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

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.

Welcome back to another episode of Monday Matters! This week, Jen Schwanke and I are talking about a post Jen wrote for her newsletter about staff meetings. Running a staff meeting can be a daunting task! We hope that this episode will provide principals with ideas to run staff meetings in a way that makes sure all staff members are engaged. Listen to the episode to hear all of our takeaways and read Jen’s post to learn more! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Staff Meeting Glow-Up appeared first on Principal Matters.

A 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 tips do you have for someone transitioning to a support role without specifically defined responsibilities? Listen in to hear their response! Meet Tim Villegas: Tim Villegas is the Director of Communications for the Maryland Coalition for Inclusive Education. He is also the founder of Think Inclusive, which is the blog, podcast, and social media handle of MCIE. He has 16 years of experience in public education as a teacher and district support specialist, and has spent 6 years at MCIE. His focus now is on how media and communications can promote inclusive education for all learners.  Lightbulb Moment: When Villegas was in college, a professor challenged him to create an inclusion plan for a high needs student. Tim thought the project would not end well. Still, he collaborated with a fifth grade teacher who was planning a topography map lesson. This teacher had a high needs student who loved to cut and tear bits of paper, so Tim and the teacher decided this student would help cut the cardboard out for the topography maps. Because of the advance planning and leaning into the student’s strengths and interests the project went really well. Tim describes this as a lightbulb moment for him in which he realized that it is possible to serve all students, you just need to plan.  Staying Committed to Inclusivity: Tim offers up a strong argument for why school leaders and teachers should stay committed to inclusivity. Learners deserve to be included in classrooms and experience curriculum just like everyone else. When you have the mindset that everyone belongs, you are going to do whatever it takes to make sure everyone is included. He argues that both curriculum and classrooms should be designed with everyone in mind. Villegas also argues that it is important for special needs students to be placed in general education classrooms in order for them to succeed after graduation. The longer a high needs student is segregated from their peers, the higher the likelihood is that they will have to be separated from their peers outside of school. It is much easier for students to enter society and function if they have spent time among their peers.  Thoughts on RFK Jr.’s Rhetoric: The post that led to Tim Villegas being a return guest on Principal Matters was one written in response to comments made by Robert F. Kennedy Jr. You can read the post here. In his conversation with Will Parker, Villegas says that Kennedy’s rhetoric is fear based, and parallels the rhetoric of people who say that we shouldn’t include high needs support individuals in general education. Ultimately, the comments by RFK Jr. spread a false narrative around autism. Tim projects that in the near future, we will begin to see more schools that are dedicated specifically to educating learners with autism. He states that he thinks this is a mistake, because it is hard for autistic learners to integrate into a system they do not know when they are done with school. The evidence is clear; students learn best when they learn in natural environments.  Staying Connected: Listeners can stay connected to Tim Villegas via the MCIE website or by listening to the Think Inclusive podcast.  The post PMP470: Staying Committed to Inclusivity with Tim Villegas appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke discuss the article below written by Will about left brain and right brain leadership. Listen in to hear their conversation! Left Brain and Right Brain Leadership, by William D. Parker There’s an old ad from Mercedes-Benz that shows an illustration of the human brain divided left and right. On the left side, the image is black and white. It has images like graphs and scaffolding. It contains words such as science, facts, linear, and process. On the right side, the image is full of splashes of color. It contains words like passion, dreams, singing, and love. The advertisement is apparently trying to convince us that owning a Mercedes complements both sides of the human brain. Brain science is much more complex than a simple division between the left and right sides of the brain, but the simple illustration is making a point about human behavior. Just as certain parts of our brain activity are activated by different thoughts (like computation versus dancing) people tend to find themselves gravitating toward one side or the other in their style or decision-making. In David Yeager’s book 10-20: The Science of Motivating Young People, he presents research on how the most highly effective teachers use a mentor mindset with students. He shows how teachers committed to both high expectations and high support tend to see higher student outcomes than teachers who emphasize one without the other. In other words, if a teacher has high expectations without high support, students feel stifled and unmotivated to engage in learning. If a teacher has high support without high expectations, students view them as a pushover and perform at lower levels. The key seems to be “using both sides of the brain” in our styles of teaching as well as inviting “both sides of the brain” in student learning. The same is true for school leaders. For the school leader, the entire campus is his or her classroom, and the question is: How do we hold our school community members to both high standards and high support at the same time? Recently, I asked a group of Assistant Principals to tell me how their best teachers use both sides of their brains, and they gave me very specific responses. I share them in two columns: Column 1: Left Brain Teaching Analyzing data Teaching to standards High rigor Curriculum mapping Alignment Reaching mastery Commitment to process Structured classrooms Clear behavioral and academic priorities Column 2: Right Brain Teaching Active learning Engaged students Collaborative settings Facilitating inquiry Guided “chaos” or curiosity Applying lessons to real life Creativity and expression Whole child development Individualized or differentiated learning When I asked these same leaders to apply what this looks like in their own roles as leaders of learning across an entire campus, they added the following: Left Brain Leadership Setting expectations Modeling behaviors Sharing and following policies Establishing structures Intentionality Data-driven decision-making Right Brain Leadership Encouraging freedom and autonomy Openness to “What if” scenarios Environments that encourage suggestions Inviting voice among all stakeholders Facilitating buy-in Improving engagement One example I shared for maintaining strong definitions of roles and responsibilities is knowing your own Key Responsibility Areas, as well as helping define those roles for team members. When we are clear on the division of responsibilities among our administrators, counselors, support staff, and teachers, we are able to divide tasks in ways that allow leaders to do what only leaders are able to do. If your goal is to spend more time in teacher observation and feedback, this cannot happen if you take on responsibilities that distract you from those priorities. Mark Shellinger, from the SAM National Innovation Project, has done years of research around principal time management. He suggests principals engage in the following practices to build structures that lead to more engagement in classrooms: Schedule your management and instructional tasks in advance. Have a follow-up meeting with someone you trust for accountability. Create a first-responder structure. Train people to use you the way you’d like to be used. Let’s Wrap This Up Your school is not a Mercedes-Benz car, but people are choosing today whether or not they believe in, and are committed to, the learning happening in your school. So, in a sense, your school is a brand, like it or not. More importantly, though, it is a learning community. Good brands appeal to both sides of the brain, and good learning does too. So does good leadership. How are you committed to both the structures (head) of high expectations, while also providing the supports (heart) of engagement and relationships that encourage the kind of learning environment every teacher, student, and parent wants to experience at school? Sources: PMP420: Mentoring Mindset with David Yeager (October 30, 2024) https://williamdparker.com/2024/pmp420-mentoring-mindset-with-david-yeager/ PMP414: Managing Your Priorities with Mark Shellinger (September 18, 2024) https://williamdparker.com/2024/pmp414-managing-your-priorities-with-mark-shellinger/ The post MONDAY MATTERS with Jen Schwanke and Will Parker – Left Brain and Right Brain Leadership appeared first on Principal Matters.

Meet Crystal Williams: Crystal Williams is a dedicated instructional leader with 20 years of experience, currently serving as a District Literacy Coach in Houston, Texas. Originally from Albuquerque, NM, she holds a BA in Psychology and MA in Elementary Education. Now in her sixth year as an instructional coach, Crystal is passionate about equity, justice, and the transformative power of education. She has led data-driven coaching, modeled effective instruction, and facilitated meaningful feedback conversations. A seasoned presenter, she has designed and delivered equity-focused professional development. In 2024, a school she supported was recognized with a Superintendent’s Impact Award for instructional leadership. When she’s not advocating for justice in education, Crystal enjoys reading books on everything from open-hearted relationships to astrophysics and spending time with her Boxer Shepherd, Bernice.This week’s episode of Principal Matters podcast features Dr. Jen Schwanke interviewing Crystal Williams, a dedicated district literacy coach with 20 years of experience in Houston, Texas. Dr. Schwanke found Crystal on LinkedIn after being struck by a post about the often-misunderstood role of instructional coaches. The conversation delves into common misconceptions principals might hold, such as viewing coaches as unnecessary or as “spies.”  Crystal emphasizes that coaching is about instructional leadership, not just support, and highlights the importance of principals introducing coaches properly to build trust and credibility. She also shares insights on how principals can empower coaches by directing teachers to them for instructional inquiries. She explores the distinction between support and leadership in coaching, with support asking “what do you need?” and leadership asking “what will move us closer to our shared goals?” Crystal shares a powerful anecdote about witnessing a shift in a campus-based professional learning session when an instructional specialist began to relinquish control and allow teachers to engage in deeper dialogue.  Here are some of the most effective ways coaches build teacher capacity that Crystal highlights: Observing without judgment: Coaches watch classroom dynamics and student learning to identify patterns without making immediate evaluations. Analyzing student work collaboratively: Getting into the “weeds” with teachers to understand student thinking and inform next steps. Taking low inference notes: Recording specific observations rather than interpretations to maintain teacher trust. Focusing on strengths: Identifying and building upon existing positive practices. Asking guiding questions: Facilitating teacher reflection and leading them to their own understanding and solutions. Planning side-by-side: Collaborating with teachers to anticipate student misconceptions and design targeted instruction. Key indicators of coaching impact include changes in teacher language, increased student engagement, and improved instructional decision-making, alongside quantitative data like improved exit ticket accuracy and progress on standards. Crystal also candidly discusses the emotional toll of coaching, emphasizing the need for clear protocols and support for coaches who often become confidants for teachers. She concludes by sharing her philosophy of “leading like it matters,” focusing on purposeful interactions and connecting daily actions to broader goals. Staying Connected: You can stay connected to Crystal Williams via LinkedIn. The post PMP469: Instructional Coaching with Crystal Williams appeared first on Principal Matters.

This week on Monday Matters, Jen Schwanke and Will Parker discuss a post written by Will. Check out the post below and listen in to hear their thoughts on it! Random Moments, Major Outcomes by Will Parker I recently listened to an insightful episode of Hidden Brain that really provoked my thinking.  In the interview, host Shankar Vedantam shares the incredible story of Ivan, a man who was swept out to sea while swimming in Greece and survived against all odds—thanks to a random, drifting ball that had been kicked into the ocean by a little boy ten days earlier and 80 miles away from where Ivan was rescued. This story set the stage for a discussion with political scientist Brian Klaas about the hidden forces of chance and randomness in our lives.  As I listened, I was struck by two ideas: We are very good at predicting outcomes based on data, trends, seasons, and experience. We are very bad at predicting outcomes when we fail to take into account the random, unknown, or unseen forces involved. Brian Klaas points this out in the interview by explaining that human behavior tends toward focusing on what we can control. As a result, however, when we are confronted with situations outside of our control, we often respond with alarm, despair, or uncertainty.  His suggestion for embracing both realities is to focus on building resilience. In other words, when we learn to take a look at our behaviors from the perspective of what values we hold or the kinds of character traits we would like to possess, we are better situated emotionally to handle or respond to the unexpected. Lost at Sea For more context, when the story of Ivan’s rescue made it on the news, people learned he had been struggling in the ocean for an entire night while rescuers searched for him. While treading water in the early hours of the morning, he was about to give up when he spotted a ball floating nearby. He grabbed onto it, and it waved his life until rescuers found him a few hours later. When the story hit the news, it was seen by a woman in a different part of the country. It was her son, who ten days earlier had been playing with his siblings on the beach. The boy kicked the ball too hard in the direction of the water, and it floated away on the ocean waves. When the mother saw the news story, she recognized the ball. What are the chances that a man close to drowning in the ocean could be saved by a passing beach ball? Very slim. What is the reality that this actually happened? Ask Ivan and the mother of the boy who lost the ball. Listen to the podcast episode yourself for more context and takeaways. For this post, I just want to reflect on the beauty and power involved in the second of his ideas. When we fail to take into account the random, hidden forces involved in our lives or work, we may also be failing to be aware of the impact of our own actions on others. The point is this: Every day, you are involved in actions, conversations, and interactions with others with sometimes unseen but often powerful effects.  If you are an educator, you pour time and energy into lessons, feedback, and assessments to measure student outcomes. If you are an education leader, you strategize and execute in ways you hope improve learning outcomes across school communities. What you may never be able to measure, however, is the collective impact you are having in the hidden and unseen circumstances that lead to outcomes. A friend of mine, Jim Wingo, will be 90 years old this year. He told me the story of the year he graduated from high school. His teacher of Agriculture Science came to see him at the local butcher shop, where Jim worked after school. He told Jim about a Civil Service scholarship exam that was being given that day at school, and he grabbed Jim by the elbow, still wearing his bloody butcher’s apron, and escorted him to take the test. That exam qualified Jim for a scholarship that eventually led to his career as a nuclear scientist and his rank as a Colonel in the U.S. Army until his retirement.  One random moment taken by one teacher changed the life of one young person for generations. Jim’s son is now my family physician. What are the chances I would have his care today if not for that teacher’s generosity more than fifty years ago? What were the chances that a beach ball kicked by a boy in the ocean would save a life? What are the chances the smallest gesture of help you offer today could change the life of a child or colleague? Let’s Wrap This Up Today, as you do what you know is in your control, do not fail to recognize the power of intentional and meaningful action. At the same time, as you are confronted by what is out of your control, do not fail to recognize the power of building your own resilience to face whatever random, unplanned events that are coming your way, either. With perspective for what you can control and what you cannot control, you may be taking an action today (intentional or unintentional) that creates momentum and impact for others in ways you’ll never see. Isn’t that what makes life so beautiful anyway?  Now It’s Your Turn What is a time when a seemingly random event dramatically changed an outcome or situation for you? How can we work on our resiliency to respond to the unexpected with wisdom instead of fear or overreaction? Source cited: https://hiddenbrain.org/podcast/wellness-2-0-the-art-of-the-unknown/ The post MONDAY MATTERS with Jen Schwanke and Will Parker – Random Moments, Major Outcomes appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will and Jen take some time to answer the following listener question: Is achievement only dependent on the perfect leader happening along at the perfect time? Listen in to hear their response! Meet Tony Frontier: Tony Frontier, PhD, is an award-winning educator, author, and consultant who works with schools to improve curriculum, instruction, and assessment. A former teacher, associate principal, and curriculum director, he engages in research. He works with principals and teachers to develop engaging curriculum, use effective instructional strategies, design systems of teacher supervision that support reflective practice, and use data & assessment to improve student learning. He is a consultant with McTighe & Associates and an ASCD Faculty Member. In this week’s podcast episode, Dr. Jen Schwanke interviews Dr. Tony Frontier, an expert educator, author, and consultant specializing in curriculum, instruction, and assessment. Tony discusses his new book, AI with Intention: Principles and Action Steps for Teachers and School Leaders, emphasizing that AI is already very present in schools and requires intentional use by leaders, teachers, and students. He highlights that high school students are actively using these tools and are “pleading” for clear guidance on effective use. Tony encourages principals to experiment with AI tools for their own tasks and to understand student usage, viewing AI as an interactive tutor rather than just a “super Google.” The conversation stresses the potential for AI to assist teachers (e.g., critiquing assessments against standards) and the crucial need to learn from past mistakes with cell phones and social media, integrating AI discussions into the curriculum. He also notes how AI challenges student misconceptions about learning being effortless and how the focus must remain on learning, not just task completion. The discussion also covers Tony’s other works, including Teaching with Clarity. Tony stresses prioritizing content for deep understanding over mere coverage. He uses the jazz music metaphor—clarity on core agreements allows for creativity—to advocate for prioritizing standards to empower teachers, contrasting this with a rigid “classical music” approach. Drawing on his book titled Making Teachers Better, Not Bitter, Tony and co-author Paul Milkey advocate for systems supporting teacher reflection and growth beyond evaluation. They emphasize that principals cannot provide sufficient feedback through evaluation alone for significant improvement, highlighting the importance of a culture where growth is supported through collaboration, coaching, and student feedback. Tony links systemic change to transformational leadership focused on culture, standards, strategies, and beliefs about capacity, rather than just transactional changes. The interview concludes by reflecting on the value of artistic perspectives in leadership, noting artists’ focus on process, public performance, and skill-building, and using AI’s ability to isolate and slow down music parts as an example of how it can aid the process of learning. Key Concepts Discussed: AI with Intention: The need for schools to be deliberate and purposeful in how they integrate AI tools, understanding that students are already using them and require guidance. Teaching for Understanding: Prioritizing depth of learning and conceptual understanding over simply covering large amounts of content. Music as a Metaphor: Using the flexibility and shared agreements of jazz music as a model for school systems where clarity on core priorities allows for teacher creativity, contrasted with the rigid structure of classical music.  Supporting Teacher Growth: Focusing on systems and culture that support teacher growth and reflection through coaching, collaboration, and feedback, rather than relying solely on evaluation. Transformational Change vs. Transactional Change: Understanding the difference between addressing deep-seated issues through relational, vision-focused leadership (transformational) and simply altering structures or resources (transactional), and focusing efforts on the former. The conversation concludes by emphasizing that while AI tools are present and useful, the truly critical components are aligned and intentional teaching and fostering student agency and integrity, which are the things that really matter most in how these powerful tools are ultimately utilized. Tony’s New Book: AI With Intention: Principles and Action Steps for Teachers and School Leaders Article by Tony:  https://www.whatschoolcouldbe.org/blog/students-perceptions-of-ai-in-seven-high-schools-moving-from-avoidance-and-deterrence-to-responsible-engagement The post PMP468: AI with Intention with Tony Frontier appeared first on Principal Matters.

This week on Monday Matters, Jen Schwanke and I discuss happiness among educators. We cover an article by Elizabeth Dampf, The Cost of Happiness, and Jen talks about some articles she has written about joy in educators. School leaders face a lot of stress on the job. We spend a lot of time pouring into others. When you take time to pour into yourself, you have more to pour into others. How do principals hold on to the joy in their work as they deal with the pressure of feeling responsible for everyone else’s happiness? Listen to the episode to hear us try to answer that question! Now it’s Your Turn: If you are a principal who has found ways to hold onto joy and happiness in your work, what are the methods you employ to help you stay joyous in your work? Let us know at will@williamdparker.com. Links: Jen’s Articles: https://ascd.org/el/articles/can-we-still-findhttps://ascd.org/el/articles/can-we-still-find-joy-in-teaching-joy-in-teaching https://www.ascd.org/blogs/a-thing-and-a-buddy-the-power-of-identify-as-a-path-to-joy Elizabeth Dampf’s: https://www.ascd.org/blogs/the-cost-of-happiness-for-education-leaders The post MONDAY MATTERS with Jen Schwanke and Will Parker – Whose Happiness Are You Responsible For? appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker take a few minutes to discuss the following question: What is missing that keeps every school from moving forward at high levels all the time?  Listen in to hear their response! Meet Danny Bauer: Daniel Bauer is the founder of Better Leaders Better Schools and host of its top-ranked podcast, where he has inspired thousands of school leaders around the world. A former teacher and principal, Daniel now coaches education leaders to challenge the status quo, take bold action, and build school cultures that put people first. Through his mastermind groups, books, and speaking engagements, he equips leaders with the tools to create lasting impact. His mission: to help school leaders level up so they can lead with purpose, authenticity, and results. Learn more at betterleadersbetterschools.com.  Being a Ruckus Maker: Ruckus Makers is the term coined by Daniel Bauer that describes school leaders who dream for a new, different, and better way of doing education. Daniel loves to help Ruckus Makers reimagine education so that they can create an environment they want to be in, making work enjoyable. He says that he coaches Ruckus Makers to create the rules in which they can always win; if they can’t answer what the rules are, then they’re playing someone else’s game. To clarify, Danny states that he is not saying that the current way of doing school is bad, just that we need to find new, different, and creative ways to reach students. In order to do so, he tells leaders that they need to see school through the eyes of kids.  Lessons from Category Design: Recently, Daniel has been learning about category design, and those lessons have influenced his work. Category design is a business practice, used to sell products. When schools do this, they use category design as a way to sell their schools to potential employees. One example of how leaders can apply category design to their work is through the way they create job postings. Danny says that typically, job postings for school positions are generic and boring, and don’t move people to action. Instead, schools should lead with what makes their campus unique, or how they do school differently. Danny says that when school leaders take his advice, they tend to get so many applications they don’t know what to do. How you sell your school is what helps people know that it is the right fit for them.  Creating Principal Entry Plans:  In 2023, Daniel Bauer published the book, Build Leadership Momentum: How to Create the Perfect Principal Entry Plan. He outlines for Principal Matters listeners some ideas from that book to keep in mind as they step into a new school year. First, he reminds listeners that they are playing a game that they are the author of. Next, he lays out the framework for creating your 90 day entry plan. Then, he tells listeners to always start with you, for you are not going to have a great school year if you are not doing great. Finally, he states that creating and implementing a 90 day plan can help eliminate the stress of the start of the school year.  Final Comments and Staying Connected:  At the end of the interview, Danny shares some advice for listeners who are supporting educators through content creation. He tells listeners that they should not be afraid of being different. The most success he has found is when he is staying true to himself and bringing things that are unique to the table. He also says not to give up; a lot of people give up right before they are about to be successful.  You can stay connected to Daniel Bauer by visiting his website and subscribing to his newsletter.   The post PMP467: Being a Ruckus Maker with Danny Bauer appeared first on Principal Matters.