PMP493: Building, Designing, and Leading with Ann Cummins Bogan

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.