Podcast appearances and mentions of Will Parker

It's the final episode of the Pittock Mansion 1914 arc! Will Jer and Marcy kiss? Will Skeeve's soul be eaten by the Ash Tree Wife? Will there be an inappropriate Evil Dead II tree limb scene? Will Parker ever figure out what's going on? Find out as we play the Vaesen RPG. You can find more Ghost Hunt TV goodies at ghosthunttv.com. We're also at gothicpodcast.com and on all sorts of social media.  The Gothic Podcast is an actual-play horror-and-humor audio drama recorded from our cobbled together studios in Portland, OR and around the globe. This episode stars C. Patrick Neagle as host and GM, Sharon Gollery-LaFournese as Parker, Jesse Baldwin as Skeeve, and Erik Halbert as Jer. For this episode, we're using rules from the Vaesen RPG, published by Free League. We would LOVE to hear from you, and we love your fan art. Plus check out our Patreon and join our Discord. Preeeety puhleeeese. Oh, and check out Jesse's upcoming shows at www.torchsongentertainment.com Interact with the Gothic Podcast at YouTube: https://www.youtube.com/channel/UCbUoGEQE2xKIhNX7sHyVXBg Instagram: https://instagram.com/thegothicpodcast Facebook: https://facebook.com/thegothicpodcast Tumblr: https://thegothicpodcast.tumblr.com ...and Discord (

A Quick Note to Listeners: Before each week’s interview, Will Parker and Jen Schwanke spend some time answering a listener question. This week’s question is: What advice would a teacher want to give to a new principal? Listen in to hear their response! Meet Tyler Watkins: Tyler Watkins, Ed.D., is the principal of Petal High School, one of Mississippi's top-rated high schools and a 2022 National Blue Ribbon School. He began his career in 2011 as a teacher and baseball coach before moving into school leadership. His work centers on building belonging, creating predictable systems, and leading through stability. Dr. Watkins earned his doctorate in Educational Leadership from William Carey University, where his research focused on the academic effects of student transiency. He lives in Petal, Mississippi, with his wife, Katie, and their children, Lowe and Cohen. He is the author of Rooted Leadership in a Mobile World: Belonging, Predictability, and Purpose When Students Come and Go, scheduled for release in Fall 2026. Why This Work Matters: Dr. Watkins' passion for this topic didn't begin with theory. It began with what he was seeing every day. Students were constantly entering and leaving his school, and even in a high performing system, each new student was starting over. That led him to ask a deeper question, what are we doing to make students feel rooted, even when their lives are not. In today's landscape of school choice and increased mobility, this isn't a niche issue. It is everywhere. Whether a school is high performing or struggling, students are navigating transitions, and schools must be ready to respond. It's Not Just Academic, It's Human: One of the biggest shifts Dr. Watkins describes is recognizing that student mobility is not just an academic issue, it is a human one. New students are not simply catching up on content. They are trying to understand new teachers, new systems, and new social environments, often while carrying emotional weight from their transitions. Too often, schools focus first on academics. But Dr. Watkins emphasizes that stability has to be intentionally designed, not assumed. Start with the First 10 Days: At its most practical level, Dr. Watkins encourages leaders to focus on the first 10 days of a student's experience. Every new student should have a clear plan, not just a schedule. That plan should include intentional check ins, clear expectations, and a structured way to help them navigate the building. Without this, students are often left to figure things out on their own, which increases stress and disconnect. Every Student Needs an Adult Connection: Along with a clear plan, every student needs an immediate connection with a trusted adult. At Petal High School, Dr. Watkins and his team assign students to an administrator and counselor by alphabet, and they meet them right away. It is simple, but it matters. Students need to know someone knows their name, where to find them, and how to reach out when they need help. That connection is often the difference between feeling lost and feeling grounded. Consistency Reduces Stress: Another key insight Dr. Watkins shares is the importance of consistency across classrooms. It is overwhelming for students, especially new ones, to relearn expectations from class to class. Schools must align expectations so students can focus on learning rather than constantly adjusting to different systems. Clarity and consistency do not just support behavior, they create stability. Communicate Early with Families: Dr. Watkins also highlights the power of early communication with families. A simple message home letting a parent know their child had a great day can immediately build trust and connection. These small moments send a clear message, your child matters here, and we are paying attention. High Expectations with High Support: A common misconception is that schools must choose between being welcoming and maintaining high expectations. Dr. Watkins challenges that thinking. You do not lower expectations for new students, you increase support. You teach the systems, clarify confusion quickly, and give students the tools they need to succeed. Confusion should not be punished, it should be addressed with clarity. Leadership Sets the Tone: This work does not happen by accident. It is a leadership responsibility. Dr. Watkins emphasizes that leaders must design systems that create predictability and ensure consistency across the school. Teacher attitudes toward new students are critical. When staff see new students as opportunities instead of interruptions, it changes everything. Leaders set that tone through clarity, communication, and example. From Classroom to Campus Leadership: Reflecting on his own journey, Dr. Watkins describes a shift many leaders experience. As a teacher, the focus is on running a great classroom. As a principal, the focus becomes building a school where every classroom reflects that same level of excellence. For new leaders, he offers practical advice. Set clear expectations, follow through consistently, protect instructional time, and keep systems stable. These foundational practices create the environment where both students and staff can thrive. Belonging, Predictability, and Purpose: At the heart of this conversation are three essential elements, belonging, predictability, and purpose. Dr. Watkins emphasizes that students need to feel known. They need systems they can rely on. And they need to understand that what they are doing matters. When those elements are in place, students can succeed, even in the middle of constant change. What Students Need to Succeed: Drawing from Ruby Payne's research on under resourced learners, there are key resources every student needs in order to thrive in school. Financial resources Emotional stability and self regulation Mental and academic skills A sense of purpose or direction Physical health Support systems such as family, friends, and trusted adults Motivation, persistence, and grit Knowledge of hidden rules, expectations, and social cues within a school For students who are constantly moving, many of these supports are disrupted. That is why schools must intentionally step in to provide them. Final Thoughts: Dr. Watkins leaves us with a reminder that is both simple and powerful. Students do not need perfect schools, they need stable ones. And that is something every leader can influence. Below are some ways to stay connected to Dr. Watkins: Tyler’s new website: https://www.rootedleadership.io School website: https://www.petalschools.com/ Tylers' email: tyler.watkins@petalschools.com The post Rooted Leadership in a Mobile World with Dr. Tyler Watkins – PMP516 appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Jen Schwanke and I are discussing ways that school leaders can influence a positive start to the school year with a few shout-outs to school leaders we’ve admired. Below is a brief overview of our conversation: Set the tone with staff and students Enjoy teamwork and camaraderie with staff as you set the tone for the school year. Hard work can be accomplished in a way that is lighthearted and fun for staff and students. Model expectations Start out the school year by creating an environment that feels like home for students. Foster a sense of community so that students feel they are a part of something bigger than themselves. Schedule in advance what's most important Ensure that teachers know, in advance, important dates that are happening throughout the school year. Allow them to plan around the schedule so no one feels rushed or out of the loop when it comes to PD days or other important events. Identify key responsibility areas and support new staff The beginning of a new school year can be overwhelming for new staff and admins. Key responsibility areas can help the start of the year run smoothly for these individuals and diminish feelings of overwhelm. Expect the unexpected No matter how much you plan, you can't plan for everything. By shifting your mindset to expect the unexpected, you can handle anything the school year throws at you. Stay calm Everything feels like an emergency in schools, but very rarely is something truly an emergency. Be the calmest person in the room when you can, and that will set the tone for the rest of the room. Now It's Your Turn: What are some methods that you used to influence a positive start to the school year at your school? Are they similar to what we discussed in the episode, or are they different? Think about what worked and what didn't. Listen to the episode to hear all of our takeaways! We hope your school year started on a positive note, and, as always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – A Positive Start to the School Year appeared first on Principal Matters.

A Quick Note to Listeners: Before each week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I'm new to my role as a principal after years as an AP, and I've set my calendar for what I believe are the most important priorities. How do I prepare for the unknowns — those responsibilities or expectations I won't be aware of until they happen for the first time? Listen in to hear their response! Meet Kurtis Hewson: Kurtis Hewson is an award-winning educator, former teacher and administrator, and a respected post-secondary instructor. He is the co-founder of Jigsaw Learning and works with schools and districts across North America and internationally to design and implement Collaborative Response frameworks that improve outcomes for all learners. Known for his practical, systems-level approach, Kurtis supports thousands of educators each year in strengthening collaboration, assessment, and responsive instruction. He and his wife, Lorna Hewson, have an upcoming book, Collaborative Team Meetings: The Piece Connecting PLCs and MTSS, focused on helping schools build powerful collaborative team meetings—an essential structure within the Collaborative Response framework that empowers educators and directly impacts student success. Joining us from Lacombe, Alberta, Canada, Kurtis brings both classroom experience and leadership insight to help schools create systems that truly support every learner. He previously joined me on Principal Matters in 2024. You can listen to that episode here. Moving from Groups to Teams: One of the most powerful themes from our conversation was the distinction between working in groups and working as a team. Kurtis reflected on lessons learned from Richard DuFour and explained that many schools operate as collegial groups where people enjoy one another, share ideas, and support each other. While those qualities are valuable, true collaboration requires something deeper. Teams are willing to challenge assumptions, examine practices openly, and engage in conversations that can sometimes feel uncomfortable because they are focused on growth rather than simply maintaining harmony. The schools that make the greatest progress are not necessarily the schools with the most programs. They are the schools that intentionally build trust, safety, and structures that allow adults to learn together. As Kurtis put it, collaboration often means becoming comfortable being uncomfortable because meaningful learning happens when we invite others into our thinking and practice. The Four Layers of Collaboration: Kurtis described four layers of collaboration that exist in effective schools. He emphasized that these layers apply whether a school has five staff members or 150. Each serves a distinct purpose, but together they create a connected system of support. The first layer is Collaborative Planning, where teams focus on curriculum, standards, assessments, and instructional planning. This is where traditional PLC work often lives. The second layer is Collaborative Team Meetings, which Kurtis describes as the missing piece. These meetings focus on instructional challenges, shared problem-solving, and expanding the collective capacity of teachers before concerns escalate to formal intervention processes. The third layer is the School Support Team, which coordinates additional interventions, services, and supports for students who need more than classroom-level responses. The fourth layer is Case Consult, where teams focus on individual students or families whose situations require highly personalized attention and, in some cases, support from outside agencies. What struck me most was Kurtis’s observation that many schools have the first, third, and fourth layers in place but often overlook the second. Without that bridge, teachers can quickly move from classroom concerns to formal referrals without fully leveraging the collective expertise already present within the building. What Makes Collaborative Team Meetings Different?: Traditional meetings often begin with a student. Collaborative team meetings begin with a challenge. Instead of launching into a lengthy discussion about a particular child, the teacher identifies a key issue such as reading comprehension, task completion, classroom engagement, or on-task stamina. The conversation then focuses on strategies rather than stories. This subtle shift changes everything. When teachers discuss the challenge first, they quickly discover that others are experiencing similar issues. The conversation becomes less about diagnosing a single student and more about expanding the team’s toolbox of responses. The result is a culture where educators learn from one another and leave meetings with practical ideas they can implement immediately. A Meeting Structure That Builds Collective Efficacy: One of the most practical parts of our conversation was Kurtis’s explanation of what these meetings actually look like. Several elements are consistently present in effective collaborative team meetings: Begin with celebrations and successes. Ask what contributed to those successes. Identify a specific instructional challenge. Invite colleagues to share strategies and ideas. Commit to one action step before leaving the meeting. Rather than treating success as something to acknowledge briefly before moving on, Kurtis encourages teams to examine it closely. Asking, “What did you do that contributed to that success?” helps educators identify effective practices and share them with colleagues. Over time, this creates stronger collective efficacy because teachers begin to see the impact of their actions more clearly. Why This Matters for School Leaders: I was particularly struck by Kurtis’s observation that collaborative team meetings are not ultimately about meetings at all. They are about creating habits of thinking. The real evidence of success is when teachers begin asking one another for ideas, experimenting with new approaches, and seeking solutions together long after the meeting has ended.As we wrapped up, Kurtis challenged us to think beyond immediate solutions and instead create structures that empower others to respond effectively. Sustainable improvement happens when systems, not just individuals, become stronger. Now It’s Your Turn: As you prepare for a new school year, consider where collaboration is strongest in your school and where it may be breaking down. Are your meetings creating new learning, or are they simply sharing information? Are teachers leaving with practical next steps, or are conversations ending without action? Most importantly, are your systems helping adults learn from one another in ways that ultimately benefit students? Those questions may reveal the next leadership move your school needs to make. You can connect with Kurtis Hewson via his website, and view his Collaborative meeting Starter Kit here. Or find his new book, Collaborative Team Meetings: The Piece Connecting PLCs and MTSS here. Thank you for listening to Principal Matters, and thank you for doing what matters! The post Collaborative Team Meetings: The Missing Piece with Kurtis Hewson – PMP515 appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Will Parker and Jen Schwanke reflect with listeners about the importance of examining your influence. They discuss the following six ways that you can commit to positively influencing others: Consider being a mentor. You need input but so do educators with less experience than you. Stay committed to serving others. Education leaders can jump in lines to serve at the cafeteria when needed. Lead by example. Be a positive by being willing to go first. Stay committed to teaching, instruction, and modeling for others. Utilize your platforms to broadcast, amplify and celebrate the successes of students. As Jon Gordon teaches, don't be an ‘energy vampire,' but be an energy builder. Listen in to hear the full conversation. As always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Examine Your Influence 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 joined a new team and I want to build trust without coming across as too eager to be accepted, if that makes sense. What's the balanced way to do this? Listen in to hear their response! Meet Dr. Fernando Branch: Dr. Fernando Branch is the principal of Robert F. Smith STEAM Academy in Denver, Colorado, where he leads innovative work focused on culture, instruction, and college- and career-ready pathways. With more than 25 years in education, he is a nationally recognized turnaround leader who has helped transform schools across multiple states by rebuilding systems and strengthening school culture.  His work emphasizes social-emotional learning, trauma-informed practices, and a whole child to whole family approach to education. In addition to his leadership in schools, Fernando is an author, consultant, and passionate beekeeper, often drawing powerful leadership lessons from the work of building and sustaining thriving hives. Leadership Begins with Mindset and People: Dr. Branch explains that meaningful change begins with the right mindset and people. He emphasizes servant leadership as a foundation, where educators see their work as a mission rather than a job. Alongside this is a commitment to relentless relationship-building, which he describes as essential for trust, collaboration, and long-term success. He also highlights the importance of team design, describing his staff as a puzzle of diverse strengths that, when aligned, create a powerful and unified force for student success. Vision and Conviction Drive Change: At the core of turnaround leadership, Dr. Branch stresses the importance of clarity and conviction. Leaders must establish a clear and compelling vision, communicate it consistently, and take full ownership of outcomes. Most importantly, they must hold unwavering expectations. As he puts it, “The bar is the bar.” He challenges leaders to reject limiting beliefs and instead operate with the mindset that every student is capable of excellence, reminding us that “There are footprints on the moon—who are we to limit what students can achieve?” From Whole Child to Whole Family: One of the most impactful shifts in his work has been moving from a focus on the whole child to a broader whole family model. Dr. Branch explains that many students are not dealing with isolated trauma, but rather ongoing and generational challenges. Because of this, schools must extend their reach beyond the classroom by building partnerships with community organizations and offering supports such as financial literacy workshops, mental health resources, and career exposure opportunities. This approach strengthens not only students but entire families and communities. Expanding Perspective Through Global Experiences: A bold and innovative part of his leadership includes ensuring students gain global exposure. Dr. Branch has made it a priority for students to obtain passports and travel internationally, believing that exposure builds perspective and possibility. These experiences help students see themselves as global citizens and reshape how they view their futures. The impact has extended beyond students, as families themselves have begun engaging in travel and new opportunities as a result. Trauma-Informed Leadership Must Be Intentional: He also challenges traditional approaches to social-emotional learning, emphasizing that trauma-informed leadership must be intentional and ongoing. One-time professional development is not enough; schools must build consistent systems that support both students and educators. Dr. Branch reminds listeners that trauma affects entire communities, and effective leadership requires a commitment to both teaching and healing. Beekeeping and Leadership Lessons: Drawing from his experience as a beekeeper, Dr. Branch offers a powerful metaphor for leadership. A hive thrives only when conditions are carefully monitored, threats are addressed, and every part of the system works together. The beekeeper must be observant, patient, and intentional. In the same way, school leaders must nurture environments where people can succeed. As he explains, “If the hive isn't functioning… it won't produce a good harvest.” This analogy highlights the importance of protecting and cultivating the systems that drive success. The Power of Time and Purpose: He closes with a reflection on time and purpose, sharing a quote that has guided him since he was 18. “Every moment matters, and leadership is ultimately about how we choose to use the time we're given.” By showing up fully for students, staff, and communities, leaders have the power to change lives in meaningful and lasting ways. Staying Connected: If you would like to learn more about Dr. Fernando Branch, you can email him or visit any of the channels listed below: LinkedIn: linkedin.com/in/dr-fernando-branch-5763928 Nonprofit: https://www.cmocc.org/about-us.html Email: fernandobranch@gmail.com CMOCC email: fbranch@cmocc.org The post Lessons from Beekeeping with Dr. Fernando Branch – PMP514 appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke discuss a recent newsletter from Jen, “Weather vs. Climate”. Jen starts out the episode recounting a time that she got caught in an unexpected storm while on a run. She then goes on to talk about how sometimes unexpected storms pop up in leadership. Leaders don't always know when people are going to push back against a decision, or when there's going to be a lot of deep emotions. When this happens, it's like a storm flaring up out of nowhere, but a storm is not indicative of the overall climate of a school. Climate is what happens regularly at a school, it's persistent and systematic. Shaping a school climate so that it can weather a storm is important, but we often rob our climates of the thing that is going to protect them during severe weather. Will asks listeners: “If we know crazy weather is going to happen eventually, how do we shape our climate to lower the stress of intense storms?”. Jen also shares four questions to ask yourselves when a storm rolls into a school: Is this pushback a sign that the work is wrong or is this just a natural symptom of change? If I adjust this strategy, am I doing it because I want to improve its impact, or am I just trying to avoid the storm? Six months from now, will I even remember this storm? Six months from now, if I hold this line, will I see a lasting, positive impact for our students? Listen in for more takeaways! And, as always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Weather vs. Climate 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 wanting to intentionally develop leaders on my team. Ideas or suggestions? Listen in to hear their repsonse! Meet Dr. Darin Thompson: Darin A. Thompson, PhD, is a veteran K–12 leader from Fairfax, Virginia, with nearly 20 years of experience and the founder of Pivotal Leaders Group. A two-time Outstanding Principal of the Year semi-finalist within his region, Dr. Thompson has led transformative school improvement efforts across multiple school divisions, resulting in double-digit gains in student outcomes and significant reductions in achievement gaps for historically underserved populations. A regular presenter at conferences such as NAESP/NASSP's United Conference, Making Schools Work, and the Virginia Alliance of Black School Educators, Dr. Thompson has contributed to Education Week, the Journal of Urban Learning, Teaching, and Research, and other publications. He is the author of The Four Cornerstones of Effective Schools, published by Solution Tree, and a proud member of Kappa Alpha Psi Fraternity, Inc. Effective Schools & the Four Cornerstones: Dr. Thompson's framework centers on the belief that effective schools are built through intentional systems, not isolated initiatives. In The Four Cornerstones of Effective Schools, he outlines how culture, collaboration, and aligned structures work together to support improvement. Rather than chasing new programs, leaders are encouraged to focus on building systems that consistently reinforce high-quality teaching and learning. Dr. Thompson's Educational Journey: Dr. Thompson shares that his path into education was anything but traditional. Initially interested in careers in law and financial planning, he discovered his passion for teaching and was later encouraged by a principal to step into leadership. That encouragement set him on a path that would eventually lead to the principalship and beyond, shaping his belief that leadership development often begins with someone recognizing potential in others. The Pivotal Leader Mindset: A key takeaway from the conversation is the importance of developing a “pivotal leader mindset.” Dr. Thompson explains that school improvement begins with how leaders think. Growth-oriented beliefs, combined with a willingness to examine one's own assumptions, allow leaders to better navigate complex challenges. Without this mindset, even the best strategies can fall short. Limiting Beliefs in Leadership: As the discussion continues, Dr. Thompson highlights how limiting beliefs can quietly undermine progress. Under pressure, leaders may begin to question their own effectiveness or doubt the capabilities of their staff. He emphasizes the importance of confronting these beliefs with evidence and shifting the focus toward building skills and capacity. When leaders change how they think, they change how they lead. School Culture & Staff Support: The conversation reinforces that strong culture is foundational to any improvement effort. Dr. Thompson describes common barriers such as complacency, isolation, and command-and-control leadership, all of which can limit progress. He stresses that support must come before accountability—teachers need clarity, resources, and encouragement before they can be expected to perform at high levels. Diagnosing the Cultural Landscape: Before implementing change, Dr. Thompson encourages leaders to pause and assess their current environment. He introduces three essential elements for a culture of support: clarity, trust, and readiness. Clarity ensures everyone understands the vision, trust builds confidence in leadership, and readiness equips staff with the skills needed to succeed. Skipping this diagnostic step often leads to frustration and failed initiatives. Building Instructional Capacity: Improving instruction requires more than one-time professional development. Dr. Thompson shares strategies for building capacity over time, including job-embedded learning, teacher-led sessions, and consistent feedback. He describes practical approaches like teacher-led “egg camps,” where educators share effective practices based on real classroom data, creating relevance and ownership in the learning process. PLCs & Collaboration: Professional Learning Communities play a critical role in sustaining improvement. Dr. Thompson explains that effective PLCs go beyond logistics and focus on meaningful collaboration around instruction and student outcomes. While resistance is common at first, establishing clear expectations and purpose helps shift teams toward deeper engagement and shared responsibility. Systems for Sustainable Improvement: Throughout the conversation, Dr. Thompson returns to the importance of systems. Strong systems act as guardrails, helping leaders stay focused on priorities and avoid reactive decision-making. By aligning systems with the school's vision, leaders create consistency and momentum, allowing improvement efforts to take root and grow over time. Leadership & Well-Being: The episode concludes with an encouraging message for leaders. Dr. Thompson reminds listeners that meaningful school improvement is possible without burnout. By focusing on systems, maintaining clarity, and prioritizing the right work, leaders can create lasting impact while also sustaining their own well-being. His message is both practical and hopeful—offering a clear path forward for those committed to leading effective schools. Staying Connected: You can stay connected with Dr. Thompson’s work via the following channels: LinkedIn: https://www.linkedin.com/in/drdarinthompson/ Solution Tree contact: https://www.solutiontree.com/darin-a-thompson.html Visit Darin’s website, www.DrDarinThompson.com Follow Darin on Youtube @drdarinthompson Follow Darin on Instagram @drdarinthompson The post Cornerstones of Effective Schools with Dr. Darin Thompson – PMP513 appeared first on Principal Matters.

This week on Monday Matters, Jen Schwanke and I take some time to talk about decision making. Inspired by a newsletter Jen recently wrote, we talk about how it's important to make decisions on an average day, not a really good day or a really bad one. School leaders make a lot of decisions each day, and sometimes it's easy to let emotion drive your decision making. Even if you don't realize it, the kind of day you are having can significantly impact your decisions. Taking the time to make sure that you are in the right mindset to make important decisions is the key to fair decision making. There's no shame in taking a break and coming back to make your decision at a later time. Listen to the full conversation to hear all of our takeaways! We hope this conversation serves as a reminder to leaders to remain thoughtful and grounded in their decision making process, especially as you step into the new school year. As always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – What Kind of Day is It? 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: How can I set the tone on Day #1? Listen in to hear their response! Meet Will Darter: Dr. Will Darter is a rural school superintendent, author, presenter, speaker, and national advocate for small school leadership. He is the host of the Rural Education Leaders Podcast that elevates and celebrates rural voices and focuses on impact for leaders. Will is the author of The Empowered Rural Education Leader, where he champions the belief that big things come from small schools. Will’s transformative leadership and service have had him recognized as the Emerging Superintendent by the Southwest Missouri Association of School Administrators, a Leader of Impact in Small Schools by the National Association of School Superintendents, and a member of the Springfield Business Journal’s 2026 40 Under 40 Class for his leadership, service, and impact in education. Will is passionate about equipping leaders with practical systems, clear vision, and a deep commitment to service. Through his writing, speaking, and podcasting, he empowers educators to build strong cultures, steward resources wisely, and create lasting impact in the communities they serve. Let’s Get Into the Episode: In this episode, hosted by Dr. Jen Schwanke, we challenge the “bigger is better” narrative that often dominates educational conversations. While urban and suburban districts frequently capture the national spotlight, the heart of American education beats strongly in its rural communities. My guest today, Dr. Will Darter, joins us to share his unique journey from a childhood in Orange County, California, to the rural heartland of Missouri, where he now serves as a dedicated administrator and advocate for small schools. We discuss the challenges and value of tight-knit communities, the shift from a “scarcity mindset” to one of stewardship, and why the most impactful leadership isn’t about a ladder of status, but about climbing a “wall of significance.” Significance Over Status: Rural leadership offers a unique level of visibility and impact. In a small district, leaders can't hide; success is measured not by “flashy” facilities, but by the faithfulness of service and the depth of connection to every student and staff member. The “Speedboat” Analogy: Unlike large “cruise ship” districts that take a long time to turn, small schools function like speedboats. With a clear, written plan and a driven team, rural leaders can implement change and see the direct impact of their vision almost immediately. Stewardship vs. Scarcity: Rather than focusing on what they lack compared to suburban and urban districts, rural leaders are best served by focusing on the resources they do have. This includes building local partnerships where the community and students work together to improve their own schools. Connection as the Antidote to Burnout: Rural administration can feel like an island, but isolation is often self-imposed. Dr. Darter emphasizes that “connection beats burnout” and advocates for maintaining a tight inner circle of mentors and peers to sustain long-term passion for the work. Staying Connected: If you would like to learn more about Will Darter, follow any of these links below: LinkedIn: https://www.linkedin.com/in/will-darter/ Website: www.ruraleducationleaders.com Podcast: https://open.spotify.com/show/7ujMABwGv0f1wWphLlBpVj YouTube: https://youtu.be/8UDuM-eKFAo Book: https://a.co/d/0dn7kAZD The post PMP512: Forgiveness Looking Like Nachos  with Dr. Will Darter appeared first on Principal Matters.

First Days of School Reminders William D. Parker This post is reprinted from an archived one we shared in 2019. Jenny is a returning student at her high school. She has a part-time job, which keeps her up late most nights. When she arrives late to school, she has already missed breakfast, and she's tardy. She stands in a long line at the counseling office until she is given her class schedule. She reads it quickly: First hour, Mr. Samuels, room 125, Algebra II. She doesn't recognize the name. Maybe he's one of the new teachers. She heads down the hall. She's flush with frustration but holds her head high, turns the corner, and steps into the classroom. She finds an open seat in the back of the room. As she glances around the room, she does not see the teacher's name anywhere. By this time, she's too embarrassed to ask, and the teacher is so involved in his first-day-of-school speech that he hasn't paused to ask Jenny for her name or schedule or given her any other leads. As he talks on, she realizes this is Language Arts, not a math class. She must have entered the wrong room or misread her schedule. Jenny endures the discomfort for the remaining minutes. Then she rushes from the class as quickly as possible, frustrated and hoping the rest of her first day of school is not this confusing. Keeping Students in Mind As important as it is to keep your responsibilities in mind as you start a new school year, it is even more important to keep the end goal in mind: serving students. You have students returning from all kinds of backgrounds and experiences. You also serve teachers, staff, and parents with questions and concerns. How can you be ready for all of them? Questions Every Student Is Asking on the First Day As you know, how we prepare for students can either help or hurt their first-day experiences. Harry Wong, author of The First Days of School: How to Be an Effective Teacher, reminds us of seven questions every student asks about his or her teachers: Am I in the right room? Where am I supposed to sit? Who is the teacher as a person? Will the teacher treat me as a human being? What are the rules in this classroom? What will I be doing this year? How will I be graded? Questions Every Teacher and Staff Person Asks on the First Day But students aren't the only ones who need clarity. Your teachers and staff also want answers to some questions that only school leaders can answer. So, I've rewritten Harry Wong's questions to reflect what your teachers and staff will be asking: What is my schedule? What extra duties, assignments, or activities might I expect? Who is my administrator as a person? Will he or she treat me as a human being? What are the expectations, procedures, and policies in our school? What am I expected to accomplish this year? How will I be evaluated, mentored, graded, or coached? Tips for School Leaders Preparing for School With those thoughts in mind, in this week's Principal Matters podcast, co-host Jen Schwanke and I share six ideas to keep in mind when preparing for the start of school. Listen to the podcast version for even more stories and takeaways. 1. Build and Rebuild Relationships As teachers, staff, or parents return to your building, how are you reconnecting with them? Whether it's hearing about summer trips, family updates, or meaningful moments in their lives, these conversations are important for building trust. They also open questions your teammates may have that are important for you to answer before school begins. 2. Use Technology and Social Media Jen likes to schedule several reminders to her community through social media that she posts throughout the summer. Whether you are using your school website, school-wide communication apps, or social media, share important announcements and reminders several times throughout the summer to set expectations for the new school year. 3. Organize and Manage—Remember Everything! Obviously, no system is perfect, but as you move into a school year, it is important to keep a list of to-dos for your team and yourself. One way to do this is to maintain a list as you start the year that you can use again the following year or years. Go through last year's calendar to see if you're missing anything. Rely on a team—secretaries, assistants, and lead teachers—who can help you stay on track. 4. Define Responsibilities Sometimes principals have well-defined expectations for teachers but forget about non-instructional staff. Consider working with each staff member on well-defined key responsibility areas. You can learn more and see samples in previous posts. With teachers and staff, don't be afraid to say what is expected and provide it in writing. 5. Manage High Anxiety Everyone is anxious, in good or bad ways, about the start of school. They are looking to the principal to set the tone. Manage the high anxiety by demonstrating a sense of calm and reassurance. One way to do this is by including celebration in your welcome back. Provide lunch, give them a gift, communicate positivity, and reassure them again and again that it will be a great year and all will be well. 6. Host Orientation Meetings New teachers, returning teachers, new students, returning students, and new parents—you will have several groups who need to be welcomed in orientation meetings. Each group will have different needs, but the goals are the same: communicate expectations, be positive, and be available to answer questions. Additional Checklists for the School Leader's First Days of School Here are some additional questions to ask as you start the school year: Have you posted “Welcome Back” signage? Have you included maps of your school for new students? Is signage clear and visible throughout the building? Have you shared master schedules in advance with teachers? What are your established arrival and departure routines? Did you update and plan for consistently implemented policies and procedures? Have parents and students been invited to an orientation or open house before school? Is your school website updated with current calendars, a welcome-back message for parents, and key information they should know? Have you updated and shared duty rosters, activities, and/or game calendars for teachers? Does your own calendar include dates for state reports, observations, evaluations, and team meetings? Let's Wrap This Up Think through your school-wide processes from the fresh perspective of a student, parent, or teacher, and then decide what steps to take moving forward so that everyone in your school or organization has clarity on what to expect. Most importantly, remember that creating the best “first days” for students and staff also means realizing your school members need many of these questions answered every day. The post MONDAY MATTERS with Jen Schwanke and Will Parker – First Day of School Reminders appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Will Parker takes some time to ask Jen Schwanke about recording an audio book version of her book, You’re the Principal Now What? Here is a link to purchase the book! https://www.echopointbooks.com/cart/add/?id=45972673560749&quantity=1 Use code PRINCIPAL30 for a 30% discount! Follow this 30-second demo to learn how to use the code. Bulk pricing is available too! Contact sales@echopointbooks.com for special bulk pricing to gift this resource to your entire team! Meet Mike Hayes & Ashley Pacholewski: Mike Hayes serves as Assistant Superintendent of Aurora City School District in Northeast Ohio. Previously, he was principal of Aurora High School—known as “The Greenhouse”—and earlier served as an assistant principal and administrator in the Cincinnati/Dayton area. He began his career as a secondary language arts teacher. An Aurora resident, Mike holds a leadership certificate from Harvard University, an M.Ed. from Xavier University, and a B.A. from The Ohio State University. He is currently pursuing a Ph.D. in Educational Leadership at University of Dayton. Mike is passionate about growth, optimism, and courageous leadership. He believes in dreaming boldly, embracing vulnerability, and choosing to see the best in others while fully engaging in the life right in front of us. Dr. Ashley Pacholewski (Pach) serves as Principal of Aurora High School, “The Greenhouse,” in the Aurora City School District. Previously, she was an assistant principal at Ashland Middle School and began her career teaching English language arts and serving as an instructional coach at Brunswick High School. She earned her undergraduate degree from Bowling Green State University, her M.Ed. and reading certification from Cleveland State University, and her Ed.D. from Ashland University. Ashley is passionate about creating a culture of curiosity, connection, and joy—empowering teams to take risks, collaborate meaningfully, and support students as whole learners. Creating a Greenhouse Culture: In this week’s episode of Principal Matters, Dr. Jen Schwanke hosts a “full circle” conversation with Ashley Pacholewski, the first female principal in the history of Aurora High School, and Mike Hayes, Assistant Superintendent of Aurora City Schools. The discussion centers on the “Greenhouse” culture of their district—a nickname for their school, but also a metaphor for the school's nurturing environment where leadership is shared and growth is continuous. Mike describes the intentionality behind the transition to Ashley's leadership, which was designed to ensure that the new leader wasn’t just a fit for the existing culture but had the authenticity to make it even better. Ashley reflects on her first year, emphasizing the profound impact of being given permission to enjoy her first year. She describes a leadership style rooted in authenticity and gratitude, where she brings her whole self to the job—symbolized by the mason jar bouquets from her own garden that she leaves for staff. The support between Mike and Ashley serves as a model for effective mentorship; it is built on scheduled bi-weekly check-ins, generous assumptions of positive intent, and a lack of ego, allowing Ashley the space to lead without the weight of top level pressure. The Power of Permission: A successful transition starts when veteran leadership gives the new leader explicit permission to enjoy the role and focus on relationship-building rather than just immediate data or achievement. It also involves staff in reflecting on how they can support the incoming leader, creating a sense of shared ownership in the new principal’s success. Professional respect: Shift leadership vocabulary from “top-down” praise to “side-by-side” validation. Using language that honors the person (e.g., “You are inspiring”) rather than the leader’s reaction to them (e.g., “I am inspired by you”) fosters true professional respect. Stress is Good: Growth requires a certain amount of stress. Effective leaders don’t just clear the path; they provide the support systems that allow individuals to develop the strength to handle challenges. Cultural Gratitude: Small, authentic gestures are not “extras”; they are essential seeds of trust that define the building’s climate. The interview concludes with a powerful outlook on the future of school leadership as an infinite game. Mike shares a poignant analogy about the importance of wind in a biodome, noting that leaders should not seek to remove all obstacles, but rather help staff and students grow the resilience needed to withstand them. By focusing on intentional language and prioritizing collaborative learning over mandates, the Aurora team demonstrates how a heart-centered, value-driven approach creates a thriving educational ecosystem. The post PMP511: Creating a Greenhouse Culture with Mike Hayes & Ashley Pacholewski appeared first on Principal Matters.

In this week's Monday Matters episode, Jen and I grabbed four of the last books we've read, and shared a few takeaways from each for listeners looking for good reads this summer: Will’s List: The Lion Women of Tehran by Marjan KamaliA compelling novel tracing the history of Iran from the 1970s through the Revolution and into modern times through the lives of two lifelong friends. A Very Small Farm by William Paul WinchesterOne of my favorite winter reads when I’m longing to be in the garden. It’s a thoughtful memoir about restoring a small homestead and finding joy in simple living. Into the Wild by Jon KrakauerThe first time I’d read it. Equal parts wanderlust and cautionary tale, with Krakauer telling the tragic story Christopher Johnson while weaving in his own stories of nearly dying in the wilderness. Playground by Richard PowersPowers has a remarkable way of writing epic novels that make you care deeply about the natural world. This one will leave you thinking about the oceans long after you’ve finished it. Jen’s List: This Is Not About Running by Mary CainA powerful memoir from the former elite runner about identity, resilience, and reclaiming her life after experiencing abuse within professional athletics. Paper Girl by Beth MacyA memoir highlighting the value and importance of education in rural communities, told through the eyes of an award-winning journalist. If you enjoy it, also check out Dopesick. Still Writing by Dani ShapiroAn inspiring reflection on the creative life and the importance of continuing to make art, even through uncertainty. Awake by Jen HatmakerA thoughtful memoir about rebuilding a life, embracing change, and discovering that it’s okay to change your mind. Joyride by Susan OrleanA collection of essays that reminds us no story is ever as simple as it first appears. Reading it led me to Saturday Night, The Orchid Thief, and Rin Tin Tin. Now It’s Your Turn: What books are you reading? We'd love to add them to our own lists! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Book Talk appeared first on Principal Matters.

A Quick Note to Listners: 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 thinking about retiring in a year, but I want to do something part time. What are some options you've learned about consulting that I might be able to develop for me? Listen in to hear their response! Meet Brad Johnson and Rachel Edoho-Eket: In this episode of Principal Matters, Dr. Schwanke is joined by two heavy hitters in the education world: Dr. Brad Johnson, author of over 20 books including the newly released Coffee with the Custodian, and Dr. Rachel Edoho-Eket, a Blue Ribbon school principal, TEDx speaker, and President of the Maryland Association of Elementary School Principals. Together, we dive into the core philosophy of their co-authored book, Relational Intelligence. We challenge the outdated “command and control” model of leadership, shifting the focus from technical systems to the human systems that actually drive school success. As we discuss, while strategy is important, it simply doesn't move the needle if the foundational relationships aren't in place. Emotional Intelligence and Relational Intelligence: In our conversation, we explore the critical distinction between Emotional Intelligence (EQ) and Relational Intelligence (RQ). While EQ helps a leader understand themselves, RQ is what allows them to effectively lead others by navigating the complex web of stakeholders—from students and staff to parents and the central office. Brad and Rachel share practical advice on how busy administrators can prioritize “connection over compliance.” We talk about making “relational deposits,” the power of being vulnerable enough to admit when we don’t have all the answers, and why research shows that RQ is actually a better predictor of leadership success than IQ. The Million Dollar Questions: Finally, we tackle the “million-dollar questions” of school leadership: handling toxic staff members and preventing burnout. Dr. Johnson shares his “HOPE” framework—focusing on Help, Opportunity, Praise, and Encouragement—to flip the script on our natural tendency toward negativity. We wrap up with a look at his narrative approach to leadership in his new book, reminding us that the best insights often come from the most “invisible” people in our buildings. This conversation is a powerful reminder that while your title gives you your position, your relationships are what truly define your impact. Staying Connected: If you wish to stay connected with the work of Dr. Brad Johnson or Dr. Rachel Edoho-Eket, you can learn about them via the following channels: Dr. Johnson: Facebook: https://www.facebook.com/drbradjohnson Twitter: https://twitter.com/DrBradJohnson Website: www.DoctorBradJohnson.com Dr. Edoho-Eket: Website: www.racheledohoeket.com Instagram: https://www.instagram.com/racheledohoeket/ Linkedin: Dr. Rachel Edoho-Eket | LinkedIn Twitter: Dr. Rachel Edoho-Eket (@RachelEdohoEket) / X Youtube: https://www.youtube.com/@racheledoho-eket Amazon: https://www.amazon.com/author/dr.edoho-eket Thanks for doing what matters! The post PMP510: Redefining Leadership Through Relational Intelligence with Brad Johnson and Rachel Edoho-Eket appeared first on Principal Matters.

Lessons in Sailing Upwind William D. Parker, July 9, 2026 When my friend Dave Sandowich, a retired principal with 20+ years of admin experience, invited me to go sailing with me off the Chesapeake Bay, I was thrilled. This would be the third time he had taken me on the water, and my son Jack, now 20 years old, was coming along. We sailed 60 miles over three days, from Dave's place on Kent Island to Annapolis, Maryland, and then south to a quiet cove. Sailing upwind was the most challenging and exhilarating part of the trip. Calm waters and quiet moments were nice too, but Dave was quick to point out that sailing upwind takes work – a mastery of understanding the sail and jib, the use of crewmates to help you come about, and knowledge and skill to stay on track. As Dave told me the first time we sailed together in 2019, “Sailing is a lot like leadership,” he said. “On a sailboat your destination may be directly from where the wind is coming from. A sailboat can't sail directly into the wind but it can work its way up wind by sailing at angles off the wind and working its way up wind to the destination. It is more work and will take more time but you will get there if you stay the course, apply your sailing knowledge and get the feedback from your instruments and instincts and adjust along the way.” Whenever I think about resistance in leadership, I think about sailing into the wind. Leaders have a destination in sight for their teachers, students and communities. The question is: what do you do when you experience pushback and resistance toward reaching those goals. What has facing resistance taught you? This week, I met with a group of leaders for a retreat, and I posed that question to them. Some of their responses included: “Pushback causes me to reassess my own understanding of mission and vision and if I'm effectively and clearly communicating it with others.” “Perhaps there is misunderstanding or misrepresentation of our goals that I need to recommunicate.” “It's my responsibility to realign expectations while keeping in mind that relationships are complex. Reaching my goal may not be a straight shot. Sometimes I have to work with people until they come around to a clearer perspective.” “Leadership is more like chess than checkers. It requires wisdom to know how to maneuver among people and systems while still reaching the right outcome.” Each one of these statements reminds me that the work of leaders is complex, and navigating complexity takes more than just a good handbook or code of conduct. It requires wisdom to step into the complexities and determine the next best step for moving forward. Having said that, here are a few thoughts to keep in mind as you sail a route in the coming school year: People – Investing in people means taking time to know who is on your team, gaining their trust, and remembering that development is not a one time event. Systems – Developing systems means analyzing your operations, processes, routines, and procedures in light of your students, teachers, and community members. Ask yourself what it is like to be on the other side of any activity at your school. How are you aligning the system involved for the outcome you want them to experience? Belief – Encouraging collective efficacy among your team members means being clear on what you believe is most important for the outcomes and impact happening around student learning. These three reminders bring us back to commitments to people, systems, and belief – the essentials for any flourishing school community. Anyone trying to navigate or move forward an entire organization or community must be prepared to face some winds of resistance. You can either allow the pushback to cause you to throw anchor, drop sails, or turn around. Choose Your Hard Our last day together, Dave and Jack and I were having breakfast together, when I asked Dave what were some lessons in leadership he's learned along the way. Dave is enjoying retirement and a lot of time on his boat with family and friends. When I asked him what lessons he was learning, he looked at me and Jack and said, “You have to learn to choose your hard.” “What do you mean by that?” I asked. “Take my physical fitness, for example,” he continued. “I choose the hard by keeping my workout routine. I don't really want to do pullups, planks and pushups, but I choose that hard over the hard of declining health, higher blood pressure, or losing my mobility over time. You choose your hard one way or the other.” Life and leadership teach us a lot of lessons along the way if we slow down enough to listen and reflect. In leadership, the harder and wiser option often requires sailing into the winds of resistance. If it wasn't hard, everyone would do it by default. But good outcomes often require hard choices. When I think about the goal of schools to build a community of learning, I'm encouraged that the task is worth it for students, for teachers, and for communities. It's also worth it for leaders. On our last day of sailing, Dave navigated the boat back toward Kent Island. He gave each of us a turn at the helm. I tried to soak in the memories of sun, waves, and the warmth of friendship and family. Your school year ahead will be full of unexpected situations, and the truth is: you don't choose the winds you encounter. But you can choose how you respond to them. As you sail into the winds of a new school year, may you learn to pivot, to navigate, and to recalibrate along the way. The destination and experiences you reach will look different in each journey, but the mindset you have along the way may be what makes all the difference. Now It's Your Turn What are some experiences in pushback or resistance you've faced, and what lessons did you learn? How can you apply those lessons to navigating with wisdom “upwind” in the school year ahead? The post MONDAY MATTERS with Jen Schwanke and Will Parker – Lessons in Sailing Upwind appeared first on Principal Matters.

Tech companies are spending hundreds of billions on infrastructure to power AI, but they've run into a major roadblock: government regulation. From the U.S. to Europe, a growing backlash over zoning, land, and energy use is putting the brakes on data centers. WSJ reporters Will Parker and Yusuf Khan join host Alex Ossola to discuss how governments in the U.S. and Europe are stalling the AI buildout. Further Reading These Cities and States Are Taking Aim at Data Centers Can a Prettier Data Center Curb the Community Backlash?  These Rural Americans Are Trying to Hold Back the Tide of AI  Bring Your Own Power, Ireland Tells Tech Titans Hungry for Data Centers The American Rebellion Against AI Is Gaining Steam  We Tracked the Growing Pushback Against Data Centers  A Data Center Revolt in Missouri  Learn more about your ad choices. Visit megaphone.fm/adchoices

Welcome back to another episode of Monday Matters! This week, Will Parker and Jen Schwanke talk about the problem with certainty. Certainty is not a bad thing. It is very soothing and comforting for us, but it doesn't equal growth. In fact, being certain is a terrible substitute for growth. The idea of leadership as a single individual who believes they do not need help or input is a dangerous one. It's important for leaders to lean into their relationships with others. Surrounding yourself with people who you can collaborate with to grow is powerful. We don't want to shut out the voices of other people who might see things that we can't see ourselves. By welcoming input from other principals, teachers, staff, and even students, we can truly grow as leaders. Listen in to the full conversation to hear more about the problem with certainty! The post MONDAY MATTERS with Jen Schwanke and Will Parker – The Problem with Certainty 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: How can I discover my teacher's unique “professional work languages?” Listen in to hear their response! You can use these questions to help discover those “work languages”: How do would you describe your leadership style in three words? What are your best working conditions? How does appreciation feel like for you? How do you communicate early warning signs? What is your genius zone? What is my learning zone? Meet Dina Langston & Stacey James: Stacey James and Dina Langston are experienced educational leaders from Armwood High School in Hillsborough County, Florida. Stacey James currently serves as a Magnet Lead at Armwood High School and has held this role for several years, leading schoolwide efforts to align rigor, routines, and relationships to support instructional improvement and student success. With over 17 years in education, she has previously served as a classroom teacher, AVID coordinator, and instructional coach. James also has more than five years of experience as an AVID staff developer, facilitating professional learning for educators at AVID Summer Institutes and national conferences. Dina Langston serves as principal of Armwood High School, where she leads efforts to improve instructional quality, school culture, and student outcomes through aligned systems and collaborative leadership. Her work has contributed to significant school improvement, including increased graduation rates and academic performance. In recognition of her leadership and impact on student achievement, Langston was awarded the 2026 Principal Leadership Award from Florida TaxWatch. Together, Stacey James and Dina Langston design and deliver professional learning grounded in real school contexts and focused on sustainable improvement for educators and students. The Triple R Framework: Today's guests center their leadership work around what they call the Triple R Framework: rigor, routines, and relationships. These three elements work together to create strong learning environments where students and educators can thrive. When schools intentionally focus on all three, they create both the structure and the culture necessary for sustained improvement. Rigor: Rigor is not simply about giving students more difficult assignments. Instead, it involves designing learning experiences that require students to think deeply, engage meaningfully, and apply their knowledge in authentic ways. When educators maintain high expectations while also providing the support students need to succeed, rigor becomes a pathway to greater engagement and stronger learning outcomes. Key ideas: Maintain high expectations for every student Design learning that requires critical thinking Connect instruction to real-world applications Pair high expectations with strong student support Routines: Predictable routines create stability in classrooms and throughout schools. When students understand procedures and expectations, they can spend less time navigating uncertainty and more time focused on learning. Clear routines also help teachers manage classrooms effectively and maintain a consistent learning environment. Examples include: Clear entry and exit procedures Consistent assignment submission processes Structured discussion and participation norms Reinforcing routines regularly so expectations remain clear Relationships: Relationships are the foundation of a healthy school culture. When students feel known, valued, and supported, they are more likely to engage in learning and take academic risks. Strong relationships among educators, students, and families build trust and create a sense of community that strengthens the entire school environment. Effective strategies include: Community-building activities Meaningful conversations with students Learning about students' interests, backgrounds, and goals Creating a culture where students feel safe to participate and grow Staying Connected: Listen to the full conversation with Dina Langston and Stacey James for more insights on leading with rigor, routines, and relationships! You can stay connected with Dina Langston and Stacey James via the following channels: School website: https://www.hillsboroughschools.org/o/armwood Dina's LinkedIn: https://www.linkedin.com/in/dina-langston-60b0a7249/ Email: dina.langston@hcps.net Stacey's LinkedIn: https://www.linkedin.com/in/stacey-james-m-ed-m-s-i-d-38391130/ Email: stacey.james@hcps.net The post PMP508: Rigor, Routines, and Relationships with Dina Langston & Stacey James appeared first on Principal Matters.

Today's Monday Matters discusses the importance of summertime for mental break and the importance of disengagement from the worries. Will Parker and Jen Schwanke discuss the benefits of giving yourself a mental break from the stress of a leadership job. They talk about how taking a break will make the next school year better, and will allow you to re-connect to yourself and the things that you love. Will and Jen also talk about how taking a break from work is easier said than done. Sometimes you need a few days for your brain to reset and get into vacation mode. If you feel like you can't stop working, or don't want to, you don't have to take the whole summer to stop working, but it's important to take some time to mentally and emotionally detox. Take a few days in the summer to spend time enjoying time with family and friends, enjoying nature, and remembering what is important. Listen in to hear more about the importance of summer vacation! You can also read this article Will wrote several years ago about the importance of vacation. As always, thanks for doing what matters and enjoy your summer break! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Why Vacation 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: What would you say is the solution for the current state of decline in U.S. schools? Listen in to hear their response! Meet Paden Morris: Paden Morris serves as principal of Tyler Consolidated High School in Tyler County, West Virginia, where he has led for the past five years. Known for his steady leadership, Paden is passionate about helping staff and students believe in their own capacity for growth. He is a believer in collaboration and committed to reflection, continuous growth, and building a culture where belief drives performance. A husband and father of a curious three-year-old son, Paden is intentional about balancing leadership and family life while prioritizing what truly matters. In 2026, he was recognized by the West Virginia School Counselors Association as the Administrator of the Year. In this week’s episode, Paden reflects on his 12–13 year journey in education—from special education and science teacher to career and technical education leader, and now principal. Leading a small high school of approximately 360 students, he shares how steady leadership, collaboration, and belief in people have shaped his school's culture—especially in the years following the pandemic. Rebuilding After the Pandemic: Taking the principalship during the COVID recovery period, Paden focused on restoring normalcy, rebuilding relationships, and re-centering the school around a clear and memorable mission: To make it possible for all students to be self-supporting, contributing, and caring citizens. Rather than allowing the mission to sit on a wall, Paden and his leadership team distilled it into language that guides daily decisions. Each word carries weight: Self-supporting – Students develop independence, resilience, and life readiness. Contributing – Graduates move forward into work, military, college, or other meaningful pathways. Caring – Students grow into high-quality human beings who care for themselves and others. Building Culture Through Collective Efficacy: Paden emphasizes shared leadership and collective efficacy. By empowering teachers as experts and forming a student advisory council, he ensures students have voice and ownership in school culture. He regularly meets with grade-level groups to ask what's working, what's challenging, and what they'd change—modeling transparency and trust. The results of his leadership style are inspiring: Over 90% of students participate in extracurricular activities, reinforcing connection, motivation, and belonging. “Don't Water Rocks”: One of the most impactful leadership lessons Paden shares comes from his superintendent: DWR — Don't Water Rocks. Instead of pouring energy into unproductive criticism or negativity, leaders should invest their time where growth and impact are possible. Paden reframed his mindset: “I will defend this place every day—but I'd rather be proud of it.” This shift from defensiveness to pride allows the school to spotlight the 95% of good happening daily rather than being consumed by the 5% of negativity. Moving from Compliance to Deep Learning: The conversation also explores Tyler Consolidated's shift toward standards-based grading. Post-pandemic, Paden and his team realized their assessment practices had drifted toward compliance rather than deep learning. Through a voluntary summer cohort that grew far beyond expectations, staff began rethinking grading practices to focus on: Clear proficiency criteria Evidence-based assessment Meaningful feedback Learning over averaging The shift reflects a commitment to authentic growth rather than traditional gradebook calculations. Leadership and Family Balance: As a husband and father of a young child, Paden shares the ongoing challenge of balancing school leadership with family life. He emphasizes intentionality, perspective, and protecting what matters most—recognizing that sustainable leadership requires healthy personal priorities. Staying Connected: Paden shared lessons learned in standards-based grading from a previous guest, Garth Larson. You can check out that interview and find more resources here: https://williamdparker.com/2024/pmp423-extinguishing-fires-within-assessment-and-grading-reform-with-garth-larson/ If you would like to stay connected to Paden Morris, you can connect with him via email at paden.morris@k12.wv.us. The post PMP507: Steady Leadership with Paden Morris appeared first on Principal Matters.

In this week's Monday Matters, I share with Jen a list of 10 takeaways from learning I've experienced with leadership groups this past school year. We discuss several of them together and how these lessons have stood out in our thinking and growth. Here are 10 takeaways we explored together: Leadership growth happens best in community, not isolation. Curiosity is often more powerful than certainty. Small consistent actions create long-term momentum. Reflection is essential to effective leadership. Leadership requires aligning systems with purpose. Healthy leadership includes caring for yourself and your relationships. Leaders grow when they confront limiting beliefs. Coaching questions often matter more than quick answers. Great leadership multiplies the strengths of others. Leadership is ultimately about becoming, not just accomplishing. Listen in for the whole conversation. You also may find it helpful to use these reflection questions to go deeper on your own: What takeaway stands out to you as significant to your own leadership experience this school year? What lessons or principles do you hope to carry into next year's development? What commitments to rest and rejuvenation are you making for the season ahead? Thank you for listening to this week's show, and thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – 10 Lessons from Masterminds 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 is the difference between procedures and systems? Listen in to hear their response! Meet Jamie Meade: With a career spanning over 35 years in education, Jamie Meade is dedicated to positive change and impact in our nation's education systems, working to advance academic achievement, growth, and well-being for our nation's youth. Jamie began her career as a high school English teacher in the rural Appalachian region of Ohio, and her passion led her to leadership roles in the school and district-level. Jamie has also served in regional school improvement services with the Ohio Department of Education and as Vice President at Battelle for Kids. For more than a decade, Jamie has done extensive research in the science of Hope—and why it matters for students, staff, education leaders, and communities. The Science of Hope: Jamie has made herself a student of hope, and has learned a great deal how we can focus on hope as a tool for leading, teaching, and learning. In this interview, Jamie explains that hope is different from wishful thinking, and walks us through the science of the brain— and where hope actually lives in our minds. Unlike “wishing” (which is passive), real hope is an active, strategic cognitive process. Neuroscience shows that hope is a skill that can be practiced. The more we choose hopeful thoughts, the more we physically rewire our brains to build capacity for resilience. The GPA of Hope: Jamie also introduces C.R. Snyder's Hope Theory framework: Goals: A vision for a future that is better than today. Pathways: The ability to identify multiple routes to reach those goals and navigate obstacles. Agency: The belief in one’s own ability and the mental energy to pursue those pathways. Building Hope Among Students: Students are often stuck in the downward spiral of losing hope, which often starts with anger , moves to despair, and ends in apathy. As Jamie says, “Don't misdiagnose hopelessness as laziness. Apathy is the final stage of a depleted spirit.” Teachers and staff are key factors in increasing student hope. Look for staff who bring energy, share their power, and get students excited about the future. Hope is a gift that can be shared. A student who has lost hope can borrow it from a teacher, but only if that teacher has it to spare. This applies to leaders and their staff as well. Staying Connected: If you would like to learn more about Jamie Meade, you can connect with her via email at j-meade@outlook.com. The post PMP506: Hope Is Not A Strategy with Jamie Meade appeared first on Principal Matters.

Will Parker and Jen Schwanke spend this Monday Matters episode discussing one of Jen's recent newsletters about the let them theory. The central thesis of their discussion is that school leaders can't control other people's emotions. They talk about how leading sometimes means making decisions that people disagree with, and being okay with that. Whether you're dealing with teachers, parents, or students, someone is going to be upset by your decisions. Let people be mad, sad, and frustrated for a little while, rather than trying to keep everyone happy.  Sometimes people just need to feel their emotions for a bit before they calm down and be okay with your decision. Still, it can be hard to gauge when someone's reaction is worth responding to. Jen offers up a framework she calls the “four ten's” to figure out how to respond. The “four ten's” work like this: Ask yourself if this is going to matter in ten minutes, ten hours, ten days, ten months, or ten years. You can hear all of our takeaways by listening to the episode, or watch it on YouTube. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Let Them Theory 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 want to say yes to new opportunities outside my building without neglecting my first commitments to my school. Is it possible to do both? Listen in to hear their response! Meet Erika Bare & Tiffany Burns: Tiffany Burns and Erika Bare are veteran educators and co-authors of Connecting Through Conversation: A Playbook for Talking with Students. Tiffany brings more than two decades in education — from teaching at the elementary, middle, and high school levels, to instructional coaching and serving as an elementary principal before taking time to teach and support educators nationwide as part of the Connected Communicator movement. Erika Bare has spent over 20 years in education as well, including roles as a special education teacher, administrator, and currently as a district leader committed to helping all students reach their potential. Together, they blend deep classroom and leadership experience with practical communication tools that help adults build stronger, more connected relationships with students. They joined us on Principal Matters: The School Leader's Podcast in Episode 369 to share insights from their work and strategies that empower leaders and educators to handle tough conversations with care and confidence. Now, they are authors of the new book, A School Leader's Playbook for Tough Conversations. Understanding the Challenge of Tough Conversations: Tough conversations often create anxiety for school leaders, leading to sleepless nights and lingering stress. Tiffany Burns notes that, while most educators enter the profession to serve students, it is often the adult conversations — with staff, caregivers, and colleagues — that feel most complex and emotionally charged. In their book, Burns and Bare provide concrete strategies to help leaders prepare intentionally, reduce uncertainty, and approach conversations with purpose rather than avoidance. The Importance of Relationship-Building: A central theme of the conversation is the importance of building relationships long before difficult conversations arise. Erika Bare emphasizes the need for leaders to systematize relationship-building by intentionally scheduling regular check-ins and informal connections with staff. Simple habits — such as dedicating the first part of the day to walking classrooms and engaging in brief conversations — help staff feel seen, valued, and supported. Will Parker reinforces this idea with the reminder: “Our systems support our habits.” When leaders prioritize relationship-building in their calendars, those behaviors become sustainable rather than reactive. Strategies for Effective Communication: Burns and Bare share several practical strategies for reducing tension and increasing clarity during tough conversations. One example involves responding thoughtfully when someone seeks immediate feedback or resolution. Instead of dismissing the concern or rushing a response, leaders can say: “This conversation is important, and I want to give it the time it deserves. Let's schedule a time to talk more.” This approach honors the person's concern while creating space for a more focused and productive conversation. Another powerful strategy is the intentional use of supportive language. Bare highlights the impact of simple questions such as, “How can I support you?” This communicates empathy and helps leaders better understand what type of support is truly needed — whether emotional reassurance, problem-solving, or simply being heard. Overcoming Obstacles to Communication: Despite best intentions, school leaders often struggle to sustain these practices amid constant demands and crisis-driven work. Burns acknowledges how easily proactive relationship-building can slip as the school year intensifies. The solution, however, is not perfection — it is consistency and accountability. Leaders must protect their calendars, recommit to intentional habits, and recognize that meaningful connections are not optional extras but foundational leadership work. Conclusion: Tough conversations do not have to be overwhelming. When leaders invest in relationships, communicate intentionally, and build supportive systems, difficult moments become opportunities for trust, growth, and clarity. By applying these practices, school leaders can transform anxiety-producing conversations into meaningful moments of connection and leadership impact. If you want to connect with Erika Bare and Tiffany Burns, you can learn more about them at their website. The post PMP505: A School Leader's Playbook for Tough Conversations with Erika Bare & Tiffany Burns appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke reflect on a story that Jen recently shared in her newsletter. She shares the story of watching the asparagus her father planted to see if it would grow, only for it to grow when she wasn't watching it. Will and Jen take some time to apply this story to schools and talk about how change and growth happen over time, even when we're not watching. So often, school leaders will want to see change happen immediately, and will get frustrated when it doesn't. In these moments, it is important to remember how change happens gradually, over time, even when we're not looking for it. Don't fixate on the immediate; focus on the long-term. Listen in to hear the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Learning From Asparagus 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 working hard, doing good work, of course not perfectly, but I'm beginning to feel stuck. How do I keep myself from becoming complacent as a leader? Listen in to hear their response! Meet Dr. Kip Glazer: Dr. Kip Glazer is a former classroom teacher, district technology coach, and current high school principal of Mountain View High School in Mountain View, California. She has more than 20 years of experience helping schools translate emerging technologies — including artificial intelligence — into practical, responsible practice. Her work includes leadership decision-making, understanding ethical AI, and building systems that strengthen teaching, learning, and student voice. Kip has advised districts, collaborated with national research organizations, and spoken nationally and internationally about what it really takes to lead in the AI era with clarity, credibility, and healthy skepticism. She's been recognized as one of DA Magazine's Top 100 Influential Education Leaders and is a CSTA Equity Fellow, Google Innovator, and EngageAI Practitioner Advisory Board member. Her new book, Ready to Lead with AI: A Practical Guide for School Leaders, offers school leaders practical guidance for navigating AI in real schools.  Dr. Glazer’s Background: In this episode of Principal Matters, we talk to Dr. Kip Glazer—author, high school principal, and longtime education technology leader—for a timely conversation on what it means to lead well in an AI era when the answers still aren't clear. What makes this conversation especially powerful is Kip's humility and candor: she argues that if anyone claims they fully understand AI right now—even tool builders—school leaders should be skeptical. The work is evolving in real time, and leaders are navigating an “iterative space” where staff often expect certainty simply because the principal has the title. Kip shares her personal origin story as an English language learner who moved to the U.S. from South Korea at age 23 without speaking English. That experience shaped her leadership lens: to look beyond what's visible and honor what students already carry—culture, knowledge, and identity—even when they don't yet have language to express it. She reminds leaders that a student's limited English isn't a measure of their intelligence, and that truly equitable leadership requires curiosity, empathy, and respect for what may not be immediately seen. The Challenges of AI in Schools: As the conversation turns to AI, Kip names an under-discussed challenge: identity disruption. For decades, educators have been the most knowledgeable people in the room, and AI changes that. Kip explains that this shift has an emotional toll for teachers and leaders alike, creating insecurity when students know tools the adults don't. Her response isn't to retreat into control, but to double down on pedagogy, collaboration, and communication, and to model the stance of learning with students instead of pretending to know everything. Kip also challenges schools to rethink what they assess. Traditional systems often measure what students know, but struggle to measure how students use knowledge to create. She argues that AI can open doors for deeper learning if schools strengthen pedagogy that supports collaboration, creation, and problem-solving. She shares an example from her own teaching, where she used game-based learning principles in an AP Literature classroom—an approach that looked unconventional to observers, but still resulted in strong outcomes for students. Principal’s Tech Internship Program: One of the most practical highlights of the episode is Kip's Principal's Tech Internship Program, created to elevate student agency while strengthening support across campus. Kip describes how she built a structure where tech-skilled students can serve their school community, gain internship experience, and even earn community college credit through a partnership. The program began small—helping teachers onboard students and solve everyday tech problems—but grew as students began proposing bigger ideas, hosting events, and presenting their work beyond the school. Kip's approach is intentionally “hands off” in the best way: she asks questions, guides, and protects space for students to take ownership—while learning through real-world planning, setbacks, and reflection. Leadership Growth: Kip also shares an honest leadership growth edge: learning that staff often need more affirmation and personal connection than she realized—especially coming from a background where praise wasn't expressed as directly. That insight has shaped how she thinks about culture, support, and presence. Finally, Kip offers a grounded model for leading through uncertainty: invite honest feedback, assume positive intent, and be explicit about your intentions—especially in the presence of power dynamics. She emphasizes that leaders can't fix what they don't know, and that openness is always healthier than suffering in silence. Closing Comments: Kip closes with a message of solidarity: school leaders may have different contexts, but they share similar pressures and hopes. Her goal in writing Ready to Lead with AI: A Practical Guide for School Leaders was to create the book she wished she had—honest, practical, and rooted in real school life. Staying Connected: If you would like to learn more about Dr. Kip Glazer you can visit her website https://kipglazier.com. Check out her new book Ready to Lead with AI: A Practical Guide for School Leaders. The post PMP504: Ready to Lead with AI with Dr. Kip Glazer 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 do you know when you should stay or leave? I'm in a place in my career where I'm wanting to do something different and not finding as much joy in my role as in the past. What should I do? Listen in to hear their response! Meet TJ Vari and Joseph Jones: Joseph Jones and T.J.Vari have spent years as instructional leaders in various schools and districts. They have also provided professional learning and coaching to hundreds of school leaders. They have tested the strategies they recommend with principals, assistant principals and teacher leaders. They understand that the work we ask school leaders to do is complex and often time sensitive. They also know that schools are filled with daily distractions that often derail and take the leader away from the most important work which is getting into classrooms where they observe and provide feedback to teachers about the quality of instruction provided to students. They have shared many of these lessons in their other books such as Invest In Your Best, Passionate Leadership, 7 Mindshifts for School Leaders, Retention for Change, Building a Winning Team, and Candid and Compassionate Feedback. Their newest book is Time, Tools, and Tactics of Instructional Leadership: A Principal's Guide to Leading Learning Momentum. Will Parker welcomes returning guests TJ Vari and Joseph Jones for a practical, high-impact conversation on the time, tools, and tactics of instructional leadership. With years of experience coaching and developing leaders across hundreds of schools, TJ and Joe speak directly to the reality principals and assistant principals face every day: instructional leadership matters most—but distractions, urgency, and weak systems often pull leaders away from classrooms, feedback, and learning momentum. The conversation centers on their newest book, Time, Tools, and Tactics of Instructional Leadership: A Principal's Guide to Leading Learning Momentum, which was born from a shared frustration: many leaders care deeply and work incredibly hard, yet struggle to execute instructional leadership consistently—not because they lack commitment, but because they lack systems. TJ and Joe explain how the book offers frameworks and models that serve as “architecture” until leaders build their own rhythms and habits. Will highlights the book's story-driven structure—seven leadership scenarios that mirror the real challenges school leaders face daily: finding time, delivering feedback that lands, balancing praise and coaching, asking effective questions, clarifying direction, and responding to resistance. TJ describes how each story builds intentionally from the last, moving leaders from “random acts of leadership” to consistent, aligned practice. A major takeaway is the need to protect high-leverage priorities through intentional scheduling and reflection. TJ and Joe unpack time blocking and reverse time blocking as tools to help leaders see what's actually consuming their day—and to reset back to priority work after inevitable interruptions. Joe emphasizes that when your time gets hijacked, your default can't become empty space or reactive busywork—it must return to the high-leverage actions that move instruction forward. The episode also digs into the danger of fear-based leadership, where leaders take the weight of school success on themselves. TJ and Joe stress that school improvement is a collective outcome and that culture strengthens through coherence and collective clarity, not pressure and control. They encourage leaders to build and develop strong leadership teams, align professional learning and feedback to clear priorities, and create shared language around what quality instruction looks like. To close, TJ and Joe offer actionable guidance for leaders entering new roles: secure coaching support, read widely—especially about what works in schools—and focus on fundamentals. Joe adds a powerful reminder for sustainability: define the standards you want your school to embody, and when the work feels heavy, reconnect to your “why” by visiting classrooms where great teaching and learning are happening. Those moments, he says, re-center leaders faster than any mantra. Stay Connected with TJ Vari & Joseph Jones: You can connect with TJ and Joe, explore their services, and learn more about their work here: Website: https://theschoolhouse302.com Email: contact@theschoolhouse302.com Book (featured): Time, Tools, and Tactics of Instructional Leadership (available wherever books are sold) The post PMP503: Time, Tools, and Tactics of Instructional Leadership with TJ Vari & Joseph Jones appeared first on Principal Matters.

This week's episode of Monday Matters is about shifting one’s perspective. Will Parker and Jen Schwanke consider a question about perspective that Jen recently wrote about in her newsletter. The question is: “If every person in the world wrote down their problems and put them in a hat, would you risk taking on someone else's problems or would you keep yours?”. Will and Jen reflect on the question and talk about how educators can apply this question to problems faced by their schools and their students. Listen in to hear the full conversation! This episode was inspired by one of Jen Schwanke's newsletters. You can check out the post here. The post MONDAY MATTERS with Jen Schwanke and Will Parker – The Perspective Question 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 said yes to a new position within the district. How do I leave my current school in the best way possible while also doing my best to get ready for my upcoming role? Listen in to hear their response! Meet Dr. Erica Buchanan-Rivera: Dr. Erica Buchanan-Rivera is a fierce advocate for justice-centered work and humanizing approaches in educational environments. She has served in education for nearly 20 years as a teacher, an award-winning principal, director of curriculum, and a chief equity and inclusion officer in an urban and suburban school district. Dr. Buchanan-Rivera attended Butler University, where she received her Bachelor's in Elementary Education and Master's in School Administration. She completed her doctoral degree from Indiana State University in 2017. Currently, Dr. Buchanan-Rivera supports aspiring school leaders and educators as an Assistant Professor at DePaul University. She is also an educational consultant (EBR Educational Consultant) who focuses on ideological work to support culturally responsive practices and conditions for learning. Strategies for Effective Leadership: In today's rapidly evolving educational landscape, the role of school leaders is more crucial than ever. Dr. Erica Buchanan-Rivera joins Dr. Jen Schwanke to share her experiences and strategies for effective leadership. In this episode, we explore the importance of identity-affirming cultures and the delicate balance between empathy and accountability in educational leadership. Dr. Erica Buchanan-Rivera, also known as Dr. EBR, has dedicated her career to fostering equitable educational environments. With a background as an award-winning principal and director of curriculum, she brings a wealth of experience to her current role at DePaul University. Dr. EBR’s journey began in Peoria, Illinois, where her early experiences in a predominantly white school ignited her passion for justice and advocacy in education. Using that background, Dr. EBR emphasizes the need for identity-affirming classrooms that center humanity. She believes that leaders should strive to create conditions for learning that eliminate barriers to achievement. She highlights that good intentions alone are insufficient; it is essential to actively work towards an inclusive environment. Dr. EBR introduces the concept of “mirror work,” which encourages leaders to reflect on their identities and the beliefs that shape their practices. She shares that self-reflection is vital for maintaining humanity in decision-making. By consistently engaging in this introspective process, leaders can better understand their impact on students and the school culture. Throughout her career, Dr. EBR has encountered various challenges that have shaped her leadership approach. One defining moment was her early transition to principalship, where she witnessed racial inequities within disciplinary procedures. This experience motivated her to advocate for culturally responsive teaching practices and to implement systems that address these disparities. One of the key challenges in leadership is ensuring genuine staff buy-in for new initiatives. Dr. EBR acknowledges that not all staff members will align with a leader’s vision. However, she stresses the importance of transparency and the willingness to accept that some resistance is natural. Engaging in open dialogue and demonstrating the positive impact of changes can help foster a supportive environment. Dr. Erica Buchanan-Rivera's insights offer valuable guidance for current and aspiring educational leaders. Her commitment to fostering identity-affirming cultures and her emphasis on self-reflection highlight the need for empathy balanced with accountability in leadership. By embracing these principles, leaders can create impactful educational experiences that promote equity and empower students to thrive. Staying Connected: If you wish to learn more about Dr. Erica Buchana-Rivera, visit any of the links below: Website: https://drbuchananrivera.com/ LinkedIN: https://www.linkedin.com/in/erica-buchanan-rivera-ph-d-136309256 Threads: https://www.threads.com/@ericab_rivera X: https://x.com/ericabrivera The post PMP502: Strategies for Effective Leadership with Dr. Erica Buchanan-Rivera appeared first on Principal Matters.

In this episode of Monday Matters, Will Parker brings together a group of school leaders from Ohio who participate in an ongoing Impact Mastermind in partnership with the Ohio Department of Education and Workforce, Adkins & Company, LLC, and Principal Matters, LLC. The conversation centers on how collective coaching and collaboration strengthen leadership practice and help leaders better develop others. Meet the Ohio Impact Mastermind This week’s guests (pictured above) include Kelly M. Brodzenski, Breen Slauter, Julita (Julie) Flowers, Danielle Morris, and Renee Holt. Additional members mentioned but not present include: Jared Hawk, Allison Shardell, Joe Weisend, Ken Goodrum, and Chris Brooks. I'm grateful for each of them, and I'm excited to share lessons from our regular sessions together. Let's Keep Learning as Leaders A key theme throughout the discussion is that leadership can feel isolating, but being part of a trusted community creates space for honesty, reflection, and growth. The leaders describe how regular mastermind sessions provide: A safe, non-evaluative environment to process real challenges Opportunities to learn from others' experiences and apply solutions proactively Support in navigating emotionally complex decisions, especially around staff and school culture Accountability to stay focused on professional growth and reflective practice Several leaders highlight how coaching has sharpened their ability to: Listen deeply and ask better questions rather than rushing to solutions Separate emotion from evidence when making difficult decisions Build confidence and clarity in high-stakes leadership moments The group also emphasizes the practical impact of this work. They are not just learning—they are translating these strategies back into their schools by: Using coaching questions with assistant principals and staff Creating more reflective, people-centered staff meetings Encouraging team growth beyond just data and performance metrics Modeling collaboration and continuous learning within their own organizations Another major insight is the distinction between typical school meetings (focused on data and outcomes) and mastermind conversations, which focus on the “how” of leadership—mindset, decision-making, and personal growth. Parting Words of Wisdom As the conversation concluded, each leader offered a meaningful parting word of advice for fellow school leaders, reinforcing the importance of connection, growth, confidence, and purpose in the work. Danielle Morris reminded listeners, “You are not alone—seek out community.” Julita (Julie) Flowers encouraged leaders to remain grounded in their development, sharing, “Stay committed to growth to sustain leadership success.” Breen Slauter added the importance of trusting oneself while continuing to learn, noting, “Trust your instincts while remaining open to learning.” Finally, Renee Holt brought the focus back to purpose, urging leaders to “Always reconnect to your ‘why' for leading.” Let's Wrap This Up Great leaders don't grow in isolation. They grow through intentional, collaborative learning with others who understand the work. If you're interested in learning more from these leaders, reach out through their websites listed in the introduction. If you'd like to connect about opportunities for coaching, mentoring, or Masterminds for yourself or your leaders, reach out to Will at will@williamdparker.com Until next time, thank you for doing what matters! The post MONDAY MATTERS: Making an Impact with Ohio Mastermind Members 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 leading short-handed with an Assistant Principal on leave and without the kind of support I've wanted from my central office. Any advice for wrapping up a school year strong when I'm feeling tired and discouraged? Listen in to hear their response! Meet Chris Jochum: Dr. Chris Jochum is the founder and CEO of CJ Leadership Solutions. He is a nationally recognized speaker, trainer, and coach who believes leadership is about influence, not titles. Chris works with organizations across the U.S. and abroad to strengthen culture, climate, and leadership at every level. He also serves as Professor and Chair of Teacher Education at Fort Hays State University, leading a large teacher preparation program. Over nearly three decades in education, he has worked in K-12 and higher education, beginning his career teaching Spanish and English as a Second Language in public schools, and later holding faculty roles at the University of Central Missouri and the University of Nebraska at Kearney. Chris's research centers on leadership development and the value of study abroad. He hosts The Department Chair Leadership Podcast and is the author of The Department Chair: A Practical Guide to Effective Leadership, and You Don't Have to Leave to Lead: A Practical Guide to Teacher Leadership. The Foundation of Teacher Leadership: Dr. Jochum emphasizes that every school is a reservoir of untapped potential, akin to a diamond mine waiting to be discovered. He shares a compelling analogy about an African farmer who searched far and wide for diamonds, unaware that his own land was rich with them. Similarly, schools possess hidden leadership capabilities among their educators. By creating an environment that encourages teachers to step into leadership roles, schools can increase student achievement and improve faculty morale. Inviting Teachers into Leadership: Will Parker recounts a conversation with a principal who, despite his best intentions, had not actively invited teachers to participate in leadership discussions. This highlights a common issue where leaders may feel protective of their staff, inadvertently excluding them from decision-making processes. Dr. Jochum stresses that inviting teachers into these discussions can unlock their potential, allowing them to contribute to school improvement in meaningful ways. Practical Strategies for Identifying and Supporting Teacher Leaders: Dr. Jochum outlines several key strategies for identifying and nurturing teacher leaders: Model Leadership: Leaders should demonstrate the behaviors they wish to see in their teachers. By modeling effective leadership, principals can set a standard for their staff. Share the Vision: Clearly communicate the importance of empowering teachers and encourage them to take ownership of their roles in leadership. Provide Support: Acknowledge that not everyone will be on board with new initiatives, but encourage open dialogue and support among staff. Insights from Future Educators: Dr. Jochum also sheds light on the perspectives of current education students, emphasizing the importance of communication between teachers and their leaders. He advises principals to foster an environment where new teachers feel comfortable expressing their challenges and uncertainties. By reassuring them that making mistakes is part of the learning process, leaders can create a more supportive atmosphere. The Credo for Teacher Leaders: One of the highlights of the discussion is Dr. Yokum's “Credo for Teacher Leaders,” which outlines essential beliefs and commitments for effective leadership: It's not about me, but it starts with me. I must give up to go up. I'm in the people business, and people are messy. Other people's irresponsibility will oftentimes become my responsibility. I will never have a perfect group of people, and they will never have a perfect leader. I must be vulnerable. Conflict happens every day, and that's okay. Relationships and influence are not optional. These principles serve as guiding values for educators stepping into leadership roles, fostering a culture of collaboration and understanding. Staying Connected: If you would like to learn more about Chris Jochum and his work, you can visit his website https://cjleadership.com/. The post PMP501: Developing Teacher Leaders with Dr. Chris Jochum appeared first on Principal Matters.

A viral town meeting clip from Marblehead, Massachusetts, raised a question that goes far beyond one zoning debate: What happens when a state says yes to more housing, but the local process still makes it hard to build? Or, as resident David Modica put it, “Are we trying to do nothing?” Carlee Alm-LaBar talks with Strong Towns Technical Advisor Edward Erfurt and Lafayette City Councilman Thomas Hooks about the messy handoff between policy and place. They look at why communities can comply on paper while resisting in practice, and why the next real step may be as small as one block, one lot, or one drawing that helps people see what is possible. ADDITIONAL SHOW NOTES "The Latest Hero of the ‘Yimby' Movement Is a Massachusetts Man in a Hoodie" by Will Parker, WSJ.com (May 2026) Downzone: The Victory of Greenwood, by Carlos Moreno (Site) Scrubs Reboot (Site) Junior League of Lafayette (Site) Strong Towns National Gathering (Site) Carlee Alm-LaBar (LinkedIn) Thomas Hooks (LinkedIn) Edward Erfurt (LinkedIn) Theme Music by Kemet the Phantom.   This podcast is made possible by Strong Towns members. Join fellow members discussing this episode in The Commons.

A Milestone Built on Consistency and Community Episode 500 of Principal Matters is more than a milestone; it's a reflection of years of consistency, curiosity, and commitment to elevating school leadership. What began as a blog in 2013 and evolved into a podcast in 2015 has grown into a global conversation among educators. With over 700 pieces of content produced, the show has become a trusted space where leaders learn from one another, share experiences, and grow together. For this special episode, Will Parker and Jen Schwanke invited a panel of respected leaders and longtime listeners to reflect on lessons learned, meaningful moments, and the future of education leadership. The panel includes: Dr. Don Parker, Josh Tovar, Donna Hayward, Frederick Buskey, Brent Kline, Dr. Nick Davies, and Dr. Tracie Swilley. Will Parker – Founder, Principal Matters LLC https://williamdparker.com Jen Schwanke – Author, Speaker, Co-Host https://jenschwanke.com Dr. Don Parker – Speaker, Author, PD Consultant https://drdonparker.com Josh Tovar – Principal, Memorial Pathway Academy (Garland, TX)Memorial Pathway Academy https://www.garlandisdschools.net/memorial Donna Hayward – Principal, Haddam-Killingworth High School (CT)Haddam-Killingworth High School https://hkhs.rsd17.org Frederick Buskey – Host, Assistant Principal Podcasthttps://www.frederickbuskey.com/appodcast.html Brent Kline – Principal, Palo Alto High SchoolPalo Alto High School https://www.paly.net Dr. Nick Davies – Principal, Woodland Middle Schoolhttps://www.drnickdavies.com/ Dr. Tracie Swilley – Assistant Superintendent, Fairfield County School District (SC)Fairfield County School District https://www.fairfield1.org https://educate-her.com The Power of Ongoing Conversation A consistent theme across the episode is the idea that Principal Matters is not just a podcast; it's an ongoing conversation among trusted colleagues. Our friends described the show as: A “circle of trusted friends” A space where leadership challenges feel shared, not isolated A bridge connecting leaders across different contexts and regions Rather than one standout episode, they emphasized the cumulative impact of hearing diverse voices over time. Whether discussing rural leadership, student voice, or restorative practices, the conversations feel timeless and relevant. Leadership Through Relationships Another major takeaway is the relational nature of leadership. Guests highlighted how the show models: Authentic dialogue Curiosity-driven questioning Respect for diverse perspectives Dr. Don Parker reflected on how meaningful it is when leaders feel seen and valued in conversation, while others noted the importance of creating environments where people feel safe to share openly. The podcast itself mirrors what effective leadership looks like in schools: listening deeply, building trust, and learning collaboratively. Timeless Lessons for School Leaders Across the discussion, several key leadership principles emerged: 1. Leadership is Human Work The most impactful leaders connect with people—not just systems or outcomes. 2. Growth Requires Community No leader succeeds in isolation. Networks, mentorship, and ongoing dialogue are essential. 3. Student Voice Matters Including students in decision-making leads to stronger, more meaningful school practices. 4. Reflection Drives Improvement Whether through podcasts, conversations, or coaching, reflection helps leaders refine their practice. Behind the Scenes: Crafting the Conversation Jen Schwanke offered insight into the preparation behind each episode: Researching guests and their work Developing thoughtful, curiosity-driven questions Allowing conversations to evolve naturally Meanwhile, the production process—editing, publishing, and distribution—relies on a dedicated team, including our editor, Emily Parker-Eaton, and our theme music by Samuel Parker, highlighting that the podcast is truly a collaborative effort. Parting Words: Wisdom from the Panel The episode concludes with powerful reflections from each guest, including: Remember your “why” Seek support—you don't have to do this alone Slow down and focus on people, not just tasks Embrace the impact you have on lives every day Stay committed to growth and connection Each message reinforces a shared belief: leadership is challenging, but deeply meaningful work. Thank you Listen to the entire episode for even more takeaways! Episode 500 wouldn't be possible without you, the listener, so thank you! This show is a celebration of perseverance, relationships, and shared purpose. More than anything, it reminds us that leadership is not about having all the answers; it's about asking better questions, building stronger connections, and continuing the conversation. And as the panel suggested, this isn't the end. It's just the beginning of the next 500 conversations. Until the next episode, thank you for listening, and thank you for doing what matters! The post PMP500: Celebrating 500 Conversations in School Leadership appeared first on Principal Matters.

Around the country, there's been a construction boom in AI data centers, but opposition is surging too. In the small town of Festus, Missouri, a $6 billion project angered residents, leading to the removal of local council members and a campaign to recall the mayor. WSJ's Will Parker explains how intense local pushback is changing where data centers are built. Ryan Knutson hosts. Further Listening: - More Coding, Less Slop? Why OpenAI Ditched Sora - The AI Economic Doomsday Report That Shook Wall StreetSign up for WSJ's free What's News newsletter. Learn more about your ad choices. Visit megaphone.fm/adchoices

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: aphelps@hoover.k12.al.us 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.

Will Parker and Vincent Mata sign off for their last In The Mix of the school year. This week's episode features an interview with Brody Meyer and Ricardo Yuriar of the Canyon View baseball team as they get ready to make another deep playoff run.

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: andrewmarottallc@gmail.com 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.

The Kremlin has long tried to rein in the influence of Western platforms in Russia. Now, that goal may be within reach thanks to a super-app called Max. WSJ correspondent Matthew Luxmoore tells us how the app could help cement state control over the digital lives of millions of Russians. Plus, WSJ reporter Will Parker tells us about a landmark bill in Maine that could put a pause of new data center construction projects. Julie Chang hosts. Sign up for the WSJ's free Technology newsletter. Learn more about your ad choices. Visit megaphone.fm/adchoices

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: ttimmerberg@archlou.org The post MONDAY MATTERS – Mission-Driven Leadership with Trevor Timmerberg appeared first on Principal Matters.