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

This week on Monday Matters, Will Parker and Jen Schwanke take some time to talk about how curiosity leads to discovery. Sometimes, school leaders can get so caught up in their work that they forget to be curious, forgetting that curiosity is the engine of learning. As leaders, we need to intentionally seek out the inquiry, discover, and apply cycles in our work. Through using reflective tools, we can unpack what curiosity is teaching us. Listen in to the whole conversation to hear from Will and Jen about how curiosity can lead to personal and professional growth. This episode is inspired by two posts, one written by Will Parker and one by Jen Schwanke about curiosity. You can find the link to Will’s article here and the link to Jen’s here.  Thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Curiosity and Cracking the Code appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What are some strategies for my own professional growth while managing so many daily responsibilities? Listen in to hear their response! Meet Robert Kaiser: Dr. Robert “Rob” Kaiser brings over a decade of Tulsa Public Schools experience to his current role as Principal of McLain High. A Teach for America alum, he began in 2013 as a 4th‑grade teacher at Cooper Elementary, earning TPS District Teacher of the Year in 2015. He then served as assistant principal and principal at Monroe Demonstration Academy, earning a Doctorate in Curriculum & Supervision from the University of Oklahoma. Named Principal at McLain High for the 2024-25 school year, Dr. Kaiser immediately focused on attendance, student engagement, and uniforms, even launching the “Titan Transport” shuttle to reduce chronic absenteeism. He and his wife are proud parents. Rob is committed to a mission of creating equitable, high‑opportunity pathways for every student in North Tulsa. Previous Leadership Experience:  Prior to serving as a high school principal, Rob Kaiser served as an assistant principal and principal at a middle school. This position taught him some valuable lessons about leadership that he has taken with him into his role as a high school principal. One of the most important takeaways for him during his tenure as a middle school principal is the phrase “put your feet where you lead”. Essentially, this means taking every opportunity you have to show up with enthusiasm for students and families in your school community. Another lesson Rob learned during his time as a middle school principal is the importance of establishing a vision for what you want your school to look like, and getting the right people in the right roles. Throughout his time as a middle school principal, Monroe Demonstration Academy saw a decrease in their suspension rate, an increase in their teacher retention rate, and developed a robust after school program.  The First Year:  At the time of this recording, Rob Kaiser has spent the past year as a high school principal. While reflecting on his first year at McClain High School, Rob remembers that the first three months were a whirlwind of change. Not only was he the new principal, but he also had two new assistant principals. Leading a school through a period of change is a daunting task, but Rob rose to the occasion, and ended the year feeling that the school is stronger than where they were a year ago. Over the past year, McClain High School has put on their first musical in 30 years, prepared kids for their ACT, had 12 students sign to play sports in college, and has seen many students be awarded scholarship money for college.  Relationships, Systems, and Supports:  Throughout his first year at McClain High School, Rob has focused on three buckets for leading change: relationships, systems, and supports. As a teacher, Rob learned from his school superintendent the importance of relationships. When he stepped into the role at McClain, Rob knew he wanted to build as many relationships as possible with the community, students, and teachers. Next, he focused on thinking through which systems the school has in place that work and which systems do not work. He states that he asked himself, “What was working in the past? How do we build on top of that?” and went from there. Finally, Rob talks about learning about the staff and teachers in his school and how they need to be supported. Using these three buckets, relationships, systems, and supports, are all vital to the success of the school.  Advice for Leaders: When asked what advice he would give to new leaders, Rob talks about putting your feet where you lead. He tells new leaders to be in classrooms, the lunchrooms, the hallways; to constantly show up in spaces for students. It’s not the big moments that will have the largest impact, but the little moments of showing up with enthusiasm for students that will make a huge difference. For veteran leaders, Rob advises that they establish a routine to make sure that they are taking care of themselves first. He reminds listeners that taking care of yourself allows you to be there for your students.  Staying Connected:  You can stay connected to Rob Kaiser via Facebook, Linkedin, or Instagram. The post PMP475: Lessons from the First Year with Dr. Robert Kaiser appeared first on Principal Matters.

Principals often juggle a multitude of tasks and responsibilities, and they are constantly being asked to add more to their plate. Sometimes, you have to say “no” to say “yes” to something else. This week on Monday Matters, Will Parker and Jen Schwanke discuss the never-ending todo lists that many principals face. They talk about figuring out what to say “yes” to and what to say “no” to, thoughtfully cutting out tasks, and letting go of the things that you can’t control. The truth of the matter is that it is impossible for principals to keep adding tasks; at a certain point you will cease being productive. If saying “yes” to everything that is asked of you is something that you struggle with, this episode is the one for you.  This episode was inspired by a post from Jen Schwanke’s newsletter, “Principal Problems with Dr. Jen”. Check out the original post here.  Video Version: The post MONDAY MATTERS with Jen Schwanke and Will Parker – Less is More appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s interview, Jen Schwanke and Will Parker take some time to answer a listener question. This week’s question is: How do we balance the expectations and challenges of system-wide leadership vs. site-specific leadership? Listen in to hear their response! Meet Kate Anderson Foley, Ph.D. Kate Anderson Foley, Founder & CEO of the Education Policy & Practice Group and McLean Affiliate of Harvard Medical School Institute of Coaching Fellow, is a renowned transformational leader, author, and international keynote speaker. With a career spanning from pioneering inclusive practices as a special education teacher to senior leadership roles in state education, Kate has consistently championed equitable and integrated services for all learners, particularly those historically marginalized. Her expertise lies in leading organizational change through strategic frameworks, advocating for comprehensive reform, and developing asset-based education policies. Through her consulting firm, she partners with diverse organizations, offering guidance on school improvement, professional learning, strategic planning, and executive coaching, all while authoring influential books like Ida Finds Her Voice, Fearless Coaching, and Radically Excellent School Improvement. “Don’t hand off your power to someone else.” This piece of advice is one of many provided for principals during this podcast episode. In this engaging conversation, Dr. Jen Schwanke welcomes Dr. Kate Anderson Foley, founder and CEO of the Education Policy and Practice Group and author of Radically Excellent School Improvement. Dr. Anderson Foley shares insights from her extensive career, which began in special education and has spanned state and federal policy, always championing equitable and inclusive practices for all learners. The discussion centers on her book’s core premise: a comprehensive system of support that prioritizes students, particularly those historically marginalized, and integrates all services to replace disparate initiatives often juggled by school leaders. She emphasizes the vital role of principals in leading this transformation. Here are some key takeaways from their discussion: Radically Excellent School Improvement: This framework, detailed in Dr. Anderson Foley’s book, advocates for ambitious improvement and a tireless focus on ensuring every student grows, thrives, and achieves their fullest potential. Integrating Special Education: A core tenet is the belief that special education should not be siloed but fully integrated into the school improvement process, moving beyond mere compliance to focus on growth and achievement for all students. Principals as Inclusive Leaders: Principals foster inclusive environments by setting unrelenting high expectations, engaging families as partners (even through difficult conversations), and building strength-based support systems. Using these takeaways as a foundation, there are a few ideas for principals to consider: Re-evaluate schedules: Principals should take control of their schedules to ensure time for comprehensive, connected collaboration. Inclusive collaborative teams: Ensure all educators, including special education teachers and specialists (music, art, etc.), are part of grade-level or subject-area collaborative teams. Focus on adult collaboration: Design opportunities for teachers to co-design and co-deliver instruction, strategically baking in support for diverse learners. Identify interventions, not students: Shift from labeling students (e.g., “RTI kid”) to identifying and implementing interventions within the classroom, tracking their impact, and being prepared to stop what isn’t working. Kate believes that in order to lead effectively, principals must actively transition from day-to-day management to strategic leadership, focusing on coaching staff to achieve collective goals. Coaching is essential for building nimble, student-centered systems that respond in real-time to needs, addressing everything from social justice issues to ensuring equitable outcomes for students with IEPs, recognizing special education as a service, not a place. Ultimately, principals are advised not to undertake this complex work alone, but to form alliances and seek external support to navigate challenges and drive meaningful school improvement. Dr. Kate Anderson Foley’s passion for ensuring equitable and excellent education for all students shines through, offering practical strategies and profound insights for principals striving to create truly inclusive and high-achieving school communities. Her work emphasizes that with strategic planning, collaborative effort, and a relentless focus on student growth, radical improvement is not just possible, but essential. Staying Connected: You can stay connected with Dr. Kate Anderson Foley via the following channels: LinkedIn:  https://www.linkedin.com/in/kate-anderson-foley-phd-6803b856/ EPPG:  https://www.edpolicyconsulting.com/ FB:  https://www.facebook.com/edpolicyconsulting Instagram:  https://www.instagram.com/drkateaf/ Video Version: The post PMP474: Radically Excellent School Improvement with Dr. Kate Anderson Foley appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Will Parker and Jen Schwanke take some time to have a conversation about the use of AI in public schools. They talk about how AI has blown up and the ways that it is impacting education. One concern about AI that is often cited is that teachers are very concerned about cheating through using AI. Will and Jen address this concern and offer advice to school leaders navigating the complicated education landscape created by AI. Listen in to hear all their takeaways! This episode was inspired by an installment of Jen’s newsletter called “The Age of A.I.”. You can read it here. Below are the articles cited in the episode: https://www.acquired.fm/episodes/google-the-ai-company https://ifanyonebuildsit.com/?gad_source=1&gad_campaignid=22846896442&gbraid=0AAAAAD2uvfWlz5uS2OCul1bXGgZf5rJFb&gclid=CjwKCAiAwqHIBhAEEiwAx9cTeTEyZxdEa0flvBLMFt8tJFShSrHH496YwBGQGQ04pnRaST1UxEctUBoC8JwQAvD_BwE https://www.cnbc.com/2025/10/22/800-petition-signatures-apple-steve-wozniak-and-virgin-richard-branson-superintelligence-race.html The post MONDAY MATTERS with Jen Schwanke and Will Parker – Addressing AI appeared first on Principal Matters.

Meet Darrin Peppard: Dr. Darrin Peppard is a dynamic keynote speaker, leadership expert, and consultant with a passion for transforming organizational culture and developing the next generation of leaders. A former award-winning principal, Darrin draws from nearly 30 years of experience in education to inspire leaders to embrace clarity, purpose, and joy in their work.  He is the author of Road to Awesome: The Journey of a Leader, and his newest book, Culture First Classrooms: Leadership, Relationships, and Practices that Transform Schools, co-authored with Katie Kinder. Darrin hosts the Leaning Into Leadership podcast, where he shares real-world insights to help leaders build strong teams and thriving school cultures. “So much of what we do as a leader isn’t about the words that we use or the things that we say but about our actions.” Why Road to Awesome? At the beginning of the interview, Will asks Darrin to share with listeners about why he chose to write the Road to Awesome. Darrin answers that his motivation for writing this book goes back to his first year as a high school principal. He dealt with a lot of discipline, and the school had a pretty toxic culture. One day, Darrin received a wake up call in the form of a question. A teacher asked him, “Why does it always have to be about what students do wrong? Why can’t we focus on what they do right?”. From that moment on, Darrin began showing up differently and shifted his focus to building relationships with students. Eventually, the rest of his staff followed suit. The shift in what they were looking for from students changed the school culture.  A.W.E.S.O.M.E:  Darrin and Will spend a large part of the interview covering Darrin’s acronym for leaders, A.W.E.S.O.M.E. Below is a short summary of the acronym and the meaning behind each statement. Accepting challenge Being a leader is hard, we have to accept that being a leader is a challenge  If we want a better school or team, if we want a better we, I have to be a better me.  Welcome feedback If we’re going to continue to grow as a leader, we have to be willing to welcome support and feedback. When I welcome feedback, it is an opportunity for me to learn about myself as a leader. Take it as an opportunity to reflect, to continue to grow and improve. Don’t get defensive. Examine priorities If you are not clear on what your priorities are, you will end up stuck in a consonant firefighter work, constantly running around and trying to fix problems. There are certain things that only I can do, and there are things that I can delegate to others. Figure out what work priorities are the most important to you; the things that only you can do.  What’s the most essential purpose of your role? Stand on your values Do you want to be a firefighter or a leader? Be really clear about what really matters to you? What are your core values? What do you really want to see happening at your school? Operate intentionally When we are clear on our values, we need to go be intentional about the work that we do. Doing things on purpose, not by happenstance. If you’re doing something, it needs to be on purpose. Be intentional about where you are. Model what you expect Don’t ask other people to do something that you’re not willing to do yourself. If your actions don’t match what you’re saying, then teachers are not going to follow through on what you tell them to do. Engage in reflection Reflection needs to come at the end of the day, week, month, or year. You are not going to learn unless you are reflecting on your experiences. Spend time reflecting on your values and asking what evidence you have that you are engaging in the practices you think that you are. Staying Connected: To learn more about Darrin Peppard, check out the Leaning in to Leadership podcast, follow @Darrinmpeppard on all social media platforms, or visit DarrinPeppard.com The post PMP473: Road to Awesome with Darrin Peppard appeared first on Principal Matters.

In this week’s episode of Monday Matters, Will Parker and Jen Schwanke take some time to highlight the extraordinary skills of school leaders. Using the image of a Swiss Army Knife, Will and Jen tie that image to the image of the job description of a school principal. The job of a principal often requires school leaders to navigate a multitude of situations while utilizing a variety of skill sets. Principals often have to manage challenges and difficult experiences daily, while people in other professions do not. Dealing with these challenges can make the role of a principal feel isolating at times. Will and Jen hope that today’s conversation will serve as a reminder to principals that they are not alone. Listen in to hear the entire conversation! The topic for today’s conversation is based on an article that Jen wrote for her newsletter. You can read the article here, and subscribe to her newsletter while you’re there!  The post MONDAY MATTERS with Jen Schwanke and Will Parker – Being a Swiss Army Knife appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will and Jen take some time to answer a listener question. This week’s question is: How do I face a team of teachers who resist collaborating and like to “admire the problems” more than look for solutions? Listen in to hear their response! Meet Tyler Comeau: Today, we have a truly inspiring guest joining us. Tyler Comeau is a visionary leader, an advocate for transformative education, and the creative force behind Elemental Educator, a wonderful podcast for all things education. As a principal, content creator, and leadership coach, he’s redefining what it means to lead with purpose and passion.  Through his innovative approach that connects leadership with the elements—earth, water, fire, and air—he empowers educators, leaders, and change-makers to ground their values, embrace change, overcome adversity, and take bold action.  His podcast, Elemental Conversations, dives deep into these themes, bringing together thought leaders and game-changers for powerful discussions. He is also a doctoral candidate with a research focus on the critical decision-making of Alberta’s principals, shining a light on the support structures that empower school leaders to thrive. Prior to his work as a school leader, Tyler was a tennis coach and through that work he learned that he loved making an impact and helping people grow.  Please welcome to the show, the Elemental Educator himself, Tyler Comeau! The Elemental Leader: At the start of his interview with Will Parker, Tyler Comeau tells listeners about his book, The Elemental Leader. Tyler states that one of the motivations for writing this book is the hope that he can help leaders unlock their potential. In The Elemental Leader, Tyler outlines what it would look like if leadership could correlate with the elements: earth, water, fire, and air. The book uses case studies from twelve leaders throughout the world and analyzes how they lead through the elements. It also provides actionable strategies for readers to apply to their own leadership. Leaders who want to check out The Elemental Leader for themselves should visit this website. School Community and Happenings: Next, Tyler shares some of the things that are happening in his school community that make him feel proud. One thing that makes him feel proud about his school is that he has a team that loves to try new things and be innovative. Something else that makes him feel proud about his school is their Green Program, where students get to learn about agriculture and farming. His school currently runs a full scale farm through the Green Program. After implementing this program, Tyler took the time to speak with students about what other kinds of programs they want to see at their school. Based on that feedback, Tyler’s school now has a computer programming program and a guitar club.  Critical Decision-Making: On top of being a principal, Tyler Comeau is working towards his doctoral degree. The focus of his doctoral research is on critical decision-making for principals. Specifically, he wants to understand the decision making process of leaders who reside in the same province as him. He looks at four different types of decisions: decisions based on personal experience, decisions based on the opinions of others, decisions based on the understanding of policies, and decisions based on morals or ethics. Tyler states that his hope is that he can have the resources to help these other leaders and answer their questions based on the resources that he knows are available within their province.  Staying Connected: Listen in to hear the full conversation between Will Parker and Tyler Comeau. If you would like to stay connected with Tyler, check out the links below. Email: tyler@elementaleducator.com Instagram: https://www.instagram.com/elemental_educator/?hl=en Linkedin: https://www.linkedin.com/in/tyler-comeau-961a49310/?originalSubdomain=ca YouTube/Podcast: https://www.youtube.com/channel/UCK6a7pE9Z9QYFcEG4BDeDyA Website: https://elementaleducator.com/ The post PMP472: Elemental Educator with Tyler Comeau appeared first on Principal Matters.

In this week’s episode of Monday Matters, Will Parker and Jen Schwanke discuss the challenges that school leaders face as they navigate both the mundane and complex aspects of their job. They offer advice on how to lead through the ordinary and fight boredom in the job of a school leader by reconnecting to one’s purpose and finding joy in the day to day operations of a school. Below is a thoughtful post by Will Parker that highlights some of the topics covered in this episode.  Mending Fences and Leading Through the Ordinary, by William D. Parker Last week, I presented at a conference in Little Rock, Arkansas, which also gave me an excuse to drive across the Mississippi River afterwards and visit the family farm in West Tennessee. My brother Jesse runs cattle on the old homeplace where my parents lived before they passed. It’s still the gathering place for family Christmases that include around thirty people representing siblings, grandchildren, and great-grandchildren. My brother and I decided to mend some fences while I was there. Armed with a roll of barbed wire, a pair of fencing pliers, and a fence stretcher, we headed to the lowest pasture where a fallen tree had crushed five strands of wire. Jesse started by cutting the tree into sections with a chainsaw while I hauled the limbs and sticks into the nearby woods. Once the debris was cleared, we stretched new barbed wire so we could reattach the old wire to the fence line where it had broken. We also had to straighten a couple of bent metal posts. I told him later that it was my favorite part of being home. A few days later, I was back at my desk working in my office. That morning, I led a training session with a group of leaders from the state of Ohio. That afternoon, I had a Zoom call with a leader across the country who was interested in being a guest on my podcast. He was working on a new book, and I encouraged him to reach back out once he had finished it so we could schedule a show. For some reason, during that meeting, I found myself anxious to end the call. It was an odd feeling. Normally, I enjoy these kinds of exchanges with fellow educators because it’s always fun to share our interests in schools and talk about lessons learned. On this particular call, however, I caught myself thinking: This feels like a conversation I’ve had a few hundred times already. When the call ended, I began reflecting on why I felt that way—and the reason was pretty obvious. I had literally had similar conversations hundreds of times. What was once novel and interesting was becoming commonplace. The amount of energy I needed to stay focused was becoming harder to maintain. Later, I was sharing this story with a friend when my son, Jack, overheard the conversation. That afternoon, he said to me, “Dad, I heard what you said about it feeling odd to find yourself becoming bored with your work. It sounds to me like maybe you need a reminder that sometimes a job requires work.” He went on to say, “I don’t always like my college classes. But right now it’s the ‘job’ I have to help me finish my degree, and I realize that not everything I learn or do is always going to be enjoyable. I thought maybe you need that reminder too.” Leave it to young people to put things in perspective! 2026 will mark ten years since I began producing a podcast for education leaders. In context, that means I’ve produced approximately 520 weeks of content. Because some episodes have been repeats or encores, by February 2026 we will have released 488 shows featuring unique content.  These include hundreds of one-on-one conversations with extraordinary leaders across the country and around the world. Every one of those talks has taught me something new and valuable. My co-host, Jen Schwanke, has been helping with interviews over the past two years, which has been a wonderful way to welcome more guests and share the responsibilities of hosting. At the same time, I realize that what was once extraordinary is becoming somewhat ordinary to me. I don’t know if that’s good or bad—but it’s the reality of my experience. Mending barbed-wire fences is not part of my daily, weekly, or even monthly routine. So when I put on gloves, pulled the lines tight, and cut the ends with fencing pliers, it felt like stepping back in time to my years helping my dad on the farm. The truth is, my current work now involves tasks that may not always feel as exciting as they once did. Writing, speaking, podcasting, and coaching are still things I want to do—but they also require self-discipline to do well. I still practice keynote presentations before giving them. Even when the content is familiar, I want to be fresh and ready for an audience that deserves my best. I still schedule time for writing. Even though I’m not currently working on a book, I write because the craft deserves practice—and because I often discover something worth saying once I begin. I continue to schedule podcast interviews and meet twice a month with my co-host, Jen, to record introductions, Q&A segments, and Monday “extra” episodes for our listeners. In these one-hour recording blocks, we batch content for four shows at a time. I also schedule, prepare, and show up ready to listen actively when coaching leaders. I keep a copy of seven reflection questions to the right of my computer monitor so I’m always prepared to ask thoughtful, guiding questions for reflection and feedback. What does this have to do with your own leadership? Meaningful work can involve both highly enjoyable moments and extremely ordinary ones at the same time.  Welcome to Shocktober This week, another leader told me she refers to October as “Shocktober” –when the honeymoon period of the new semester is over, and you realize how much work you really have to do to support teachers and shape students. Perhaps you’re just beginning, or maybe you’re a seasoned veteran in your practice. Whatever stage you’re in, it’s worth remembering that taking time to do something novel and fun can reinvigorate you and add fresh perspective to your work.  At the same time, meaningful outcomes often depend on the ordinary actions that don’t always bring excitement or immediate joy. Here are some thoughts for remembering that what you do matters even in the commonplace moments of your day: Extraordinary work often depends on ordinary effort. Great leadership is built on consistent, behind-the-scenes actions that make a long-term impact. Stay committed to actions that keep you connected to meaningful outcomes. For example, even when you grow tired of watching kids eat, being at lunch with students every day is a great way to stay connected with them. Repetition doesn’t mean irrelevance. What may feel routine to us can still be meaningful to those we lead and serve. You may not recognize the power or the value in a quick hello or a short brag on good behavior. The person on the other side you may very well remember, though. Seek a fresh perspective to reinvigorate purpose. Stepping away from daily routines can help leaders rediscover their “why.” If you find yourself becoming bogged down in meetings or reports, go find the places that reconnect you with effective teachers and curious students. Discipline sustains what inspiration begins. Passion is powerful, but disciplined practice is what keeps the work strong over time. Walkthroughs can seem like a chore when you have lots of emails to read. Set a timer for 20 minutes and knock out as many emails as you can. Then set a timer for 20 minutes and walk as many classes as you can. The discipline is likely to reap rewards and may even reignite some inspiration. Balance novelty with the commonplace. Meaningful leadership blends moments of fresh inspiration with the steady rhythms of faithful work. It’s okay to become bored at times in boring moments. I’ve had plenty of required meetings where I would rather have been talking to students–even if with a disciplinary situation. The good news about school leadership is that within five minutes, you’ll likely encounter a new adventure. Sometimes, though, it means keeping your eyes open for what is novel in the moment you are in. Let’s Wrap This Up Even in my work of coaching and consulting leaders, I’m learning to accept that good work requires both the willingness to seek new experiences and the humility to embrace the commonplace. Whether you’re mending fences (literally or figuratively) or simply carrying out a routine task, approach it with the mindset that the work before you, and the people you serve through it, still deserve your best effort. It may sound like an old-fashioned piece of advice, but even my college son has given me this good reminder: jobs require work, and even the most meaningful ones are a steady mix of purpose and practice or joy and routine. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Leading Through the Ordinary 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:  Do I HAVE to appease parents? How can I shut down a cycle of unproductive conversation?  (I’m referring to the most unreasonable situations) Listen in to hear their response! Meet Dr. Brandi Kelly: Dr. Brandi Kelly is an award-winning educator, leadership coach, and author of Lead with H.O.P.E.: Building a System of Self-Efficacy. With over 20 years of experience in education and mental health, she has served as a school social worker, principal, and superintendent. As a Licensed Clinical Social Worker and Maxwell Certified Coach, Dr. Kelly is dedicated to empowering leaders to inspire growth, create positive change, and cultivate environments where success thrives.  Her H.O.P.E. framework—Habits, Optimistic Outlook, Purpose, and Excellence—offers a holistic approach to leadership rooted in self-efficacy. Through her work, Dr. Kelly helps leaders build resilience, foster purpose, and pursue excellence.  Dr. Kelly is also the founder of Spark HOPE Edu and hosts the Lead with HOPE podcast, where she shares insights on leadership and resilience. Her mission is to ignite hope and empower individuals to lead with purpose and passion. To learn more about Dr. Brandi Kelly and her work, visit sparkhopeedu.com. Current Work and Celebrations:  When asked about the district she serves, Dr. Kelly shares that she is stepping away from her role as superintendent and focusing on her work at Spark HOPE Edu, LLC. Still, she is proud of her former school district and the work she and others put in to build systems. Teachers and staff members often get burnt out because they are asked to carry so much weight. Putting those systems in place as a method of burn out prevention is something the Dr. Kelly celebrates about her former school district. She also celebrates students that stepped up into leadership roles through the creation of a student CEO program and a See You at the Pole program.  H.O.P.E. Framework: In her book, Lead with H.O.P.E., Dr. Kelly explains why it is important for leaders to have a system for reaching their goals. H.O.P.E. stands for Habits, Optimistic Outlook, Purpose, and Excellence. Through utilizing that framework, school leaders can build a system that helps them meet their goals. Dr. Kelly states that it is only through the intentional practice of self-reflection that a person can grow as a leader. She then gives Principal Matters listeners a brief overview of her book. Listen in to learn more! Holding Out Hope for Someone Else: One story that Dr. Kelly tells in Lead with H.O.P.E. is the story of a student named Reagan who taught her how to hold out hope for someone else. This student was one who had previously been to counseling and did not think it would help her. She had fallen in with the wrong crowd, abused drugs, and struggled to maintain relationships. Through encouraging Reagan when she was struggling and showing her that she was seen and valued, Dr. Kelly was eventually able to reach Reagan. Brandi states that Reagan taught her that sometimes there are people in life that we want to help, but we are not yet able to. Instead, we must hold out hope for them. If you show up for students and consistently show that you believe in them, you may eventually be able to help them.  Post-Traumatic Stress vs. Post-Traumatic Growth: In the final part of her interview, Dr. Kelly shares that the difference between Post-Traumatic Stress Disorder and Post-Traumatic Growth makes a difference in the way she reflects on leadership lessons. She states that a traumatic event is a wound, and how we carry that wound in our body is what makes the difference. In her own words, we can either operate in fear mode or in love mode upon suffering from a traumatic event. Growth after a traumatic event is possible, but it is something that requires an active choice. In striving towards post-traumatic growth, Dr. Kelly tells listeners that they have to remember the importance of rest and asking for help. Staying Connected: Listeners can stay connected with Dr. Brandi Kelly via her website or her Linkedin page. You can also check out her book to learn more about leading with H.O.P.E. The post PMP471: Lead with H.O.P.E with Dr. Brandi Kelly appeared first on Principal Matters.