School Leadership Reimagined

For the last four weeks I've been naming something you already knew but couldn't say out loud — what's happening with your students, your teachers, your communities, and why everything you were traine...

The teacher you were trained to lead and the teacher standing in your building right now are not the same person, and nobody told you that. That's why in this episode, I'm  going to show you exactly w...

I've spent eight years watching brilliant, dedicated principals do everything right — and still hit the same invisible ceiling. More effort. More initiatives. More of themselves poured into the work. ...

Are you doing everything you were trained to do and still feeling stuck? The problem might not be you. It might be the playbook. In this episode, I'm naming the three forces that have converged to mak...

This month marks eight years of this podcast — and instead of celebrating with a highlight reel, I want to do something more honest: tell you what these eight years have actually changed in me. I star...

Are you really sure your staff believes in your 100% vision — or are they just saying what sounds right in the staff meeting? In this episode, I'm sharing a simple but powerful diagnostic I call the S...

Right now, schools everywhere are ramping up test prep, adding review sessions, and trying to make sure nothing slips through the cracks before testing begins. In this episode, I'm breaking down the t...

By this point in the school year, I see the same pattern play out over and over again: a system isn't working, so we compensate. We work around the gaps, carry the weight ourselves, and tell ourselves...

We all love a good redemption story in schools—the students who struggle for years and finally turn things around. Those stories make us feel good. They also let us avoid a harder question: why did su...

I see this pattern over and over again: capable principals implementing solid ideas, working hard, and still feeling like progress won't hold. When that happens, we usually assume the problem is us—ou...