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

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.

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

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

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

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

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

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