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

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

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is:  I’m struggling with a new teacher responding to constructive feedback. Suggestions? Listen in to hear their response! Meet Steve Ventura: Steve Ventura is the founder and president of Advanced Collaborative Solutions (ACS), a movement dedicated to empowering educators and students through collaboration, innovation, and impactful professional learning. With a vision of ensuring every child—regardless of background—has access to highly effective teachers and leaders, Steve provides practical, research-based strategies to drive meaningful change in education. A dynamic and motivational speaker, Steve’s expertise stems from years of experience as a teacher (elementary, middle, and high school) and as an administrator, serving as an assistant principal, principal, director, and superintendent. His leadership insights have influenced countless educators through keynote presentations, professional development, and national conferences. Steve is the author of several influential books, including Achievement Teams: How a Better Approach to PLCs Can Improve Student Outcomes and Collective Efficacy (ASCD, 2022). His newest ASCD publication, Improving Instruction Together: Leading Achievement Teams and PLCs, was released in August. Now, let’s dive into the interview: Welcome to a fascinating and insightful conversation with Steve Ventura!  In this podcast, you will learn how to lead a community of educators— a very different task than merely managing a school. Ventura points out significant issues like the unethical and morale-destroying impact of ignoring substandard teaching, as well as the “overconfidence bias” among leaders who overestimate their progress, leading them to overlook crucial areas for improvement. He also notes that leaders are frequently pulled away from instructional focus by other tasks that don’t directly impact student learning. To address these challenges, Ventura champions specific approaches. He stresses that effective instructional leaders must embrace collaboration based on research-backed strategies and maintain a relentless focus on student achievement. His latest book, “Improving Instruction Together,” advocates for cultivating a culture of teamwork and shared responsibility, moving beyond individual principal efforts. He identifies three essential leadership characteristics: leadership clarity, leadership consistency, and leadership integrity. This foundation of relational trust significantly increases the likelihood of success with new initiatives. Ventura also highlights the importance of collective efficacy, defined as the shared belief within a group that they can positively affect the lives of those they serve. He notes that teachers with high collective efficacy are less likely to refer students to special education, as they believe they haven’t exhausted all efforts. A few additional insights you will find in this conversation: Instructional Leadership Mindset: Leaders should approach their role with curiosity and a relentless pursuit of excellence, focusing on high-impact actions over simply “more work.”  Continuous Improvement & Shared Leadership: A mindset of continuous improvement is crucial, alongside a willingness to share leadership rather than shouldering every problem alone.  Student Well-being & Engagement: Promote student well-being through three levels of engagement: Emotional Engagement: Giving students voice and choice in their learning. Cognitive Engagement: Providing challenging learning experiences where students must problem-solve when stuck. Behavioral Engagement: Seen as a positive outcome of strong emotional and cognitive engagement, leading to fewer issues. The Power of Goals: Setting clear, short-term goals (e.g., end of the month, not just end of the year) significantly boosts motivation and accelerates progress for both teachers and students.  Structured Professional Learning Communities (PLCs) / Achievement Teams: PLCs should be well-defined and structured, not merely rebranded staff meetings. Ventura outlines a four-step structure, and brings us back to a central question: “What do our students need us to learn before the end of this meeting?” PLCs should aim to acquire new knowledge and sensitively challenge current practices, not just maintain existing knowledge. Importance of Reflection: Meaningful reflection involves leaders openly sharing their own “missteps” or shifts in perspective to encourage similar introspection among staff. The ultimate goal is to learn from the work, not just do the work. Leaders as Learners: Leaders should learn with teachers, not just sponsor professional development for others. Any proposed change should be presented with a compelling case demonstrating its worth, as people will resist change if they don’t perceive its value. Staying Connected:  You can stay connected to Steve Ventura via the following channels: Linkedin: https://www.linkedin.com/in/steve-ventura-2773a91a9/ Instagram: https://www.instagram.com/acsolutions.k12/ X: https://x.com/smventura Facebook: https://www.facebook.com/steve.ventura.85333 The post PMP476: Leading a Community of Educators with Steve Ventura appeared first on Principal Matters.

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.