One of the key topics discussed is the range of reactions to crises within school communities. Lauren recalls her experience in Santa Barbara, where she faced multiple crises, including natural disasters and student tragedies. She highlights how the best gift a leader can offer during such times is their presence—actively listening and supporting the grieving community rather than trying to fix problems immediately. This approach fosters a sense of solidarity and understanding among staff and students alike. The Importance of Reflection:  Will and Lauren dive into the necessity of reflection for school leaders, especially when faced with overwhelming situations. They discuss the Eisenhower Matrix, a tool that categorizes tasks into four quadrants based on urgency and importance. Lauren urges leaders to spend most of their time focusing on quadrant two—tasks that are important but not urgent, such as strategic planning, relationship building, and instructional leadership.  Practical Strategies:  To help leaders shift their focus from urgent tasks that may be less impactful, Lauren suggests practical strategies such as reviewing calendars to identify unnecessary meetings or tasks that can be delegated. She emphasizes the importance of setting aside time for reflection and meaningful work. Additionally, she points out that email can be a productivity trap and encourages leaders to replace email communication with quick phone calls or scheduled check-ins to foster deeper connections and more efficient problem-solving. Staying Connected: If you would like to learn more about Lauren Berlin and her work, you can visit her website: https://www.laurenberlincoaching.com/. The post PMP496: Crisis-Tested Strategies with Lauren Berlin appeared first on Principal Matters.

This week on Monday Matters Jen Schwanke and Will Parker take some time to talk about finding solace in work during hard times. Every leader experiences bad days and hard times, and we respond to them in a variety of ways. Some people need to be alone when they grieve, while some people need to jump right back into their routines so that they can feel some kind of control. Jen shares the story of when she lost her dog. For her, going to work was a safe place to land during a hard time, and was a welcome distraction from her sadness. While they are not saying that all listeners need to continue working through grief, Will and Jen both talk about how the sense of community that comes along with working at a school helps them during hard times. Listen in to hear the full conversation! This post was inspired by a newsletter from Jen Schwanke. You can check it out here! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Getting Through Hard Times appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I am an AP, and I’ve been invited to apply for a principal position. What should I keep in mind as I step into a series of upcoming interviews? Listen in to hear their response! Meet Leanne Nichol: Leanne Nicol is a Sydney educator, experienced principal, and certified master coach who supports education leaders in culture, strategy, and wellbeing. She has led in Catholic primary schools and worked with Sydney Catholic Schools on review and improvement processes. As founder of Fierce Hearts, she helps leaders align purpose and practice to create flourishing school communities. She’s also the author of the upcoming book, The Fierce-Hearted Leader: Living, Learning and Leading from Love — a guide to leading from the inside out. The Fierce-Hearted Leader: Leanne describes being a fierce-hearted leader as someone who leads with both strength and tenderness. She expresses that she considers being a school principal as the best gig in the world; it brings joy to her soul. At the same time, it can be a really challenging role. Leanne shares how it breaks her heart to be people struggling at a human level. Being a fierce-hearted leader means remembering what brought you to the education space to begin with. This type of leader can deal with the challenges of their jobs while still finding joy in their work. Embodying the mindset of a fierce-hearted leader is hard, and requires you to really know who you are on a deep level. Leanne talks about how fierce-hearted leaders have to actively choose peace, serenity, and calmness throughout their day. Nurturing Culture and Human Flourishing: Today’s educational leaders often feel pulled into compliance and crisis management. Leanne talks about how leaders can balance accountability requirements with nurturing culture and human flourishing. She shares that leaders who do this best in the practice of gathering themselves and their work into their mission. Leanne challenges listeners to spend some time reflecting on their vision for their life and their passion. Leaders can balance accountability requirements with human flourishing by figuring out their passion and being loud and bold about it. Staying Connected: You can stay connected to Leanne Nichol via Linkedin. The post PMP495: The Fierce-Hearted Leader with Leanne Nicol appeared first on Principal Matters.

This week on Monday Matters, Jen Schwanke and Will Parker take some time to talk about building trust through communication. Specifically, they focus on how school leaders can build trust with other leaders on their team. In leadership teams, there is a high need for trust and clarity among team members because they are handling a lot of hard situations together. They talk about the importance of having an expectation conversation with your team members and emphasize that it should be an ongoing, continuous conversation. Through conversations about role expectations and figuring out how to handle disagreements among team members, a trusting relationship can be established. School leaders should also have conversations with their supervisors about feedback, and ask for clarity between suggestions and non-negotiables. Trust between team members is essential to the success of that leadership team. This episode was inspired by a newsletter from Jen Schwanke. If you would like to read that post, you can find it here. Listen in to hear the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – The Expectation Conversation appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What are some rules of thumb I should keep in mind if I’m on an interview committee? Listen in to hear their response! Meet Mark Shellinger: Mark Shellinger is a returning guest to Principal Matters. He is the founder and director of the National SAM Innovation Project, a nonprofit helping school leaders reclaim their time for what matters most: teaching and learning. Mark began his career as a teacher, later serving as a principal and superintendent before developing the SAM process in 2005, a system designed to help principals shift from managing tasks to leading instruction. Under his leadership, NSIP now supports more than 1,200 schools across the country, giving leaders the tools and coaching they need to spend less time on paperwork and more time with people. Mark’s passion is simple but powerful: helping every educator and every student thrive. Mark was a guest on the podcast back in September of 2024. You can check out that episode here to learn more about the SAM process. Walkthroughs with a Purpose: Mark shares what leaders tend to misunderstand about the purpose of walkthroughs and how to make them more meaningful. He talks about how school leaders often make the assumption that merely being in the classroom improves teacher practice. However, research shows that classroom presence doesn’t improve teaching practices unless it is paired with feedback or rich conversation to help the teacher figure out how to be better. Many principals confuse teacher observation or the formal observation system with improving teacher practice. Mark recommends that principals consider their intention when going to see teachers teach. One example he gives of a way to spend time in classrooms that improves teacher practices is by working with students while in classrooms. Working with students allows the principal to see the lesson in a different way and gives the principal something real to talk with their teachers about during follow-up. Post-walkthrough Conversation: Teachers improve the most after walkthroughs when their principals have an effective post-walkthrough conversation with them. Many teachers walk away from conversations with their principals feeling confused because of a lack of clarity. When using the SAM system, principals can utilize the tools available to them to ensure clarity in their post-walkthrough conversations. After a walkthrough, the SAM encourages the principal to reflect on the walkthrough and think about what kind of feedback they want to give the teacher. The SAM system provides four different walkthrough types and four different feedback types. They are able to track the feedback and walkthrough types used with each teacher to help the principal find different ways to reach teachers.  Work with Students: SAM principals are encouraged to use a work with students approach in which leaders step in as a teaching assistant. Mark talks about how building relationships with students can be used to help teachers improve. An example he gives is that some SAM principals will give students lunch tickets during their walkthrough. The students then sit with their principal at lunch and talk about their experiences in the classroom. The principal can then use that feedback to find ways to help teachers improve their practices. Staying Connected: You can learn more about Mark Shellinger and the SAM project by visiting samprocess.com The post PMP494: Rethinking Walkthroughs with Mark Shellinger appeared first on Principal Matters.

Why Your Growth Mindset Matters William D. Parker, March 19, 2026 I’ve been thinking about growth a lot lately. Maybe it’s because it’s spring, and the past two weekends I’ve found myself kneeling in the dirt, pulling weeds, trimming back perennials, and hoping for the burst of life that comes into gardens and trees. Another reason I’ve been thinking about growth is that I’ve been revisiting the idea of growth mindset, made popular by the work of Dr. Carol Dweck. Recently, while meeting with a group of leaders, we watched a short summary video of her findings. I asked them to write down words or phrases used to describe “fixed mindsets” versus “growth mindsets.” We created lists that looked like this: Fixed Mindsets My skills are innate and unchangeable. This condition is permanent. Negative feedback is a personal attack. I should choose the easy or minimal-effort option. Why not give up, since I can’t change this? My accomplishments only matter if they’re measurable. I’ll take fewer risks since I have little chance of succeeding. Growth Mindsets This is a chance for me to improve or change. Maybe this problem is an opportunity to pivot or experiment. Perhaps we can design a better system for a better outcome. The harder or more challenging task will help us grow stronger. If I try, perhaps I’ll have a better outcome. The lessons learned in the journey—not just the outcome—matter. I’ll take creative risks because I have the chance to improve. I don’t know about you, but when I read those lists side by side, my head hurts. I quickly realize that I can fall into either mindset depending on the day or the season. For instance, I think all of us yearn for days of peace or stability in our work and lives. We do a lot of executive-function work to make that happen. We set schedules, exercise accountability, develop others toward collective outcomes, and measure growth — all in pursuit of better results. At the same time, what happens when the systems we create or the stability we achieve cause us to believe we’ve arrived? It only takes one day for that illusion to crumble. And when the next conflict or difficulty comes, we often run back to the idea that the goal is simply to calm the storm and stabilize the situation. But what if the goal is different? What if the goal is to see each challenge as an opportunity to learn something new? What if we allow curiosity to drive us toward new ideas, actions, or experimentation? Let me make this practical. All of us want to work in schools where students are well-behaved, teachers are prepared, and the culture is strong — where student learning and achievement are evident. But how do we define those outcomes? By quiet, orderly, compliant behavior? Or by welcoming difficult, challenging moments that push our thinking and experimentation toward deeper understanding? You could walk into classrooms that are quiet or boisterous and still not know if real growth is happening — until you look closely at whether the teaching and learning are rooted in a fixed mindset or a growth mindset. I think every student and teacher struggles with their mindset, just like you and I do. So how do we recognize which mindset we’re seeing? When I asked Carol Dweck similar questions in an interview exchange from my blog in 2013, she shared the following: Embrace failure as part of success: Failing early and often accelerates learning and leads to better outcomes over time. Adopt and model a growth mindset: Believe abilities can be developed through effort, strategies, and support from others. Step outside your comfort zone: Growth requires taking risks, facing challenges, and stretching beyond what feels safe. Let go of the need to always appear “smart”: Fear of failure limits progress; prioritizing learning over image unlocks potential. Actively seek feedback: Honest criticism is one of the most powerful tools for continuous improvement. View success as an ongoing journey: Leadership is not about “arriving,” but about continually growing and helping others thrive. These commitments can be heard in the way we talk and reframe challenges. For example, if a child says, “I’m not good at math,” a teacher might respond, “I see you haven’t figured out how to solve that problem yet. Let’s try it again like this.” Or instead of saying, “That person is impossible to change,” we might ask, “What could we try next that we haven’t tried before?” This isn’t positive toxicity, as some might argue. It’s an invitation to rethink the way we think. Let’s Wrap This Up So, where do you want to see growth as you step into this new season? Maybe you’re simply hoping for a little peace — a few days of spring break to rest and recharge. If so, I hope you get that. But when your next challenge comes, how will you face it? Will it tempt you to believe that nothing you do really matters — that the situation is unchangeable? Or will you see it as an opportunity to grow? For the interview exchange with Carol Dweck: https://williamdparker.com/2013/interview-with-carol-dweck/ The post MONDAY MATTERS with Jen Schwanke and Will Parker – Why Your Mindset Matters appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I’ve been invited to apply to a school but the time available to interview is not when I’m able to be there. Should I go around the person who is doing the scheduling? Here is a link to a resource Will mentions from Jimmy Casas, on tips for Hiring for Excellence. Listen in to hear their response! Meet Ann Cummins Bogan: Ann Cummins Bogan began her career as an elementary school teacher, spending 20 years in both urban and suburban schools. During that time, she took every opportunity to learn and grow, and to take on leadership roles to advance teaching and learning. She saw firsthand the challenges teachers face — limited time for planning and collaboration, limited resources, frustration, burnout, and a sense of being undervalued.  Through her collaborative work with district and school leaders, she realized the power of the teacher voice and experience, and realized the system needed reimagining. In 2012, she founded ACB Consulting, and since then, she’s partnered with more than 250 schools nationwide. Her consulting work has ranged from support with instructional practices at the classroom level, to strategic planning at the district level.   At the heart of her work is the belief that, for schools and school districts to be successful, engaging teacher voice in decisions about teaching and learning is critical. Ann works with a system to design and build collaborative teams at all levels (district, school, grade level/department, and classroom) focused on a common vision of excellence and accountability, through shared commitments to ensure that all students thrive. In this episode, Ann Cummins-Bogan, veteran educator and founder of ACB Consulting, discusses how school systems can better align leadership, teacher voice, and student learning. Here are some takeaways: Bridging the Teacher–Leader Gap: Ann explains that tension between teachers and administrators often stems from hierarchical structures and siloed roles. While accountability differs at each level, the shared purpose—student success—remains constant. Building trust, clarity, and shared ownership helps close this gap. Clarity Around Core Priorities: Ann centers systems around three foundational practices: high-quality instruction, a culture of belonging and rightful presence for all students, and effective systems and teams. Collaborative leadership teams that include teacher voice are essential to defining and advancing these priorities. Reframing “Data”: Because “data” can feel like judgment, Ann encourages schools to treat it as a shared story—identifying what’s working, what needs refinement, and what actions should follow—rather than as a compliance measure. Alignment Between District and School Priorities: When initiatives are disconnected, principals become “air traffic controllers,” juggling mandates. Ann advocates for parallel structures where district and school improvement plans align clearly, while still allowing schools discretion based on student needs and staff capacity. The Importance of Timing: New initiatives often arrive when educators’ plates are already full. Effective systems account for school calendars and protect limited “thinking time” for teachers and principals, rather than overwhelming them midstream. Student-Centered Leadership: Drawing from Charlotte Danielson’s Framework for Teaching, Ann emphasizes that students learn through active engagement. All leadership decisions and professional development efforts should ultimately connect back to improving student learning experiences. The Principal as “Shock Absorber”: Because central office departments often operate in silos, principals absorb and translate multiple directives while managing daily school demands. Strengthening communication systems and the “connective tissue” of the organization helps reduce overload. Doing Less, Better: Schools often chase the next new idea instead of refining what already works. Ann argues that sustainable improvement comes from focus, coherence, and continuous refinement rather than adding more initiatives. Ultimately, the episode reinforces a powerful message: strong systems and strong people are not opposing ideas—they are mutually reinforcing. When leaders clarify priorities, align structures, respect timing, and elevate teacher voice, schools can reduce overwhelm and focus on what matters most—creating classrooms where students learn, belong, and thrive. Staying Connected: You can stay connected with Ann Cummins Bogan via her website. The post PMP493: Building, Designing, and Leading with Ann Cummins Bogan appeared first on Principal Matters.

This week on Monday Matters, we are taking time to learn from Dr. Trevor Timmerberg, who serves as the Assistant Superintendent of Catholic Schools for the Archdiocese of Louisville, where he supports principals and school leaders in advancing Catholic identity, academic excellence, and mission-driven leadership across the district.  A former principal of Saint Mary Academy, Dr. Timmerberg helped lead the school to become a nationally recognized Model PLC at Work campus and is regarded for his commitment to forming disciples through collaborative, faith-centered school cultures.  His background spans educational leadership, teacher formation, strategic planning, and governance, and he is passionate about helping Catholic educators integrate the Gospel mandate with the best of professional practice. Dr. Timmerberg was also an Army officer and is a practicing Catholic whose work is rooted in service, stewardship, and developing leaders who inspire others to holiness and excellence. In this episode of Monday Matters, Will Parker sits down with Dr. Trevor Timmerberg, Assistant Superintendent of Catholic Schools for the Archdiocese of Louisville, for a rich conversation about leadership, service, and growth. At the heart of the conversation is the idea that leadership is not about doing the work alone, but about building the capacity of others so the mission can thrive. Trevor reflects on his years as principal of St. Mary Academy, where he helped lead the school to recognition as a Model PLC at Work campus. One of his biggest lessons from that experience is that a leader is only as strong as the team around them. Rather than centering leadership on one person, he emphasizes shared ownership, distributed responsibility, and the importance of developing teacher leaders, assistant principals, and other members of the school community. For Trevor, the role of the leader is not simply to solve problems personally, but to create the conditions for others to lead well. A major theme throughout the episode is servant leadership. Trevor explains that although education, military service, and faith may seem like very different spheres, they all point him back to the same foundational principle: leaders exist to serve. He talks about stewardship, modeling expectations, and helping others see both the purpose of their work and their place in it. Drawing from military leadership, he describes how strong leaders provide the what and the why, while empowering others closest to the work to determine the how. That kind of trust, he explains, creates both ownership and momentum. Will and Trevor also discuss what it means to support a system of schools rather than a traditional school system. Trevor explains that the Archdiocese of Louisville operates with both shared mission and some local autonomy, which makes influence, collaboration, and credibility especially important. He describes the intentional ways their system supports leaders through regular meetings with principals, assistant principals, counselors, and learning coordinators, along with professional development for teacher leaders and staff. What stands out is that these meetings are not simply held for the sake of meeting. They are designed to advance the mission of the schools and help leaders meet the needs of students. Another highlight of the episode is the conversation around the Grow Leadership Academies and Mastermind groups that Trevor and Will help facilitate together. Trevor shares what it was like first to participate in one of these academies as a principal and now to co-facilitate leadership development for others. One of the key phrases that has stayed with him is, “The smartest person in the room is the room.” That belief reflects the deep value of collaboration and reinforces the idea that continuous improvement is strongest when leaders learn alongside one another. In these spaces, leaders are not isolated. They are challenged, encouraged, and sharpened by peers who understand the realities of the work. When describing the difference between the Grow Academy and the Mastermind experience, Trevor notes that the mastermind format especially highlights the value of reflective questioning. Instead of rushing in with answers, leaders are invited to process real challenges with the support of thoughtful peers. He points out that some of the best leadership growth happens not when someone gives advice, but when the right questions help a leader discover the next best step on their own. That reflective practice, grounded in trust and confidentiality, helps leaders become more thoughtful, self-aware, and effective in the face of difficult decisions. For leaders who may not have access to a strong support system, Trevor offers encouragement to keep growing anyway. He talks about the abundance of resources available through books, podcasts, courses, and professional networks, and he encourages leaders not to limit themselves only to education content. Sometimes, he says, the most valuable leadership insights come from outside the field, whether from business, ministry, the military, or even fiction. Curiosity matters. So does finding someone else to learn with, whether formally or informally, because growth is almost always stronger in community than in isolation. The episode closes with a strong word of encouragement for school leaders. Trevor reminds listeners that leadership can be expressed from any role and that those serving in schools are doing deeply important work. He especially affirms principals and assistant principals, acknowledging how demanding their work can be while encouraging them to keep the main thing the main thing. Students matter, and so does the leadership required to support them well. Will closes the episode by reminding listeners that their mission matters and that continued investment in their own growth is what makes it possible to fulfill that mission with greater impact. Staying Connected: You can stay connected with Trevor Timmerberg via the following channels: Trevor’s LinkedIn Page: https://www.linkedin.com/in/dr-trevor-timmerberg-544675209/ Email: [email protected]  The post MONDAY MATTERS – Mission-Driven Leadership with Trevor Timmerberg appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Jen Schwanke and Will Parker take some time to answer a listener question. This week’s question is: What advice do you have for maintaining a healthy marriage while being an educator? Listen in to hear their response! Also, here’s a post Will wrote before called, Rowing Together – Why Your Marriage Matters for Your Leadership; and he recommends, The 5 Love Languages®: The Secret to Love that Lasts, by Gary Chapman. Meet Matthew McDaniel: Matthew McDaniel, PhD, is an assistant professor and director of The College of Idaho’s M.Ed. in Educational Leadership program, a master’s degree program for aspiring school principals.  With well over a decade of school leadership experience in both the traditional public and charter school sectors, he now engages preservice leaders in the process of honing their knowledge and skills to prepare them for the challenges of school administration.  Prior to his school leadership experience, Dr. McDaniel was a secondary music and Spanish teacher, as well as a district ENL coordinator. Besides his work at The College of Idaho, Matthew is the founder and CEO of Cresvia Education Consulting, a firm that focuses on offering high-quality leadership coaching and professional development for educators.  He holds a master’s degree and Ph.D. in Educational Leadership from The University of Idaho, as well as a BA in Secondary Vocal Music Education from The College of Idaho.  Dr. McDaniel lives in Caldwell, ID with his wife and three children. Now, Let’s Get into the Episode: This episode of Principal Matters dives into a topic that is at the heart of school leadership: How do we, as leaders, shift our school’s culture from a collection of individual classrooms—a culture of ‘I’ and ‘my students’—to a truly collaborative community built on ‘we’ and ‘our students’? How do we build collective efficacy and de-privatize our practice in a way that feels supportive, not evaluative? To help us explore this, Dr. Matthew McDaniel joined Jen for a great discussion. Dr. McDaniel is the director of the M.Ed. in Educational Leadership program at The College of Idaho, where he is actively shaping the next generation of school principals. But he’s not just coming from the world of academia. Matt has over a decade of experience as a principal in both traditional public and charter schools. And his journey began in the classroom as a secondary music and Spanish teacher and as a district ENL coordinator. He’s seen school culture from multiple, unique angles. He likens leadership to the manager of a baseball team. It’s the person who is in the dugout, wearing the uniform, but not actually swinging a bat. Instead, the leader helps others learn to be part of the team by collaboration and upskilling. Staying Connected: You can stay connected with Dr. McDaniel via the following channels: LinkedIn: https://www.linkedin.com/in/matthew-mcdaniel-ph-d-9655a819a/ Edutopia Article: https://www.edutopia.org/article/promoting-teachers-collective-efficacy The College of Idaho: www.collegeofidaho.edu/medu Email: [email protected] The post PMP492: Culture of Collaboration with Dr. Matthew McDaniel appeared first on Principal Matters.

In this week’s episode of Monday Matters, Will Parker and Jen Schwanke discuss a post from Jen’s newsletter entitled “Trust at the Crux”. Inspired by Jen’s experience in middle school, she describes trust not as an emotion and a judgement. Their conversation then moves on to building and maintaining trust as a principal. Principals always want to be trusted thoroughly by parents, teachers, and students. Unfortunately, trust is always being tested for principals. They are always trying to meet the conflicting expectations of many different people.  The decision-making process is typically where trust in principals is tested. Usually, a good decision pleases some and upsets others. Understanding that there is always going to be pushback is an important step. The next steps leaders should take are ones that minimize fallout from their decisions. It is important for leaders to take steps to minimize fallout from their decisions. Jen clarifies that trust isn’t about the content of a decision, but rather the process of making it and how clearly it is communicated. To hear more of Will and Jen’s thoughts on trust and decision-making, listen in to the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Trust at the Crux appeared first on Principal Matters.

A Quick Notes to Listeners: Before this week’s episode, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: How do I manage parents (without losing my patience) who come to conversations with the assumption that educators cannot be trusted? Listen in to hear their response! Meet John Spencer: Dr. John Spencer is a former middle school teacher and current college professor who is passionate about seeing students reach their creative potential. He is the author of the bestselling books Launch, Empower, and Vintage Innovation, and The A.I. Roadmap. In 2013, he spoke at the White House, sharing a vision for how to empower students to be future-ready through deeper learning and creativity. In this episode of Principal Matters, Dr. Jen Schwanke and Dr. John Spencer engage in a fascinating, wide-ranging conversation that touches on nearly every critical aspect of modern education. While anchored in the core practices of effective teaching and leadership, their discussion also dives deep into a rich array of interconnected topics. They explore the nuances of AI in schools—from its impact on academic integrity and educational technology to its potential to unlock student agency and creativity. The conversation also weaves in the essential human elements of education, examining the roles of emotional intelligence, practical teacher training, and meaningful professional development. This episode is guaranteed to be entertaining and insightful, but more than anything, it will be inspiring. To begin, Dr. Spencer details his compelling professional journey, tracing his path from a dedicated middle school teacher to his current multifaceted roles as an educational consultant, keynote speaker, accomplished author, and university professor. Drawing from his extensive experience teaching and supporting preservice teachers, John discusses the critical skills that new educators must possess to be successful. He offers invaluable, practical insights specifically tailored for principals and school leaders who are responsible for mentoring and guiding these new members of the profession. From there, Jen and John dive deep into the prevalent misconceptions surrounding artificial intelligence in education. They specifically address the inherent risks and flawed logic that come with an over-emphasis on trying to “catch” students who might be “cheating” with AI tools. Instead of a punitive approach, John stresses the fundamental importance of fostering creativity and enhancing student agency. He persuasively argues that AI should be viewed as a powerful tool that can assist with, and even amplify, both of these critical educational goals. To that end, he emphasizes the urgent need for educators to proactively adapt to new and emerging technologies. However, he cautions that this adaptation must be balanced with a steadfast commitment to maintaining emotional intelligence and intentionally fostering genuine joy within the classroom environment. The wide-ranging conversation also touches on the broader challenges that modern educators face today, while concluding on a hopeful note about the profound promise of innovation in the teaching profession. Staying Connected: You can stay connected with John Spencer via the following channels: LinkedIn:  John Spencer Instagram: @johntspencer  Website:  https://spencereducation.com/ The post PMP491: Navigating the Future of Education with Dr. John Spencer appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Will Parker and Jen Schwanke are taking some time to reflect on lessons they have learned through coaching school leaders. Listen in to hear the full conversation! This week’s episode was inspired by a post written by Will. You can read it below: Lessons learned in coaching leaders by William D. Parker Over the past several years of working with school leaders across the country, a few lessons have become increasingly clear. In 2017, when I transitioned from principal to executive director of my state principal association, I put more than 30,000 miles on my car in my first year in that role. My goal was to connect across the state with as many leaders one-on-one or in groups in order to secure stronger relationships, as well as get a better feel for the variety of schools represented. I have visited schools in almost every demographic imaginable — urban settings where hundred-year-old buildings house generations of learning, suburban schools supporting college towns, and rural schools where principals may also drive buses and coach teams. One school I visited in the Panhandle of Oklahoma was a district where half the schools served Oklahoma residents, and half of the district was across the border of West Texas. Since those days, I’ve also criss-crossed the U.S. and spoken in states from coast to coast, at schools, conferences, retreats, and workshops with an emphasis on training or equipping school leaders. I’ve walked the halls of a demonstration academy in Washington, D.C., observed a program for raising laying hens at a middle school near Oklahoma City, walked the shop floors of welding and robotics programs near Houston, Texas, and spent the day with principals in locations near beaches, mountains, skyscrapers, and cattle lots. In addition to walking in these various settings, I’ve probably spent even more time in one-on-one conversations with education leaders through virtual or phone calls. Many of these have been coaching or reflection sessions. Some of them have been one-time complimentary times, and many of them have been with leaders who meet with me regularly on a formal basis for coaching and feedback. Along the way, I have gathered a few lessons in coaching leaders that may be insightful as you think about your own development or the opportunities you may have to coach or mentor others. Lesson 1 Most people already have the answers for their next steps. They just need someone to listen and provide them clarity on what they already know they want. That may not seem like an interesting point, but it still surprises me (and the leaders whom I coach) that when we go deep on a challenge they’re currently facing, they often already know what they want. The challenge is talking through the pros and cons, the risks and benefits, thoroughly enough to recognize the importance and value of what they want to do next. A lot of times, I’ll use what I call the magic wand question with leaders and ask something like, “If you could wave a magic wand, what is the outcome you really want to see happen?” Simply saying this out loud can often provide the clarity and motivation needed to move forward. Lesson 2 Leaders hold roles that isolate them, and they deserve the confidence of someone they can trust. This may be obvious to you if you are a leader, but it may also be a good reminder that the more responsibility you take on in any school or organization, the less others can really understand the weight of concern you carry for those under your care. Many times, school leaders, in particular, manage people or systems where they are being pressured by people from every part of the organization. Board members, teachers, parents, students, and community members all see priorities that are important to them. You must weigh those concerns in light of information none of those other groups is really studying or considering. Yes, it’s important to be transparent with the budgets, data, feedback, progress, or lack of progress you are aware of when making hard decisions. But leaders often see the wider lens of all these inputs where their staff or community only see the part most important to their group. When weighing tough decisions about personnel, student discipline, budgets, or curriculum, the leader often is the final decision maker. This position of isolation means they benefit from a third party whose perspective can be objective without being prescriptive. One benefit of working with a coach is avoiding the pitfalls of isolation. We think better with others. Sometimes those others can be the people on your teams or in your communities. At other times, you need to be alone with your thoughts long enough to have clarity, and a good coach will help you navigate your thoughts toward reaching that kind of clarity. Lesson 3 Leaders deserve to be challenged in their thinking and maintain their own growth professionally. Whenever I meet with leaders, I usually include some discussion around content on leadership or education practice. These discussions allow us to talk about writings, research, and practice from other practitioners who inform us of trends, takeaways, or insights into what is working best in improving outcomes. I not only use my own books for these discussions, but I also pull in books from leadership and education authors to guide conversations with school leaders and ask them how this looks in their practice (good or bad), and what they may want to do next to adjust, monitor, or change their own practice. As a result, I’m asking leaders to stretch themselves in their own learning. If we are going to lead learning communities, we must also remain learners. As we wrap up these three lessons, I want to add an additional self-reflection practice I like to do with leaders. If you have ever attended my trainings or listened to my podcast before, you’ve probably heard me share these. When I meet with leaders, I like to ask them to do a quick self-inventory based on the following statements, ranking their agreement with each statement from 1–5 (1 = little time, 5 = much time). I have been visible and present with every student, every teacher, every day this week. I have been reading, meditating, or reflecting on helpful books or lessons (and our time together also counts). I have made healthy choices in my sleep, nutrition, and exercise. I have been faithful to those I love with my time and attention. You may want to pause a moment and do some math for yourself. The goal is growth, not perfection. Coaching leaders has given me the opportunity to spend time with leaders in places I never imagined visiting before. It has also given me treasured moments of providing feedback, asking hard questions, and protecting confidences. We know in other industries like business and professional athletics that those at the top of their games receive coaching. If that is the case for men and women managing multibillion-dollar companies or competing at the highest levels, why would we not want to provide coaching for those responsible for the learning outcomes of hundreds, if not thousands, of students? Providing helpful feedback to a fellow leader — or inviting someone to sit across from you in coaching — can help you see answers that were already in front of you, protect you from isolation, and stretch your thinking. Just like we want students and teachers to have the best environments for learning, leaders deserve the best environments for their own learning as well. Coaching is one way to help leaders enjoy the very outcomes they are seeking to provide others. Whether you’re seeking clarity for your next step, encouragement not to lead in isolation, or growth in your own learning, coaching can be a powerful way to move the needle toward your goals. If you or someone on your team would like to explore one-on-one coaching opportunities, I’d be glad to connect and talk further. Will’s email: [email protected] The post MONDAY MATTERS with Jen Schwanke and Will Parker – Lessons from Coaching Leaders appeared first on Principal Matters.

Some people have begun to refer to Dr. Eric Nicols as “The Rural School Leader,” and no wonder. Dr. Nichols has dedicated his career to championing the students and communities of rural Eastern Oregon. Serving as both Principal and Head Boys’ Basketball Coach at Crane Union High School, one of the nation’s last public boarding schools, he has embraced the multifaceted leadership required in isolated educational environments. Driven by his own small-town upbringing, Dr. Nichols has not only led his basketball team to four consecutive state championships, forging deep community bonds, but has also significantly enhanced academic offerings through expanded Career and Technical Education (CTE) programs. A passionate advocate who understands that rural schools are the “hubs” of their communities, he co-founded “Wide Open Spaces,” a professional network to combat the isolation of rural educators, embodying his mission to ensure these vital institutions receive the recognition and resources necessary to thrive. This episode of Principal Matters Podcast features Dr. Jen Schwanke in conversation with Dr. Eric Nichols, who is celebrated as a champion for students and educators in rural communities. Jen met when Dr. Nichols invited her to present at a 2-day rural conference in beautiful Bend, Oregon, an event he co-founded to connect educators across the state.  Dr. Nichols currently serves as the principal and head boys basketball coach at Crane Union High School, where he advocates for the belief that the school is the primary hub of its small town community. During their discussion, Dr. Nichols recounts his path to rural leadership, the unique structure of his public boarding school, the origin of his networking initiative for isolated educators, and the importance of fostering deep community connections. He emphasizes that moving to rural life was a choice he made, noting that “rural isn’t something that happens to you. It’s something you get to be a part of.” You can find Dr. Nichols on X and Instagram at @iamericnichols. You can also find him on LinkedIn. Learn a bit more about Dr. Nichols in this feature article.  The post PMP490: Rural School Leadership with Eric Nichols appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Jen Schwanke and I are talking about interview tips for educators. We share practical interview tips and tell some stories about times that interviews did not go well for us. Today’s topic was inspired by one of Jen’s recent newsletters, you can read it here. You can also read some of my older posts on interviewing here and here. Listen in to hear the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Tips for Interviewing appeared first on Principal Matters.

For the final Friday of Black History Month, the exceptional educator highlighted this week is Dr. Rachel Edoho-Eket. She is a wife, mother, principal, public speaker, and author, and has decades of experience in public education. During her educational career, she has proudly served as a classroom teacher, instructional team leader, mentor teacher, Assistant Principal, and Principal.  In this interview, she talks with me about her book  The Principal’s Journey: Navigating the Path to School Leadership. Visit her website here. Listen in to hear the full conversation! You can visit the original blog post to learn even more about Dr. Edoho-Eket. The post ENCORE FRIDAY – PMP412: The Principal’s Journey with Dr. Rachel Edoho-Eket appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is particularly loaded, so it will be answered in two parts, with part two coming out next week. The question is: I’m a longtime listener and am reaching out because I’m struggling with burnout.  I’d love to hear how you’ve navigated the most difficult stretches of your career. What helped you persevere? Are there particular podcast episodes or conversations you’d recommend for someone trying to regain perspective and resilience? Listen in to hear their response! Meet Blaine Wise: Blaine Wise is a passionate and dedicated educational leader with 17 years of experience in Oklahoma public schools. Since 2021, he’s served as principal of Glenpool Middle School, where he’s led with purpose, building a high-performing, positive school culture that’s earned statewide recognition. In 2025, he was named the OASSP/OMLEA Middle Level Principal of the Year. Blaine began his career as a classroom teacher at Glenpool High School, later serving as a teacher and assistant principal at Charles Page High School and Charles Page Freshman Academy. With a strong foundation in instruction and leadership, he leads with both heart and strategy. He holds a bachelor’s degree from Haskell Indian Nations University and a master’s from Southern Nazarene University. Known for his collaborative, student-centered approach, Blaine serves in multiple leadership roles through CCOSA, OMLEA, and NASSP—including as OASSP President-Elect. In 2025, he launched his website to share actionable leadership strategies that ignite purpose in educators and inspire excellence in students. Blaine Wise leads with gratitude, models excellence, and is committed to supporting students, staff, and the broader school community. Interview takeaways: Blaine Wise’s journey into the profession began unexpectedly after a closed door to a job opportunity opened the door to teaching. A proud member of the Seminole Nation, Blaine holds a Bachelor of Arts in American Indian Studies. He initially explored career paths with that degree outside of education. However, once he began teaching, he found his calling and has never looked back. Blaine believes that effective leadership requires a strong commitment to building and sustaining school culture. He emphasizes that culture does not happen by accident—it must be intentional and consistently cultivated through daily interactions and leadership practices. Culture is intentional. It is shaped through the way leaders conduct meetings, interact with staff, and communicate one-on-one. Leadership interactions matter. “We can’t control how people feel, but we’re responsible for how we interact with them,” he explains. A guiding principle: Support in public and correct in private. When offering advice to new leaders, Blaine highlights the importance of humility, action, and collective wisdom: Build a trusted network of mentors for guidance and support. Remember, “It’s not your school—it’s our school.” Take action on good ideas; leadership is both a privilege and a responsibility. “The smartest person in the room is the room”—use collective knowledge to guide decisions. Learn through trial and error, and commit to intentional reflection. Share school-wide plans and maps in advance to foster clarity and trust. For veteran leaders, Blaine encourages replacing the word motivated with inspired or committed. He believes staying inspired comes from returning to cycles of reflection and remembering why you lead in the first place. Take time to pause before making major decisions. Revisit your “why” by being the kind of teacher and principal you once needed. Protect your time for thoughtful decision-making by sometimes closing the door or asking for a moment to think. Blaine draws inspiration from other educational leaders, including Baruti Kafele, and continually asks himself, “Is my school better because I lead it?” He even wears a whistle daily to remind himself that, at his core, he is the coach of his school. In addition to his work as a principal, Blaine shares leadership insights through his website. He also loves to speak to schools and welcomes opportunities to collaborate with other leaders. The post PMP489: Leading with Heart and Strategy with Blaine Wise appeared first on Principal Matters.

This week’s Monday Matters episode is a longer response to a listener question covered in the Q&A portion of Principal Matters Podcast. The question is: “As a system leader, how do you encourage teachers in high-performing schools to go beyond “my students do well on the tests” or even other administrators, “have you seen our test scores?” and aim for instruction that really stretches students’ thinking, agency, and intellectual rigor? I’m especially curious how you do this when current success metrics and evaluations tend to reinforce the status quo.” – Cat Stathulis, Westerville, Ohio In response to Cat’s question about how to push high-performing schools beyond strong test scores toward deeper intellectual rigor, Will and Jen’s conversation is centered on redefining what “rigor” really means. First, leaders must remember the realities of the teenage brain. Students have limited cognitive and emotional stamina. A student can perform well on a test yet still need structured opportunities to build endurance for extended thinking. High scores do not automatically equal deep learning. Second, rigor does not require more assignments or heavier workloads. It often happens through better conversation. Simple questions like “What are you thinking?”, “Tell me more,” and “Why?” can stretch thinking far more effectively than additional worksheets. Dialogue itself can deepen learning. The discussion also emphasized being intentional about levels of questions on tests. Teachers should plan questions at three levels: Level 1: Facts and recall (Do students understand the material?) Level 2: Interpretation and analysis (Can they connect and explain ideas?) Level 3: Application (Can they use and transfer what they know?) Deep learning frequently operates at Levels 2 and 3 — and that depth does not always show up immediately on standardized tests. Another key measure of success is readiness. Beyond scores, leaders should ask: Are students prepared for what comes next — academically, intellectually, and personally? Finally, teachers themselves must stretch. Thoughtful teaching sharpens not only student thinking but also teacher clarity about what students truly understand. Big takeaway: Rigor isn’t about more work or higher test numbers. It’s about intentional questioning, intellectual stretch through conversation, and preparing students for the next stage of life — even when that growth isn’t easily measured. Resources for Further Learning: In addition, Jen and Will discussed two resources from previous podcast guests that unpack practical ways for educators to go deeper in their own teaching practices as well as in student learning. Listen in to the entire podcast conversation for more, and check out these resources and previous guests. PMP177: Cha Cha’s for Making Learning Stick with LeAnn Nickelsen PMP420: Mentoring Mindset with David Yeager The post MONDAY MATTERS with Jen Schwanke and Will Parker – Stretching Students Beyond the Test appeared first on Principal Matters.

Happy Friday! Our encore episode for the third week of Black History Month is an interview with Enid Lee. She is a front-line educator, an anti-racist professional development specialist, leadership coach, writer and community builder. Originally recorded in 2021, this conversation is as relevant in 2026 as it was then. Listen in to hear the entire conversation, and read the original blog post here to learn more about Enid Lee! You can find more about Enid Lee and her resources for schools at https://www.enidlee.com/resources. The post ENCORE FRIDAY – PMP268: Equity, Equality, and Systems with Enid Lee appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener’s question. This week’s question is: As a system leader, how do you encourage teachers in high-performing schools to go beyond “my students do well on the tests” or even other administrators, “have you seen our test scores?” and aim for instruction that really stretches students’ thinking, agency, and intellectual rigor? I’m especially curious how you do this when current success metrics and evaluations tend to reinforce the status quo. Listen in to hear their response! Meet the Palo Alto High School Principal Advisory Committee: Brent Kline is the Principal of Palo Alto High School and a student-centered leader known for driving instructional improvement, equity, and strong community engagement. A former Washington State High School Principal of the Year and national finalist, he arrived at Paly in 2020. He has elevated student and staff voice—creating student-driven, student-led advisory meetings that guide his leadership and offer feedback to teachers. He has also supported innovative programs that helped Paly earn recognition as a Top-10 finalist for the World’s Best School Prize in Innovation. Kline holds degrees from CSU Hayward and Western Washington University. In this episode, he is joined by three PAC Executives:   Brian Miller-Junior Sione Fusimalohi-Junior Amalia Tormala-Senior Charlotte Barclay-Senior is also a member of the PAC Executive Committee, but was absent from this interview, getting her wisdom teeth pulled. These student members are part of the Principal Advisory Committee at Palo Alto High School and share what inspired them to apply and why student voice matters so deeply in school leadership.  They explain how underrepresented students benefit when they have a meaningful platform to be heard, and why teachers need insight into how students want to grow—not just for short-term gains, but for long-term success.  The students discuss the value of choice, agency, and project-based learning, including opportunities to select their level of challenge and design their own learning experiences. We also explore the power of relationships, the “why” behind learning, and the importance of school leaders stepping back to let students take an active role in shaping their school community.  What began as a program with 30 applicants has grown significantly—this year, 90 students applied, with 25 selected to serve. Each student leader describes how the committee helps them advocate for all students, represent the diversity of their school, and build a trusting, honest partnership with their principal. Learn more on the Palo Alto High School website or contact Principal Brent Kline at [email protected]. The post PMP488: Empowering Student Voices with PAHS Principal Advisory Committee appeared first on Principal Matters.

Welcome back to Monday Matters! Recently, Will attended his nephew’s naval flight school graduation. While at the graduation, an Admiral gave a speech to the graduates that centered around these three main points: Know your mission, be decisive, and invest in your people. This week, Will Parker and Jen Schwanke take some time to reflect on those three points and talk about how they apply to the role of a principal. Listen in to hear the full conversation! Below is an article written by Will to accompany this week’s episode. Lessons from a Naval Flight School Graduation William D. Parker Stephen and his family, January 30, 2026 Last week, my wife and I met family members in Pensacola, Florida, to celebrate the graduation of my nephew, Stephen, who received his wings as a flight officer. The ceremony was held at the National Naval Aviation Museum, and officers from several command groups were being honored. Among the hanging planes, flying colors, and many command officers on stage, an Admiral visiting from his post in Washington, D.C., addressed everyone with three reminders for the soon-to-be flight officers to keep in mind: Know your mission. Be decisive. Invest in your people. Of course, he applied each of these principles to the leadership required for officers in difficult situations that require clarity, firm responses, and a deep understanding of both practice and combat situations. As I listened, I immediately began thinking about the conversations I have with school leaders. Each day, you have a similar pathway in front of you. People want to know that what they are doing has a purpose and goal in mind beyond the day-to-day operations of “doing school.” I like to call this the “walk to the front door speech.” Each day, when you arrive at school, you have a question to answer: Why are you here? You can either tell yourself the story that your purpose is to put out fires, keep school from descending into chaos, or wish everyone would just get along. Or you can remind yourself that ultimately you want to provide solutions to challenges, help resolve conflicts and restore relationships, and build a community where students and teachers can flourish. One of those statements is rooted in mission, while the other is rooted in fear. Choose the mission. Second, you must be a decisive leader. This does not mean a rash or impulsive leader. Decisiveness means you learn how to analyze the variables in front of you, consider the options available, and then make a choice. Once you make that choice, you move ahead with confidence. I remember one day when we had an alert of a potential threat on campus. I was with one of our security personnel at the time, but the call was mine to make on next steps. Without going into details that would divulge confidentiality, we decided to watch video surveillance to see if the report was reliable, and when it appeared clear that it was, we took action to secure a location and bring a student in for questioning. When I looked back at the situation later, I realized several steps we could have taken instead of the ones we chose. However, in the moment, our decisiveness isolated the situation and brought it to a quick and safe resolution. Of course, not every situation requires that kind of safety decision-making. Whatever decision you are making, you will have time to reflect and reevaluate after implementation, but hesitating on action sends signals to others that school is a place of instability instead of stability. You will also never have 100% buy-in from others when you are a decision-maker. The goal is not agreement, however, but action that is based on your policies, practices, experience, and environment. Even though you never make perfect decisions, you do find over time that some decisions become second nature when you are confronting similar ones moving forward. Finally, I appreciated the reminder that relationships matter. When you are stepping into any kind of environment, people need to know you care about them as much as you care about the outcomes. When we invest in knowing people, spending time with them, learning about their families and their hobbies, and appreciating them as people, they tend to see you not just by your title but also as a person. This works for everyone in your community: bus drivers, office staff, teachers, cafeteria workers, counselors, parents, and students. I don’t want to create any unrealistic expectations that the goal is for everyone to like you. Instead, the goal should be to earn their respect by how you lead. And we are much more likely to respect someone who is clear and kind. Leaders can be both. In order for my nephew Stephen to receive his wings, he had to undergo months of training in classrooms and in the air. When I saw him walk across that stage and watched as his wife and three young children surrounded him for a group photo, I was reminded that he was experiencing a milestone. At the same time, he is just beginning a new adventure. Last week, a young man who is a junior at a nearby university reached out to me by email. He is pursuing a future in education, and he listens to my podcast. I was humbled and encouraged by his curiosity and his desire to learn as much as he can about leadership—even before he finishes his undergraduate degree. His curiosity reminded me that our work never stops, whether we are leading at a school level or supporting those who are. I encouraged him to reach out to other education leaders he admires, and I introduced him to a friend to start his next conversation. Talking to him reminded me that the principles involved in building and leading schools are not a secret formula. Just as I watched a Navy Admiral pass along lessons to new flight officers, those lessons are transferable from generation to generation. Know your mission. Be decisive. Invest in others. These truths may not make the journey easier, but they are certain to lead to better outcomes. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Leadership Lessons From an Admiral appeared first on Principal Matters.

I am excited re-release this interview with Dr. Tracie Anderson Swilley for the second Friday of Black History Month. With over 12 years of school leadership, Dr. Swilley was the 2025 National Principal of the Year. Currently, she is serving as the Assistant Superintendent at Fairfield Central School District in Winnsboro, South Carolina. To learn more about the amazing work that Dr. Swilley is doing, listen to the episode or head over to the original blog post to find out where you can contact her! The post ENCORE FRIDAY – PMP452: Reaching Every Student with Dr. Tracie Anderson Swilley appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I’m struggling with how to best reach our teachers with clear communication. What systems help with clarity and consistency with staff, without depending on a single communication channel? Listen in to hear their response! Meet Paul Branagan: Paul Branagan is the very proud principal of Middleborough High School in Middleborough, MA. Paul has served the students of Middleborough for the last 29 years. He has served in the role of History Teacher, Department Leader for History and Social Studies, Assistant Principal, and is in his 14th year as the Principal. The role of Principal has been his favorite position.  Paul deeply believes that he never left the classroom…the classroom just got much bigger.   Additionally, Paul has served as the State Executive Director for the Massachusetts Association of Student Councils since 2010.  In this role, Paul works with high schools throughout the Commonwealth, helping with their student councils and leadership programs. Paul has served as the Student Council Adviser at Middleborough High School since 1997, and finds the marriage of being the principal and the student council adviser a perfect blend of leadership and culture building, which are two essential components of being an educational leader.   Paul was named the 2011 National Student Council Adviser of the Year, and was honored with the 2022 Earl Reum Award, which is a national award celebrating excellence in the work of student activities.   Leaning Into Student Leadership: In this episode of Principal Matters, Will Parker sits down with Paul Branagan, longtime principal of Middleborough High School in Massachusetts, to explore what it really looks like to build student agency, belonging, and a school culture that lasts.Paul shares his unlikely journey—from a disengaged high school student to an award-winning principal and national leader in student council work—and reflects on how that experience shaped his leadership philosophy. Now in his 14th year as principal, Paul explains how Middleborough High School has become a place where students feel known, valued, and invested in their school. A central theme of the conversation is student voice and ownership. Paul emphasizes that authentic engagement goes beyond symbolic gestures:“When students really believe that their voice matters, it’s incredibly powerful. It stops being your school and starts becoming their school.” With more than 250 students—over 30% of the school—actively involved in an open student council model, Middleborough High demonstrates how broad access to leadership builds connection and pride. Paul and Will unpack practical systems such as monthly student “temperature check” surveys, leadership roundtables, and feedback loops that turn student input into real action. The conversation also explores belonging as a driver of engagement. Rather than reacting to perceived crises, Paul describes how listening closely to students helped the school recalibrate its culture and strengthen everyday experiences—from classrooms to cafeterias to fan sections.  As Paul puts it:“Once students feel engaged and believe that school matters, school starts to make sense. And when it makes sense, they lean in even more.” Throughout the episode, Paul reframes leadership as facilitation rather than control:“My job as a principal isn’t to control the school—it’s to guide students in the direction they want their school to go.” The episode closes with advice for both aspiring and veteran leaders. Paul encourages leaders to treat the work as a vocation, remain visible, and stay deeply connected to students as a way to sustain purpose over time: “The more time I spend around students, the more grounded I am. That’s what reminds me why this work matters, even on the hardest days.” Other topics we’ve discussed: Student agency Career readiness Future Ready 2030 Advisory Boards Alumni Redesigning courses – Teaching staff  Engagement in learning Culture as an entry point Commitment to engagement practices Watching each other teaching Inviting vulnerability Question asking Stay Connected with Paul Listeners who want to learn more or continue the conversation can connect directly with Paul Branagan: Email: [email protected] (contact via school directory) Middleborough High School website: https://mhs.middleboro.k12.ma.us/ Principal’s Office / Contact page: https://mhs.middleboro.k12.ma.us/about-our-schools/principals-office/administration To recalibrate your student spirit, connect with our mutual friend, Jason Jedamski, at Ignite2Unite: https://www.ignite2unite.com/ The post PMP487: Leaning Into Student Leadership with Paul Branagan appeared first on Principal Matters.

Welcome back to another episode of Monday Matters. This week, Will and Jen are discussing a conference Jen recently attended that was dedicated to the topic of AI in schools. Some of what is covered in this conversation include cautions for schools. Schools are currently being sold lots of different AI products, and they need to know that “We use AI” is not the same as “We use good AI”. Schools also need to understand that AI does not mean accuracy; we shouldn’t confuse confidence with correctedness. Next, Will and Jen talk about how teacher grading practices need to change to account for AI usage by students. They also discuss the difference between using AI to make our lives easier vs. using it to transform our work. Listen in to hear the whole conversation and let us know your thoughts on this topic! You can read more of Jen’s thoughts on this topic by reading her newsletters, found here and here. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Some Thoughts on AI appeared first on Principal Matters.

Happy Friday, Principal Matters Listeners! In honor of Black History Month, I am re-releasing interviews from some exceptional educators that I have had the privilege of interviewing over the years. This week’s encore episode is an interview with Dr. Don Parker. Don is a former teacher and principal who is currently working to support teachers and build trusting relationships with students. You can learn more about the work of Dr. Parker at his website. You can read the original blog post for this episode here. I hope you all enjoy listening to this encore episode! As always, thank you for doing what matters! The post ENCORE FRIDAY – PMP362: Be the Driving Force with Dr. Don Parker appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What Self-Reflection Practices work for you? Listen in to hear their response! You can find the link to the self-assessment questions mentioned here. Meet Elizabeth Dampf: Elizabeth Dampf is a practicing administrator in the Chicagoland area, where she has served at both building and district levels. Her most recent book, Am I Cut Out For This? An Educational Leader’s Guide to Navigating Self Doubt, is available now. She has written several print articles in Educational Leadership and regularly contributes to the ASCD blog. Elizabeth has also spoken on several podcasts, including Leaning into Leadership and Principal Liner Notes. In this week’s episode of the Principal Matters podcast, Jen Schwanke speaks with school administrator and writer Elizabeth Dampf about the systemic issues creating a divide between teachers and administrators. Sparked by Dampf’s ASCD blog post, “The Cost of Happiness for Education Leaders,” their conversation explores the deep-seeded mistrust in education, the challenges of leading in trying times, and the critical need for empathy when working with others. Dampf provides practical advice and frameworks for building a healthier, more trusting school culture from both the building and systemic levels. The “Us vs. Them” mentality as a systemic problem: Elizabeth shared her experiences and belief that the mistrust between teachers and administrators isn’t due to personal failings but is a product of the educational system itself. Teachers face immense pressure and workload, while administrators deal with a lack of job security and constant turnover, creating different priorities and fostering a natural mistrust.  Build Trust by Attending to Feelings, Not Managing Them: A leader’s job isn’t to make everyone happy, which is an impossible task. Instead, Elizabeth, referencing Brené Brown, suggests leaders should “attend to” their staff’s feelings by listening and showing empathy. The focus should be on building an environment of professional norms and high expectations for the collective good, rather than trying to please everyone individually. Empathy is a learnable skill: When dealing with difficult behavior, Elizabeth advises leaders to ask, “Why would a reasonable, rational, and decent person do that?” A practical way to build this empathy is to first ask yourself, “Have I ever done that?” The answer to this might be yes— and this self-reflection helps humanize the other person and shifts the focus from judgment to understanding the root cause of their actions. Prioritize relationships over authority: New administrators often make the mistake of trying to assert authority immediately. Elizabeth stresses that the first and most critical step is to build trust by focusing on relationships. We can show people we care about them as individuals before introducing any new initiatives or change plans. Elevate the Teaching Profession: When asked for one “magic wand” change, Elizabeth pointed out that making teaching a revered, respected, and well-compensated profession would solve many underlying issues. If society valued teachers on par with doctors and lawyers, it would fundamentally improve morale, retention, and the overall health of the education system. Ultimately, this powerful conversation between Elizabeth and Jen emphasizes that bridging the divide in education requires leaders to lead with empathy, humility, and a focus on building genuine relationships. While systemic problems like high turnover and cultural disrespect for the profession require large-scale change, Elizabeth makes it clear that individual leaders can foster a positive, trusting, and effective community within their own schools by listening, understanding their staff’s perspective, and consistently demonstrating that they care. Staying Connected: You can stay connected with Elizabeth Dampf via Linkedin. The post PMP486: The Cost of Happiness for Education Leaders with Elizabeth Dampf appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke take some time to talk about financial wellness for educators. They talk about the importance of making sure that your financial house is in order in the event that a new or different job opportunity comes up. Finances can either be an anchor that is used to hold one steady when times are hard or an anchor that keeps one’s head underwater if they are mismanaged. They also discuss how maintaining healthy practices benefits you in life and in the choices you have in your work. It is important for educators to manage their resources effectively, as it affects how you show up for your staff. If you are burdened by your finances it is hard to show up for others and support their work. Listen in to hear the whole conversation! If you would like to learn more about this topic, check out this article by Will from 2018: https://williamdparker.com/2018/pmp122-packing-parachutes-why-your-money-management-matters/  The post MONDAY MATTERS with Jen Schwanke and Will Parker – Financial Wellness appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question.  —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- This week’s question is:  It’s very difficult to change one’s mind. When was the last time you were surprised to learn something new? How did this new learning make you feel?  Listen in to hear their response! Meet Jan Harrell:  Dr. Jan Harrell is the creator of emotional education curricula now used in schools and prisons, with materials also accepted for use in both U.S. and Canadian federal prison systems—programs that help prevent bullying, build empathy, and transform communities. Her curricula bring students and inmates together by highlighting the shared human experience and transcending cultural, ethnic, and racial divides. Passionate about advancing human understanding, Dr. Harrell offers her programs to schools and juvenile justice/corrections at no cost, driven by a vision of preventing trauma before it happens and empowering young people with lifelong emotional wisdom. Addressing Student Anxiety:  Jan has a long history in clinical psychology, but she is on this week’s episode of Principal Matters Podcast because of her outreach to schools. When addressing how school leaders should think about addressing the painful anxiety of students in schools, Jan talks about how a revolution in education is missing. Throughout the history of education, schools have focused on teaching human survival, through teaching problem solving abilities and teaching students about physical well-being. According to Jan, what is missing is education on emotional well-being. We are taught how to take care of our body, but not how to take care of our emotional well-being. Jan gives the example of a fire alarm going off. If a fire alarm goes off, we immediately know what to do. If an emotional alarm goes off and we do not know what to do about it, we go into a reactive state. Students need to be given the opportunity to learn what to do when their emotional alarm goes off.   Success of the Curriculum: Jan shares that her curriculum originated because of a friend who was the Dean of Students at a local high school. This friend would often talk to her about how her students suffered from anxiety. This friend piloted Jan’s program in her high school, and through this experience Jan learned that the issues of being a human being transcended every difference between us. The students in her program were brought together into an intimate family-like situation in which they felt comfortable being vulnerable and sharing their trauma and anxiety with each other. This same framework has been utilized in prisons with both juveniles and adults, with the same results. Through teaching the concept of understanding the self and learning how to work through issues with other people, Jan’s curriculum allows people to free themselves from the cycle of being in an emotionally reactive state.  Helping Students Avoid being Sabotaged by the Emotions: Towards the end of the episode, Jan offers teachers and principals some strategies to help students avoid being sabotaged by their own emotions. She talks about how students often come to school feeling tortured and are filled with reactive emotions. Teachers and principals can try to suppress or judge their reaction, or they can view it as a gift that creates a teaching moment and helps students connect with their own wisdom. It is important to give students the rightness of their own feelings, not the wrongness. Equally important is teaching students that they can figure things out within themselves and between themselves. Helping students learn to guide the worst emotions the mind has to offer provides them with the tools to break out of an emotionally reactive state.  Staying Connected: If you are interested in learning more about Jan’s curriculum, she is currently offering it and her consultation for free. The only strings attached are that she wants to know that it’s being used and that it does not get fed into AI. You can reach out to her at [email protected] or on Linkedin. The post PMP485: Preventing Trauma Before it Happens with Dr. Jan Harrell appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke take some time to talk about the challenges and emotional burdens faced everyday by school leaders. They highlight the importance of self-reflection practices and finding hope in trying times, and emphasize the importance of keeping challenges in perspective. This post was inspired by a blog post written by Will, you can read it below.  Every One of Them Is Worth It The first time I ever saw a student banging his head against a locker, I was completely perplexed. Even with eleven years of teaching, I had never seen a student engage in self-harm in such a public way. This was my first year as an assistant principal. The boy had been placed in the hallway for disciplinary reasons and, for reasons unknown to me at the time, was so distraught that his way of coping with being in trouble was to hit his head over and over again against a metal locker. Thankfully, my assistant principal partner at the time was well-trained in trauma and had a background working as a mental-health professional. She helped guide the student back to a place of calm and reason. It was an eye-opener for me. Moving out of the classroom and into an entire school setting would confront me with situations that were novel, different, and far more challenging than anything I had seen in my own classroom. The first time I met a student with schizophrenia, I was also perplexed. He began pulling his hair out while sitting in my office and admitted to me that he could see someone sitting in a chair nearby. After consulting with his parents and getting to know him more personally, he would open up about the times he was frightened–scared of others appearing in rooms and unsure whether they were real or not. Then there was the time a student became so upset after an argument at lunch that he slammed his head into the window frame of a door, shattering the glass and bleeding from his head. He lay on the office floor, growling and angry. When he was finally able to regain control, the residual effects of his meltdown were felt deeply by other students and staff. Even though my responsibility was to define an appropriate disciplinary response, that behavior still perplexes me to this day. There was also a student I didn’t work with directly, but one of my assistant-principal friends did. She learned his story over time: during his traumatic early years, his father abused him by locking him in a cage throughout the day when he didn’t want to tend to him. The emotional scars from those memories made it incredibly difficult for him to cope with the everyday dramas he encountered at school. Over time, he learned better self-control–but it came from a place of deep pain. As I think about these things today, I am sometimes amazed that educators can teach math, reading, and science–or coach sports–never knowing the underlying situations children face. Even students from well-adjusted families, or those who seem to have all the support they need, I have seen end up in facilities needing inpatient therapy because of self-harm or suicidal ideation. The statistics around trauma for young people–especially in my own state–are pretty compelling. Psychologists use a measurement called ACEs (Adverse Childhood Experiences), and Oklahoma is among the states with high numbers of children who have experienced significant trauma. Because of that, they come to school desperately needing stability, consistency, and predictability. They need a place that holds them to high expectations while also providing high support. A good teacher knows this. But if a teacher has a classroom with multiple students who may melt down, over-respond, or lack the coping skills needed to regulate their emotions, it can be overwhelming. Even one student with those needs can make a classroom difficult–now imagine if half or more of your students came in with those kinds of backgrounds. This is why teachers, to me, are heroes. You can’t predict what kinds of students you will get. Some schools can try–those with placement applications or tuition-based enrollment can deny students whose needs they know they cannot meet. But public schools, in particular, take them all. That should be even more reason for every community to want their public schools fully resourced, well-trained, and staffed with teachers who are supported to meet children wherever they come from. The idea of creating a school where no bad things happen, where students never see others in crisis, where children are never exposed to difficulty–that is a fallacy. It is only possible for those with enough resources to insulate their children in carefully constructed environments. And even those environments are no longer sealed off. Phones and social media have proven that outside forces can invade anywhere–often faster than parents or schools have the capacity to respond–especially when algorithms backed by billions of dollars are designed to capture the attention of our children, and of us adults. So the question becomes: how do we create daily, weekly, monthly, and yearly routines that reintroduce the civility and consistency necessary for good learning, good outcomes, and healthy, flourishing lives? This is why the best schools I work with understand that children are complex, adults are complex, and environments and communities are complex. And three things must be present for schools to succeed. First: people. Schools must be full of people committed to high expectations and high support. Second: systems. Schools must commit to creating policies, procedures, protocols, and curricula that guide students toward better outcomes while providing support along the way. Third: belief. An unwavering commitment that all students are worth our investment–our time, our creativity, and our care. None of them is expendable. None is disposable. For those of us who are veterans in education, these have become familiar refrains we must revisit again and again. For those new to education, the fresh perspective and vision quickly reveal the truth: the work is as hard as it has always been–but with the right people, systems, and beliefs, it is still deeply worth doing. Because we also know the flip side of these stories. There is the orphaned student who sat across from me one day, clutching a book to her chest–so excited to be reading, asking permission to take it home for the night. There are the bright voices of students discovering their talents in the school choir, standing for the first time in front of friends and family, singing at a Christmas concert. There is the amazement and awe in the eyes of students doing a science experiment for the first time. Or the pride of a young girl standing beside her groomed heifer, showing it for Future Farmers of America. The list could go on and on: the exhilarating moments of watching children learn to read, listening to their curious questions, enjoying their laughter on the playground, watching them wrestle for the ball in athletics. No one goes into this profession without a love for kids. And over time, I think we all realize something else–everyone is still a kid at heart. So whether you are working with a student, a fellow teacher, or a community member, we are all someone’s student in one way or another. How we treat the people right in front of us–whether they come from backgrounds of deep trauma or from more stable settings–matters. They all deserve the same attention, the same intention we would have wanted to receive at any age. The same grace and compassion. The same forgiveness and correction. Humanity has been on this planet a long time, and the traumas of our present age are not always as new as we think. But they are still painful. Still profound. So let’s keep perspective. Let’s be people who show up with high expectations and high support. Let’s build systems that provide students with the stability, consistency, and outcomes we know they deserve. And let’s hold firmly to the belief that every one of them is worth it. Further Reading: If you would like to read some of Jen’s thoughts on managing struggles, check out her newsletter, linked here. As always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Keeping Challenges in Perspective appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question.  —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- This week’s question is:  What is something you will never forget about school leadership?  How did you learn it and how did it impact your career?  Listen in to hear their response! Meet Trish Keiller: Trish Keiller is an Emotional Intelligence Trainer, SEL Coach, and founder of Roots Education https://roots-education.com/. With more than 20 years in education and dual master’s degrees, her career spans from middle school teaching to pioneering wellness practices for schools. Trish is the creator of Brain-Body Literacy™, a framework that integrates mindfulness, neuroscience, yoga, nutrition, and leadership to help educators and students thrive. Drawing on her background as a teacher, administrator, and holistic health practitioner, she equips schools with practical tools to manage stress, build resilience, and foster authentic connection. Through her training and coaching, Trish empowers educators to transform school culture, showing that well-being is not an add-on, but the foundation for achievement and joy. The Importance of Learning Readiness: In her work, Trish promotes a “Learning Readiness” framework as an important way to talk about wellness with students, teachers, and school leaders. She based this framework on her experience as a middle school math teacher. As a young teacher, Trish utilized yoga as a way to help her deal with stress. She began practicing it in front of her students, who said that they wanted to try yoga too. Through this experience, Trish began to examine the disconnect that happens in modern teaching, saying that the whole child is being taught while neglecting the body. Thus the “Learning Readiness” framework was born. Through the use of yoga practices and other tools, the framework that Trish uses creates a sense of belonging and connection for students that allows for greater learning experiences. The “Learning Readiness” framework allows students to be more centered and feel less anxious.  Understanding the Brain and Body Connection: Trish is passionate about educators gaining a deeper understanding of learning and brain and body connection. She reiterates that the body is not fully included in how we think about learning in modern teaching practices. “Learning Readiness” is about getting students’ minds and bodies ready to focus on learning. It is important for students to learn how to practice preparing to learn, so that those skills become subconscious. When educators want students to be able to self-regulate and remain calm in conflict, they first have to teach students those skills and allow them to practice them. Doing so helps these skills become part of the students’ subconscious and saves teachers time and energy in the future.  The Significance of Self-Forgiveness and Self-Compassion: In her work as a coach, Trish spends a lot of time preaching self-forgiveness and self-compassion to school leaders. School leaders have to deal with a lot of stress, and approaching stress with self-forgiveness and self-compassion gives leaders space to acknowledge that their job is a lot. She uses a framework called the LOVE framework to help school leaders deal with stress and uncomfortable emotions. The LOVE framework stands for Lean in, Observe, Validate, and Embrace. Through this method, school leaders can really understand stress at a deep level.  Staying Connected: Listeners can stay connected with Trish Keiller and her work via the following channels: Linkedin https://roots-education.com Thank you for doing what matters! The post PMP484: Brain-Body Literacy with Trish Keiller appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke take some time to discuss second semester PD planning. This topic comes from this question: A common “Catch-22” is when the principal feels staff needs a particular PD, but staff says, “Just let me go to my room, close my door, and teach.” How can a principal reconcile these two perspectives? Will and Jen discuss this question and talk about building PD based on responses, successes, and challenges from first semester PD. They remind principals that, ultimately, if the goal is to create something that people will enjoy, then the solution is to include their voice. Listen in to hear the whole conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Planning PD appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: Why do you think reading non-education books is important? Listen in to hear their response! Meet Maureen Chapman and James Simons: Maureen Chapman and James Simons are co-founders of Cor-Creative partners, a Boston-based company that provides inspiring and practical professional development for educators, by educators. They are also the coauthors of the Solution Tree book Leaders of the Class: Teaching Motivation, Perseverance, Communication, and Collaboration in the Secondary Classroom. Both have written articles for Edutopia, Inside Higher Ed, and Middleweb.  A little more about them individually:  Maureen Chapman loves school. As the co-founder of Cor Creative Partners, Maureen supports leadership development and student engagement through speaking, coaching, workshops, and PLCs. Maureen is a lifelong educator who taught for 15 years in elementary, middle, and high school classrooms and spent eight years in school leadership. As a curriculum director and the head of an instructional leadership team, Maureen oversaw curriculum, resources, student data, instructional coaching, professional development, new teacher induction, and career education.James Simons loves school. James is the co-founder of Cor Creative Partners, and supports leadership development and student engagement through consulting coaching, facilitating workshops and PLCs, delivering speeches, and producing videos. Prior to co-founding Cor Creative Partners, James served as a high school principal and dean of students, an instructional coach, a middle and high school English teacher, a video-based storyteller, and a writer.  In this episode, Dr. Jen Schwanke interviews a dynamic duo, James Simons and Maureen Chapman, co-founders of Core Creative Partners and co-authors of the Solution Tree book “Leaders of the Class.” Drawing from their combined experiences as teachers and school leaders, they discuss the parallel work of adults and students in building leadership skills. The conversation centers on a framework that emphasizes the importance of motivation, perseverance, communication, and collaboration as essential leadership competencies. They argue that leadership is not a fixed position, but rather a set of skills and a mindset that can and should be cultivated in everyone, from school administrators and teachers to students in the classroom. Their discussion reveals a philosophy that sees leadership not as a top-down mandate, but as a collective endeavor fueled by a shared love for school and a belief in one another. By providing a practical framework for educators to teach and model these competencies, James and Maureen hope to empower every member of the school community to see themselves as a leader. Their work is a compelling call for a more empathetic, collaborative, and joyful approach to education, grounded in the belief that when adults and students work together to develop these essential human skills, everyone wins. Staying Connected: You can keep up with Maureen and James’ work via the channels linked below: www.corcreativepartners.com www.linkedin.com/in/maureenmckennachapman www.linkedin.com/in/jamesrobertsimons The post PMP483: Leaders of the Class with Maureen Chapman and James Simons appeared first on Principal Matters.

Welcome back to this week’s episode of Monday Matters where Will Parker and Jen Schwanke are discussing the topic of wellness. Will shares some takeaways from a book he is reading called Super Agers: An Evidence-Based Approach to Longevity by Dr. Eric Topol. The book highlights a study with 1400 participants called a ‘well-derly” study. Participants ages ranged from 85-102 years old who had no health problems and were not on any medications. When compared to a control group of ‘normal’ elderly people 85 and above, DNA samples revealed no significant differences in their genetics. Yet, they had higher immunity, better cognitive and cardiac functions.  “Long-term benefits are often worth the short-term commitments.” The takeaway from this study highlighted by Dr. Topol is that prevention really is the best medicine. The way to stop heart attacks, Alzheimer’s, or cancer is twenty years before it has time to develop into a condition or disease through movement, rest, and nutrition. Will and Jen share some of their thoughts and practices about approaching wellness and talk about the importance of wellness for school leaders. Listen in to hear the entire conversation! You can watch an interview with Dr. Eric Topol here: https://www.youtube.com/watch?v=zW-VcyD54 The post MONDAY MATTERS with Jen Schwanke and Will Parker – Wellness for the New Year appeared first on Principal Matters.

Meet Charles Rizzuto: Charles Rizzuto currently serves as Assistant Principal at Islip High School, following 15 years as a health and physical education teacher at Oyster Bay High School. A nationally recognized speaker, he has presented across the country on high-quality instruction, leadership, school culture, cultural proficiency, and social and emotional wellness. His highly regarded keynote address, The Driver’s Seat, has been featured by numerous school districts and state organizations. In addition to his school leadership role, Rizzuto teaches graduate courses at Adelphi University and Cambridge College, focusing on the influence of social issues in education, instructional technology, models-based instruction, and social-emotional literacy. His teaching excellence has been recognized by students and peers alike—he was nominated as a Professor of Excellence at Adelphi in 2021 and named National Teacher of the Year by SHAPE America in 2022. Additionally, Charles was named Eastern District Physical Education Teacher of the Year, New York State Physical Education Teacher of the Year, New York State Health Education Amazing Person of the Year, and Drug-Free Hero. He was a contributing author of the New York State Physical Education Learning Standards, served as President of Health Education for New York State, and sat on the National Health Education Council. Let’s Get Into the Episode: In this episode of the Principal Matters Podcast, host Dr. Jen Schwanke welcomes guest Charles Rizzuto, an assistant principal at Islip High School in New York, former National Teacher of the Year, and a self-proclaimed “super fan” of the Principal Matters Podcast.  Rizzuto, who previously served 15 years as a decorated health and PE teacher at Oyster Bay High School, shares his extensive experience and insights into elevating health and physical education from mere “glorified recess” to an essential component of a school’s academic, social, and emotional framework. The conversation delves into the nuances of effective health and PE programs, Rizzuto’s transition into administration, and how his deep classroom experience shapes his current leadership role. For any principal wondering why a high-quality health and PE program matters, and what school leaders can do to get one, here are a few things to consider.   “PA is not PE”: Rizzuto emphasizes a critical distinction between physical activity (PA) and physical education (PE), stating that mere physical activity does not constitute a comprehensive PE program. Movement serves as the “text” in PE, acting as a vehicle for deeper, more meaningful learning across cognitive, psychomotor, and affective domains. A quality PE program focuses on these learning outcomes, not just whether students are moving, sweating, or smiling. Skills-Based Health Education: Rizzuto asserts that a quality health education program is skills-based rather than solely content-driven. While content (like the recent addition of vaping education) changes, the essential life skills taught—such as analyzing influences, accessing valid information, goal setting, and decision-making—remain constant and are paramount for students’ transferrable learning. Health and PE as a Central Engine for SEL: Rizzuto highlights that health and physical education are the environments where social-emotional learning (SEL) and social-emotional literacy can surface most organically. Due to the nature of interactions in PE and the topics discussed in health, these subjects provide unique opportunities for students to develop conflict resolution, leadership, and emotional regulation skills, using frameworks like the Zones of Regulation. He shares a personal anecdote about building relationships with students by explicitly expressing care and love in his health classroom. Elevating Health and PE Departments: To truly support and elevate health and PE, school leaders should recognize the discipline’s nuances but not lower expectations for lesson structure, assessment, rigor, or participation. Feedback to health and PE teachers should be rooted in the same principles as feedback for other disciplines, including expectations for posting mastery objectives using a “what, why, how” framework. Leaders should also regularly communicate with health teachers to help them advocate for their curriculum with community members. Addressing Reluctant PE Teachers: Rizzuto advises principals to handle resistant PE teachers as they would any other resistant educator, but also to consider that the pushback might stem from feeling invisible or undervalued over time. Leaders should explicitly communicate their value to the staff, reflect on any unintentional messages (e.g., consistently using the gym for non-PE activities), and include them in building-wide professional development. Fostering Inclusivity in PE: For genuine inclusivity, Rizzuto recommends that educators embark on a journey of cultural proficiency, seeking to deeply understand their students beyond superficial surveys. Practical solutions include differentiating the scope and sequence of activities from year to year to keep students engaged and interested, and moving away from grading based on participation, as this can turn students off to physical activity altogether. After all these critical conversations about Heath and PE, this episode concludes with Rizzuto sharing an item from his “if/when I become a principal” list: prioritizing a structured, intentional, and frequent meeting schedule for the leadership team. He proposes daily “What We Know” (WWK) and “What We Learned” (WWL) meetings, and weekly “Planning and Goal Setting” (PAGS) meetings to proactively address issues and foster shared leadership. This comprehensive discussion underscores the transformative potential of health and PE when viewed through an educational and leadership lens, and we know it will inspire principals to mirror Rizzuto’s dedication to expanding positive impact in our schools.  Staying Connected: You can stay connected with Charles Rizzuto via Linkedin The post PMP482: Empowering Learning Through Physical Education with Charles Rizzuto appeared first on Principal Matters.

Happy New Year! This week on Monday Matters, Jen Schwanke and Will Parker take some time to reflect on the past year through a series of questions. They talk about reaching major milestones, meeting personal and professional goals, overcoming challenges,  and learning lessons. Reflecting back is an important step to growing forward. Will challenges listeners to take the questions asked in this episode and answer them on their own as they set their goals for the upcoming year. Listen in to hear the full conversation, and thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Reflections and Goal-Setting for the New Year appeared first on Principal Matters.

Note from Will about Guy: Principal Matters listeners are primarily education leaders, so they may be surprised at first that today’s guest is a specialist in marketing and communication. But I’ve been an avid listener of Guy Kawasaki’s podcast and recently read his book Think Remarkable: 9 Paths to Transform Your Life and Make a Difference. His insights on making compelling presentations have been incredibly helpful to me personally. What I appreciate most about Guy is how his spirit of curiosity, joy, and authenticity shines through in every episode and interaction. He has a gift for making complex ideas feel accessible and inspiring across all professions, including education. That’s why I’m so honored to have him join me on the show. Meet Guy Kawasaki: Guy Kawasaki is a marketing specialist, author, and Silicon Valley legend best known as Apple’s former Chief Evangelist. He played a key role in marketing the original Macintosh in the 1980s and later became a pioneer in evangelism marketing. Today, he’s the Chief Evangelist at Canva and host of the Remarkable People podcast. Guy is also the author of 15 books, including The Art of the Start and his most recent book, Think Remarkable: 9 Paths to Transform Your Life and Make a Difference. Guy has been inspiring entrepreneurs and innovators worldwide. His career blends tech, storytelling, and a passion for helping people change the world through bold ideas. The Impact of Education: Guy Kawasaki shares that he thinks educators are the unsung heroes of society. Part of why he feels this way is because of a 6th grade teacher who saw potential in him. Guy grew up poor in Hawaii, and in 6th grade, his teacher told his parents that he should be in a college prep school. Attending this prep school is what got him into Stanford, and Stanford got him his job at Apple. He says that in many ways, he can attribute the success in his life to that 6th grade teacher who believed in him. Guy is a huge proponent of higher education, and pushes back against the myth that people do not need a college degree to be successful. He challenges listeners not to focus on people who became successful without a college degree, but rather to focus on how many people who do not have a college degree and are not successful. Guy also believes that college can broaden the horizon for students and can be useful in helping them explore the world. What Makes People Remarkable: In his podcast “Remarkable People”, Guy Kawasaki interviews people he believes are remarkable, not necessarily rich or famous people. To him, what makes someone remarkable is the difference they make in the world. Guy says that what makes someone remarkable is hard to define, but it is not correlated with wealth or power. His mindset around what makes someone remarkable was greatly influenced by Carol Dweck’s book The Growth Mindset. While defining what makes someone remarkable is hard, Guy shares that he considers a person’s grit, growth, and grace when determining remarkability. Tips on Public Speaking: On top of being Canva and Apple’s top evangelist, Guy shares a lot of feedback on speaking or presenting in public. So, he graciously offers some advice to listeners who want to make the most impact when speaking publicly. One tip he shares is the 10-20-30 rule, which says that presenters should never have more than ten slides, those slides should be presented in twenty minutes, and the smallest font size that should be used is 30. The second tip he shares is the glance test. When making slides, presenters should make sure that people can glance at their slide and then look back at them. The glance test helps presenters make sure they do not lose their audience. Guy’s third tip on presenting is to use a light colored font on a dark background. This makes slides easier for the audience to read. His final tip is to not start a presentation with a joke, because if the joke does not land then you have to fight to get the audience back. He says that this final tip is the only tip he does not follow; he tries to start every presentation with a joke for the sheer challenge of it.  Advice for Educators: Educators feel a lot of tension in today’s climate and culture of trying to serve the needs of their school community while also sometimes being the punching bag of politics and outrage. When asked what advice he has for teachers who want to be remarkable in today’s climate, Guy tells listeners to keep their students’ best interests at heart. When people in your community can see that you care about your students and truly want to make the world a better place, they will often agree with you even if you do not share all the same politics. To reiterate how important education is to him, Guy says that education is what got America to where it is, and is what is going to save us. Parting Words and Staying Connected: To wrap up the interview, Guy says that he wants listeners to know that at least one person in Silicon Valley appreciates what educators do. To stay connected with Guy Kawasaki, check out his podcast, Remarkable People.  The post PMP481: Think Remarkable with Guy Kawasaki appeared first on Principal Matters.

John Boyd is the Principal of Ste. Genevieve High School in Missouri, where he leads with a passion for innovation, efficiency, and creating memorable experiences for students and staff. A proud SGHS alum, he returned to teach for seven years, served three years as Assistant Principal, and is now in his fourth year as Principal. Named Missouri’s 2023 Jim L. King High School Principal of the Year, John also serves as President-Elect of the Missouri Association of Secondary School Principals.  John has a passion for integrating AI, coding, and automation. He’s developed tools from digital hall passes to real-time dashboards that streamline operations and enhance communication. With over 30 years connected to Ste. Genevieve, John is committed to reimagining possibilities for learning and staff empowerment. He and his wife, Sierra, are the proud parents of their children, J.B. and Emery. Previous episode https://williamdparker.com/2023/pmp357-leading-your-hometown-school-with-john-boyd/ Thinking Outside the Box: John often utilizes AI to help him think outside the box and solve problems in completely new ways. He shares how, as an assistant principal, his principal and mentor, Chris Hoehne, took pride in thinking through problems analytically. This mentor inspired John to develop the skills he uses now to integrate coding into their systems. One way that John has integrated these skills into the systems at his school is by using them for attendance reports, a task that used to take hours to complete. Typically, John takes time each summer to build these pipelines. While the front-end work takes time, the systems that John builds end up saving him and his team a lot of time.  Practical Uses: One way that John utilizes AI in his school is through a digital hall pass system, a system that John built himself. His process for building these tools starts by thinking about what he wants the tool to do. In the case of the digital hall passes, John used AI to create a form that takes data and processes it on a Google Sheet. Each classroom in his school now has a kiosk in it that allows students to fill out a hall pass request before they leave, and it is where they check in when they get back to the classroom. The hall pass system is set up so that administrators are notified if a student has been out of class for more than 15 minutes, and meet-up notifications for students who should not be in the same place at the same time. John finds that this hall pass system is very helpful for his school. Another way he utilizes this technology is for scheduling sports physicals, which has saved his secretaries and support staff a lot of time.  Navigating AI with Students and Teachers: Although John embraces using AI as a tool, he acknowledges that it is a topic that requires nuance. Recently, John, along with his staff, has begun having conversations about the need for consistent language regarding AI for students and teachers. It is important for teachers and administrators to have consistent messaging about AI so that students know when it is appropriate to use and when it is not. Without that messaging, it can be confusing for students. There is a definite need for teachers to be able to monitor whether AI is being used or not. The best solution to this is for teachers to know their students and to build relationships with them. Through intentionality, teachers, principals, and students can navigate these new technologies with confidence. Staying Connected: You can stay connected with John Boyd via email at [email protected].  The post PMP480: Maximizing Your Systems with John Boyd appeared first on Principal Matters.

Happy holidays, Principal Matters listeners! This week Will Parker and Jen Schwanke take some time to reminisce about the year and share some of holiday traditions that they are looking forward to. Listen in to hear the full conversation, or read the post below to learn more about what we are thankful for this holiday season! A Year in Review from Principal Matters (2025) As I look back on the past year, I’m incredibly grateful for the opportunity to work alongside school leaders across the country through Principal Matters. Whether through districts, state agencies, professional organizations, or individual coaching, the goal has remained the same: helping leaders lead with clarity, confidence, and sustainability during a time when the work feels heavier than ever. Instead of one-time sessions, much of our work this year focused on ongoing partnerships. Through executive coaching, cohort-based leadership programs, in-person learning, and keynote experiences, we created space for leaders to pause, reflect, and grow together — while building trusted relationships with peers who truly understand the challenges of the role. By the Numbers 300+ school and district leaders supported 20+ districts, state agencies, and school networks served 10+ states represented 250+ executive coaching sessions delivered 50+ cohort sessions, workshops, and professional learning experiences More than anything, these numbers represent relationships built over time and a continued shift toward sustained, retainer-style leadership support. Grateful for Our Partners I’m especially thankful for the trust and collaboration of the districts, organizations, and partners we had the privilege of serving this year, including: Districts, Schools, & State Agencies Archdiocese of Louisville Catholic Schools, Louisville, KY State of Ohio (Ohio Department of Education & Workforce) & Adkins Consulting Palo Alto Unified School District / Palo Alto High School, Palo Alto, CA Springfield Local School District, OH Joplin High School, Joplin, MO Brazosport Independent School District, Clute, TX Pecos Barstow Toyah Independent School District, Pecos, TX South Umpqua School District, OR Owasso Public Schools, OK Burlington Schools, OK Holdenville Public Schools, OK Utica Shale Academy, Salineville, OH Northeast Ohio College Preparatory School, Cincinnati, OH Leigh High School, Campbell Union High School District (CUHSD), San Jose, CA Alfred G. Waters Middle School, Appoquinimink School District, Odessa, DE Woodland Middle School, Woodland Public Schools, Woodland, WA Ste. Genevieve High School, Ste. Genevieve, MO Professional Associations & Conferences School Administrators of New York State (SAANYS), virtual & in-person (Lake George, NY) School Administration Manager (SAM) National Innovation Conference, Miami, FL Louisiana Principals Association, Baton Rouge, LA CLAS (Alabama Assistant Principal Conferences) Apptegy Conference (School CEO), Little Rock, AR Southeast Missouri Association of Secondary School Principals (SEMoASSP) Regional Meeting National Association of Secondary School Principals (NASSP) and National Association of Elementary School Principals (NAESP) Organizations & Strategic Partners IXL Learning DigiCoach EduSkills Alpaca Better Learning / Summer Pops Grateful for Our Team I cannot do this work alone, and I’m incredibly thankful for the people who make Principal Matters possible: Missy Parker — my wife and the CFO of our company Emily Parker-Eaton — Executive Assistant and Editor/Copywriter for the podcast, social media, and client relations Jen Schwanke — Co-host of the podcast, prolific author, and weekly contributor whose insight and energy shape the show Aaron Fulbright — Designer and manager of the Principal Matters website Grateful for Helpful Friends My most recent book, Whose Permission Are You Waiting For?: An Educator’s Guide to Doing What You Love, was made stronger through the thoughtful proofreading and editing of Megan Doyle. I’m also thankful for our partnership with ConnectEDD Publishing, including Jimmy and Kheila Casas, as well as the outstanding editorial support of Jeff Zoul. New Podcast Music: If you are a frequent listener, you may have noticed our new music for intros, outros, and sponsorships as well as sound clips like, “You’re listening to Principal Matters: The School Leader’s Podcast.” All of these are thanks to the creative skills of my younger brother, Samuel Parker. You can find more of his work on Sam’s YouTube channel. New Branding: This year also marked a complete rebrand for Principal Matters. I’m deeply grateful to MollyKeleneDesigns.com. Molly designed our new logos and brand identity. She captured the heart of this work and gave us a fresh, professional look that truly reflects our mission. New Headshots: Also, I want to give a shout-out to my friend Brian Killian, a master craftsman and photographer at Peters Photography in Dublin, Ohio. Jen Schwanke has had her headshots taken at Peters Photography for years. Then we discovered we have a mutual friend in Brian, who is a childhood friend from my growing-up years in West Tennessee. We met him at the studio when I was doing work in Columbus, as he offered to do new headshots for our website. Here are a few extras we enjoyed from his wonderful hospitality: Looking Ahead to 2026–27? If you’re starting to think about next year’s professional learning, have ideas for guests, episode topics, or sponsorships—or you simply want space to reflect on your leadership—I’d love to connect. I’m offering a complimentary Zoom reflection session to help you think, plan, and clarify next steps. Grateful for Our Guests Finally, 2025 was also another banner year for Principal Matters: The School Leader’s Podcast, now available on YouTube as well as wherever you listen to podcasts. I’m deeply thankful for the many guests who shared their stories, insights, and leadership lessons with our listeners this year.  We also launched a Monday Matters show, where Jen Schwanke and I provide updates on current happenings in our work with leaders, as well as a shorter show for weekly inspiration. With deep gratitude, we would like to thank all the incredible guests who shared their time, insights, and leadership on Principal Matters in 2025. Your voices, stories, and expertise continue to shape meaningful conversations for school leaders everywhere.  Thank you to Tracie Anderson Swilley, Amanda Austin, Danny Bauer, Bethany Bilodeau, Cale Birk, Todd Bloomer, Karen Borchert, Beau Brannon, Derek Cantrell, PJ Caposey, LaDonna Chancellor, Margaret Coates, Tyler Comeau, Jenn David-Lang, Angela Diggs, Mike Fitzpatrick, Kate Anderson Foley, Tony Frontier, Wilnic Gideon, Daman Harris, Donna Hayward, Brent Jaco, Carlos Johnson, Greg Johnson,  Jeff Jones, Baruti Kafele, Robert Kaiser, Brandi Kelly, Nason Lollar, Eric Mace, Kim Marshall, John Marinucci, John Mihalyo, Derek Mitchell, Mike Nicholson, Ohio State University Grad Students, Darrin Peppard, Lana Penley, Ross Romano, LaVonna Roth, Tanya Sheckley, Danny Steele, Michelle Steingart, T. J. Vari, Steve Ventura, Tim Villegas, and Crystal Williams. Your generosity and commitment to leadership and learning make this work possible, and we are truly grateful for each of you. Thank you for being a part of the Principal Matters Community. Wishing you a wonderful Christmas & Winter holiday, and Happy New Year. Thank you for doing what matters! With appreciation,William D. Parker P.S. Below is an entire list of our 2025 shows with links if you want to listen back or check them out for the first time: 2025 Podcast Shows & Guests 12/17/2025 – The Instructional Leader in You with Danny Steele 12/10/2025 – From Classroom to Crisis and Beyond with Dr. Greg Johnson 12/03/2025 – Lessons from Transition with Beau Brannon 11/26/2025 – Leading a Community of Educators with Steve Ventura 11/24/2025 – Subscriber Holiday Special 11/19/2025 – Lessons From the First Year with Dr. Robert Kaiser 11/12/2025 – Radically Excellent School Improvement with Dr. Kate Anderson Foley 11/05/2025 – Road to Awesome with Darrin Peppard 10/29/2025 – Elemental Educator with Tyler Comeau 10/22/2025 – Lead with H.O.P.E. with Dr. Brandi Kelly 10/15/2025 – Staying Committed to Inclusivity with Tim Villegas 10/08/2025 – Instructional Coaching with Crystal Williams 10/01/2025 – AI with Intention with Tony Frontier 09/24/2025 – Being a Ruckus Maker with Danny Bauer 09/17/2025 – Leading Collaboratively with LaDonna Chancellor 09/10/2025 – Better Together with Derek Cantrell 09/03/2025 – Human Capital Management with OSU Grad Students 08/27/2025 – Leaning into Leadership with Darrin Peppard 08/20/2025 – Supporting New Teachers, Part 2, with Jenn David-Lang and Kim Marshall 08/13/2025 – Supporting New Teachers with Jenn David-Land and Kim Marshall 07/23/2025 – Permission to S.H.I.N.E. with LaVonna Roth 07/16/2025 – Listening to Your Teachers with Karen Borchert 07/09/2025 – Empowering Student Agency with Dr. Mike Nicholson 07/02/2025 – Cybersecurity in Schools with Mike Fitzpatrick 06/25/2025 – Maximizing Systems, Focus, and Impact with PJ Caposey 06/18/2025 – Leading with Wellness in Mind with Dr. Angela Diggs 06/11/2025 – Reaching Every Student with Dr. Tracie Anderson Swilley 06/04/2025 – What is my Value Instructionally with Baruti Kafele 05/28/2025 – Instructional Excellence with Michelle Steingart 05/21/2025 – Inclusive & Supportive Schools for Every Learner with Dr. Eric Mace 05/14/2025 – The Antiracist School Leader with Dr. Daman Harris 05/07/2025 – The Blueprint for Administrators with Todd Bloomer 04/30/2025 – Recovering After Fire with Lana Penley  04/23/2025 – Powerful Voices in Education with Donna Hayward  04/16/2025 – Leading with Simplicity and Harmony with John Marinucci 04/09/2025 – Why Every Student Deserves a Pathway with Dr. T.J. Vari 04/02/2025 – Keys to Successful Schools with John Mihalyo 03/26/2025 – Ease the Pain – Guidance for Safety and Regulation with Dr. Bethany Bilodeau 03/19/2025 – TRUST Principles for Professionalism with Dr. Nason Lollar 03/12/2025 – Rebel Educator – Classrooms of Imagination and Impact with Tanya Sheckley 03/05/2025 – Living on the Leadership Edge with Margaret Coates 02/26/2025 – Partners in School Innovation with Dr. Derek Mitchell 02/19/2025 – Achieving Remarkable Outcomes with Dr. Amanda Austin 02/12/2025 – Empowering Teen Learners with Dr. Wilnic Gideon 02/05/2025 – Power Engage with Carlos Johnson 01/29/2025 – The Benefits of Trust with Brent Jaco 01/22/2025 – Finding Solutions with Jeff Jones 01/15/2025 – Culturizing for Impact with Cale Birk 01/08/2025 –  Connecting Leaders with Ross Romano  01/01/2025 – Finding Solutions with Jeff Jones The post MONDAY MATTERS with Jen Schwanke and Will Parker – A Year in Review appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What are your practices for writing a book? Listen in to hear their response! Meet Danny Steele: Danny Steele worked for 31 years in education as a principal, assistant principal, teacher, coach, and assistant professor of Instructional Leadership. In 2005, Steele was recognized as the “Assistant Principal of the Year” for the state of Alabama. And in 2016, he was recognized as Alabama’s “Secondary Principal of the Year.” He has written six books, including two with Todd Whitaker, has presented at numerous state and national conferences, and has spoken in school districts around the country. Steele has an undergraduate degree in History from Covenant College; he has a Master’s in History from the University of Alabama, Birmingham, and a Doctorate in Educational Leadership from Samford University. He is the father of three (mostly grown) children and resides with his wife in Birmingham, Alabama. Something that listeners may be surprised to learn about Danny is that he occasionally writes raps that he performs for his students and teachers. Current work: After spending 31 years in education, Danny retired from the principalship last summer. Even though he is retired, he still has a lot of passion for the work of teachers and principals. Currently, Danny channels that passion into leadership coaching and consulting. He realized that there was a need for coaching in instructional leadership after working with two young principals. These principals needed help building their instructional leadership capacity. This experience is what solidified Danny’s passion for instructional leadership and what inspired him to write his book. According to Danny, “Until something is learned, nothing is taught”. When a principal goes into a classroom, they should be more focused on what the students are doing than what the teachers are doing. The Instructional Leader in You: 10 Strategies for Every School Leader The Instructional Leader in You lays out 10 strategies that school leaders can use to increase their instructional leadership capacity. You can read the full list of 10 strategies below, and Will and Danny cover a couple of the strategies in the show. 1.  A Foundation of Curiosity   2. The Powerful Role of Visibility   3. The Surprising Strength of Vulnerability   4. Leading Without Relationships Isn’t Leading   5. Creating Opportunities for Growth   6. Delegating is Winning  7. Being Intentional   8. Prioritizing Learning, Not Teaching   9. Removing Barriers   10. Focusing on the Culture Being Visible: Danny discusses how “management by wandering around” is important for instructional leadership. School leaders who are walking around and staying visible to students and staff communicate what you value. When you pop into classrooms, your presence communicates to teachers that you care about the work they are doing, and, to the students, that you care about their experiences in the classroom. Staying visible throughout the school day reinforces your priorities as an instructional leader.  Delegating is Winning:  When asked to summarize the delegating is winning strategy, Danny talks about how, as a principal, you sometimes feel inadequate because you feel like you need to be everything to everyone. Principals burn out really quickly like that. Part of delegation is about letting go and being okay with not being in control of everything. Delegating some of the management pieces of the principal job frees you up to visit classrooms and be an instructional leader. Delegation can also improve your relationship with the rest of your leadership team. When you begin to delegate tasks to your colleagues, it shows you value them and their expertise. New leaders tend to struggle the most with delegation because they feel insecure giving up authority, but learning to do so is essential to being successful in leadership. Revisiting Your “Why”:  Near the end of the conversation, Will asks Danny to share some advice he would give to principals. Danny tells listeners to revisit your “why”, and references a sign above his door that reads, “I am the difference”. He had this sign above his door when he was an AP and a principal to remind him of the role he plays. Most leaders get into education because they love kids and want to make a difference for them. When you become an admin, the mission changes. You have to win over the adults in the building and make them feel loved and appreciated. Danny shares how he learned to redefine his lightbulb moment to be anytime he could support a staff member and lighten their load. Making a difference for his staff became his “why” and helped him stay motivated.  Staying Connected: Listeners can stay connected to Danny Steele via the following channels: Danny’s website @steelthoughts on X or Instagram Linkedin The post PMP479: The Instructional Leader in You with Danny Steele appeared first on Principal Matters.

This week on Monday Matters Will Parker and Jen Schwanke share some thoughts on addressing the political landscape that educators face. They discuss how educators, particularly school leaders, are often asked to weigh in on culture war issues. Taking sides on political issues is not what school leaders are paid to do, and in doing so you run the risk of alienating a significant portion of your school community. School leaders are paid to keep students safe, follow the law, and do what is best at any given time. Speaking publicly about politics as a school or district leader often requires a lot of nuance, since those leaders are representing an entire community. Still, it is important to be an advocate for your school based on the facts and what is best for your community. Sometimes it is better to protect your position rather than speaking on every issue so that you lose out on the ability to make a bigger impact through creating a safe and welcoming environment for all students. Principals should ask themselves: “How am I going to love and serve every student in this school? How do I make sure that every student feels valued and protected and that they belong? How do I make sure all my teachers know that I am here for them?”. Through creating an environment where students and teachers feel safe and protected, you can do far more than you would if you spoke about every political issue. Listen in to the episode to hear all of Will and Jen’s thoughts on the subject! This episode was inspired by a post in Jen’s newsletter. You can read her post here. The podcast episode referenced in the show can be found here.  The post MONDAY MATTERS with Jen Schwanke and Will Parker – Not the Place appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: How can we build and sustain trust with staff, students, and parents? Listen in to hear their response! Meet Dr. Greg Johnson: Greg Johnson is the high school principal at West Liberty-Salem High School in West Liberty, Ohio. He was first hired as a middle school social studies teacher in 1997 and recently completed his twentieth year as principal, marking his twenty-eighth year in education – all at the same school. Greg enjoys the small rural school setting and appreciates the family atmosphere and collaborative spirit of his K-12 building. Greg serves on the NASSP Board of Directors. His involvement with NASSP can be traced back to the school shooting that he and his school experienced in 2017. This event and the extensive recovery period that followed let to Greg’s involvement in the establishment of the NASSP Principal Recovery Network in 2019. While serving as a co-facilitator of this group, Greg gained a deeper understanding of the vision, mission, and work of NASSP. Greg joined the Board of Directors in 2024. Sharing his experience and educating others about school leadership during and after a shooting as well as the long and difficult road of recovery has been a passion of Greg’s since 2017. This passion has allowed him to speak at conferences across the country, often accompanied by his wife, three children, and son-in-law. All members of the family were in the school the day of the shooting and each experienced the event and its aftermath differently. Greg brings a thoughtful, authentic, and compassionate approach to speaking on school safety as well as to his work as a school leader. Greg’s greatest passion is his family. He has been married to his wife Crystal for 28 years and they are the proud parents of three adult children. Additionally, he is also passionate about his Ohio State Buckeyes. Greg and Crystal met at Ohio State. All three children are graduates or current students at OSU. In addition to his bachelor’s and master’s from OSU, Greg accomplished a life-long goal of earning his Doctor of Education from Ohio State in 2024. As their youngest follows her two older siblings to OSU, Greg looks forward to tailgating on campus with his wife and kids as often as possible. Go Bucks! Episode Highlights: A Call to Leadership: Dr. Johnson initially considered a career in engineering but found his calling in education through a mentor. He began teaching social studies and coaching at West Liberty Salem in 1997. Witnessing a “revolving door” of five principals in seven years, he felt a strong pull to provide stability. A dean of students role served as a stepping stone to his principalship 20 years ago. Despite missing the daily joy of teaching, his commitment to consistency for his school community remained paramount. In his rural setting, he deeply values the opportunity to know all students and their families, often before they even reach high school. A significant challenge, however, is the limited support for specialized services and the necessity of wearing many hats due to smaller staff, particularly during his 16 years as both middle and high school principal (grades 6-12). Greg’s positivity and commitment to his school have kept him rooted to his community, where he and his wife— who, by the way, is Jen’s longtime best childhood friend— have raised three children.  Navigating a School Shooting: In January 2017, West Liberty Salem High School faced an unimaginable crisis. Dr. Johnson recounted the chaotic morning when he received the call about a shooting in the high school wing. Upon entering, he and his assistant principal discovered shell casings and located a student, Logan, who had been shot twice by another junior. Remarkably, Logan’s presence and his ability to talk to the shooter disrupted the perpetrator’s plan. The school’s ALICE training proved invaluable, empowering students and teachers to make independent decisions; many high school classrooms self-evacuated through windows minutes before any official announcement. In a moment of incredible composure, Dr. Johnson immediately called Logan’s family— who were personal family friends— to inform them of the incident and their son’s injury. The Unseen Wounds of Trauma and the Power of Connection: Dr. Johnson emphasized the profound and often underestimated traumatic impact of the event on students, staff, and the wider community. He realized that while the immediate threat ended with the shooter’s containment, students evacuating through cornfields endured agonizing hours of not knowing if their friends and family were safe. Initially, he felt compelled to project an image of “Tiger Strong” as a leader, inadvertently leading teachers and students to suppress their own suffering. A school counselor’s intervention helped him recognize his own need for support, prompting him to process the event emotionally. This experience was foundational to the formation of the NASSP Principal Recovery Network, an informal group initiated by Frank Deangelis (Columbine High School) and Greg Waples of NASSP. This network provides vital peer support, advocates for school safety, and has developed a “guide to recovery” for principals facing similar tragedies. In a poignant twist, Logan (the shooting victim) and Addie (Dr. Johnson’s oldest daughter), who was a sophomore in the same wing during the shooting, began dating during the COVID-19 pandemic and are now married. This unique detail, along with the fact that many students, including Dr. Johnson’s own children, chose to enter the field of education after the event, powerfully underscores the resilience and positive legacy that can emerge even from profound tragedy. Listening to this episode will restore your faith in the power of community, leadership, and the hearts of principals like Dr. Johnson. His story stands as a powerful testament to the enduring and transformative impact of steadfast leadership in the face of adversity. The post PMP478: From Classroom to Crisis and Beyond with Dr. Greg Johnson appeared first on Principal Matters.

Welcome back to Monday Matters! This week, Will and Jen tackle the topic of understanding your identity outside of your career. They discuss how this can be particularly challenging for mothers, who often carry the mental load of running their households on top of having a career. Jen shares some insights into how she has learned to describe herself apart from her titles, and the toll that carrying the mental load can take on working moms. Will challenges listeners to learn to describe themselves in ways that align with their core values, and to align your decisions with those values. Listen in to hear the whole conversation! This post is based on a thoughtful post by Will Parker. You can read it below: Who Are You Without A Title? This morning, I was in a meeting with a Mastermind group when a superintendent told me she asked her husband a question from a chapter in my book, Whose Permission Are You Waiting For? An Educator’s Guide to Doing What You Love. The question: If you had to define yourself without a title or position, or even the label of parent, spouse, or partner, how would you define yourself? She told me she was surprised by how hard the question was to answer. Eventually, he said he was a problem-solver, and he described her as pragmatic.  The conversation reminded me of how difficult it can be to describe ourselves. In particular, I learned recently that this can be a significant challenge for moms. I learned this at a conference I attended in the fall of 2025, when two speakers, Katherine Wintsch and Lauren  Fitzgerald, founders of The Mom Complex, reported five commonalities among most mothers they interview: Moms are filled with doubt. There are no such things as experienced moms (every stage is new and different). Moms today are rejecting perfection. Parenting is a team sport. Moms carry a heavy mental load and are just trying to survive (Wintsch, Fitzgerald, public comments, 09/25/25, check out their website here: https://momcomplex.com). Most interestingly, they have found that women tend to self-doubt and engage in negative self-talk more often than men in their surveys and work.  With those thoughts in mind, I wanted to ask the group of Mastermind members (both women and men) in my recent meeting how they would describe themselves in a positive way instead of a negative way if they could do so without relying on their own work or home titles. As a way to encourage this activity, I introduced the following words as ways I would describe them from the interactions we’ve had over the past five years of meeting together. Words like… Courageous Tenacious Committed Brave Thoughtful Inspiring Gritty Resilient Problem-Solver As we talked, they introduced other words of their own, including: Wise Confident Insightful Funny Fun-loving Forgiving Gracious Nurturing The challenge with an activity like this is to find a practical application. So, I wanted to make a simple one:  When you apply your most important core values to the goals you’ve set for yourself or your work, the chances are you’ll see outcomes that better reflect those values. The inverse is true as well: When we step into our fears or ego-driven identities, or if we simply move forward based on our titles (at work or home), we either fail to experience the values we most cherish or we simply play a role without actually living into the best version of ourselves. I know that’s a lot to think about in one sentence, but I’d like to you to take a moment and read that aloud. If it helps, say it in first-person:  When I step in my fear or ego-driven identities, or if I simly move forward based on my titles (at work or home), I either fail to experience the values I most cherish, or I simply play a role without actually living into the best version of myself. At the time of this writing, we just wrapped up the Thanksgiving holiday. My dad, who passed last year, would have been 85 this month. One time, I asked him how he wanted to be remembered. He said he hoped he would be remembered as a man who had loved and supported his wife and family. It was a simple statement and one that beautifully summed up his values and character. To be who we truly are may be less difficult than describing it. I guess I’d rather make the mistake of living out beautiful values like the ones above than simply identifying myself by titles or misunderstanding my true character. As you step into your day, I’d like to remind you of something another leader said in our meeting this morning. I didn’t write it down word for word, but here’s my best attempt:  “Leadership requires bravery, honesty, and hard conversations. We must be teachers or teachers. If someone isn’t willing to embrace these virtues, they should choose another profession.” It may not be a warm or fuzzy moment to be reminded to live into your best values and qualities. But it may be helpful to realize those whom you serve know when you do. Now It’s Your Turn  If you described yourself without using your job title or your roles at home, what words or qualities would you choose? In what practical ways do you keep your decisions (at work or in life) aligned with your core commitments and values? The post MONDAY MATTERS with Jen Schwanke and Will Parker – Who Are You Without A Title? appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What are the common pitfalls that keep principals from effectively leading instructional communities? Listen in to hear their response! Meet Beau Brannon: Beau Brannon is the Principal of Union High School in Tulsa, Oklahoma. He previously led Union’s Freshman Academy as both assistant principal and principal. A Muldrow High School graduate and former college football player at the University of Tulsa, Beau followed his passion for education and earned degrees from the University of Arkansas-Fort Smith, Arkansas State, and Northeastern State University. He began his career teaching science and coaching football at Alma Public Schools, later becoming Teacher of the Year at Keys High School in 2015. Since joining Union in 2016, he’s taught Geometry, helped coach a state championship football team, and served in school administration since 2018. Beau and his wife, Caitlyn, have been married since 2013 and are proud parents of two children, Baker and Collins. A previous guest on episode 391, Beau returns to Principal Matters with lessons from his first year in leadership at a new level. Welcome back to Principal Matters!  School Culture and Students Outcomes: Each spring, Union High School partners with OU to give a survey to staff, students, and families. Over the last year, Brannon’s school has seen a 10% increase in “Faculty Trust in Principal” over the last year. 96.2% of respondents agree the principal at this school develops a team attitude and spirit amongst faculty & staff,94.3% agree the principal at this school commends me when I do a better than average job, and 98.1% agree that the admin team cares about them as a person. The emphasis on student relationships, student success, and providing real hope and pathways had led to improved student results in his school. Beau’s school has seen a 32.25% decrease in failed courses in semester one and a 21% decrease in failed courses in semester 2, totalling about 1300 courses that do not need to be recovered. All in all, Beau’s school is doing exceptionally well.  Challenges in Taking on a New Role: Moving from Union’s Freshman Academy to Union High School presented a fresh set of challenges to Beau. The size of Union High School is one of the challenges that Beau had to navigate. Union High School has about 3,500 students and 250 staff. Beau had to learn how to work amongst a bigger admin team and had to try to get to know 175 teachers as quickly as possible. Since he previously taught at Union High School, it took a lot of work for Beau to gain the trust of some of the teachers at his new school, since not all of them saw him in the leadership light right away. Hiring Process and Priorities: In his first year, Beau hired 42 new teachers and staff members, and hired 29 new teachers and staff members in year two. One hiring tip he recommends is to have a hiring waitlist or chart. Throughout the year, you will hear names of people who want to work at the school. Beau also recommends building partnerships with area colleges and universities and going to their job fairs. Another hiring recommendation he makes is to develop your own staff.  Too Big to do Alone: One lesson Beau Brannon has pulled for this past year is that the work of a principal is too big to do alone. Principals need to lean on their team’s strengths. Beau shares that his team just did the Clifton Strengths Finders from Gallup to learn each other’s strengths. Everyone has a passion, and they need to lean into them in order for leadership teams to be successful. Leaning into the collective intelligence that comes from working with a team means less stress for the individual.  Advice to Those Taking on New Roles: When asked what advice he would give those who are stepping into a new role, Beau reminds listeners to take care of themselves. He follows up that statement by saying that you aren’t as important as you think you are, and that you are a lot more important than you think you are. This means that you need to take your work seriously, but that you also need to remember to take care of yourself and your loved ones first.  You can stay connected with Beau Brannon via X or Linkedin.  The post PMP477: Lessons from Transition with Beau Brannon appeared first on Principal Matters.

Welcome back to Monday Matters! This week, Will Parker and Jen Schwanke take some time to talk about the difference between responsive vs. reactive leadership. This conversation was inspired by a thoughtful post written by Will, you can read it below. As always, thank you for doing what matters! Responsive, not Reactive, Leadership During a Mastermind meeting today, a leader shared feedback about a team member who tends to be reactive versus responsive. In particular, situations involving student discipline or teacher behavior are often managed with what were described as “knee-jerk” reactions that make the matter worse rather than better. We’ve all been on the other side of reactionary situations. My wife once worked in a school setting where the assistant principal would come on the intercom system to yell at students to be on time to class. She and her fellow teachers would cringe every time his voice came across the speakers. Instead of directly addressing the students who were late to class, the administrator thought shouting at the entire student body (and teachers) would be more effective. He was wrong. The harder question for leaders to ask themselves: In what ways am I reacting instead of responding in my own position or service to others? Here are some other examples I’ve witnessed (or been guilty of not handling well) in the past: One teacher misses professional development by taking a sick day. You find out later that she was really on a family trip. You’re tempted to blast out a reminder to your entire staff about being honest and using integrity when reporting an absence from work. What do you do? The copy machine is broken again, and the backup machine is also out of ink. Teachers are lined up wanting a solution. You are tempted to shoot out an email or make an announcement to be patient as you try to replace the ink yourself or call for service repair. What do you do? Two students have a verbal altercation on a field trip that is witnessed by their teacher. He brings the students to your office when they return to school and would like you to assign discipline and call the parents to back up his concerns. You realize what has happened does not meet the threshold for an office referral. You are tempted to manage the situation as requested, although you know this is a situation that can be managed by the teacher just as he would have done if it had happened in his classroom. What do you do? In each of these situations, the quick fix may seem different to leaders depending on the size of their school, the systems they have in place for managing student or teacher behavior, or the temperament of the people involved. That is why a quick-fix suggestion for each scenario is normally not sufficient. Instead, consider first what would be the “responsive” rather than “reactive” way to move forward. Also, when you’re not in the middle of a scenario, consider running these situations by team members before they happen, and ask them for ideas and responses. Your collective feedback may or may not reveal how closely aligned your values are as a team for responding rather than reacting. Here are some principles to keep in mind: Responsive leaders plan in advance for scenarios and have basic protocols for follow-through. Reactive leaders put out fires as they arise without preset protocols or plans for follow-through. With that context in mind, here are a few suggestions for each of the above to keep in mind for responding rather than reacting: In the situation with the teacher who took a sick day but was really on vacation: Inquire with your Human Resources director or district policy on whether personal days can be taken during professional development. Meet with the teacher one-on-one and ask for feedback. Express your expectation that absences are handled with professionalism and integrity. At the least, let them know you are aware of the situation and that, in the future, they are expected to follow the same protocols as everyone else. In advance of facing problems with copiers: Establish a first-responder system with a protocol for who is supposed to be managing, repairing, and servicing your copiers. Follow that system. If it is not working, reach out directly to the person responsible for feedback. Have some backup printers available for small sets (or class sets) of copies that need to be made in lieu of the first-responder system not working as planned. When the teacher brings students to your office after the field trip: Acknowledge and support the teacher’s desire to have all students behave in ways that reflect the values and commitments of your school. Remind them that their classroom behavior norms are enforced both in and outside the classroom setting when on a school field trip. Remind them that the protocol will involve whatever classroom discipline the teacher believes is reasonable and that the teacher will follow up with parents accordingly. If the situation merits you also setting up a subsequent meeting, you will be happy to do so. Ensure the teacher immediately reaches out to parents with feedback and lets you know afterward so that you aren’t blindsided by a situation not handled correctly. Even in my three suggestions or responses, I am sure many other ideas or scenarios could be suggested that would also work; however, the point of the examples is that responsive leadership versus reactive leadership involves establishing protocols, holding people accountable for following them, and communicating clearly throughout the process to maintain fairness, firmness, and consistency. IDS (Identify, Discuss, and Solve) During my Mastermind meeting, another leader shared a practical way to address concerns with fellow teammates. She called it IDS (Identify, Discuss, and Solve). Using this quick outline, she invites other educators to conversations to address these three areas. They identify what the real challenge is, discuss what is working and what is not, and then search for solutions–not just admire the problem. Let’s Wrap This Up The next time you find yourself (or someone else) reacting rather than responding to a situation, pause long enough to ask: Do we have a system in place for this? How are we following that system? What can I do differently next time to ensure we have and follow a system that works? Whatever difficulties you’re managing in leadership today, be assured your students, teachers, and teammates respect your responses much more than your reactions. As tempting as it may be to jump into a situation and wrestle it back into control, remember that ultimately you create the best conditions for learning when you model what you expect from others. It is not fair to assume you will have answers to every scenario in advance. That is why leadership is also more than planning ahead for responsive feedback. Leadership also requires wisdom to know when to apply solutions, what to do when outcomes go awry, and the ability to give yourself and others the grace anyone deserves when managing difficult situations. For school leaders, your campus is your classroom. The same classroom norms, expectations, communication, and follow-through that work in strong (responsive) classrooms also work in strong (responsive) schools. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Responsive vs. Reactive Leadership appeared first on Principal Matters.