Another school year, into the books! And what did I accomplish this year? Regarding my professional goals, I accomplished a lot. If you ask me about my personal goals, that’s harder, and I’m just not sure. DOES SURVIVING COUNT? Yes, there were strategic wins. Problems solved. Initiatives advanced. Crises managed. It looks like success. But in quieter moments, I ask a harder question: Did I simply endure this year, or did I grow through it? Survival Is Not a Leadership Strategy In educational leadership, survival is often mistaken for resilience. They are not the same. Survival says, I made it through. Resilience asks, What did this season teach me? How did it change me as a leader? Superintendents are often expected to be visionaries, problem-solvers, and stabilizers all at once. Yet too few have structured space for reflection, the kind that turns experience into wisdom. High-achieving, career-loving superintendents know the power behind reflection and leverage this to sustain themselves and others. The Superintendent’s Loneliness Is Real And despite popular belief, leadership at the district level can be profoundly isolating. You may have a cabinet. You may have a board. You may have colleagues. But many superintendents still lack a true thought partner, someone outside the politics, outside evaluation, outside the noise, who can help them think, challenge assumptions, and sharpen decision-making. Research proves that superintendents who can identify someone in this capacity for them, last longer and find more fulfillment in their career. A Better End-of-Year Reflection Instead of ending the year with “What did I get done?” try asking: What did I learn about myself as a leader? What drained me unnecessarily? What deserves to be carried forward? What needs to be released before next year begins? What do I vow to never do again? Maybe Surviving Does Count… But It Shouldn’t Be the Goal If this year felt like survival, give yourself some grace. Superintendent leadership is not for the faint of heart. And yes, sometimes making it through is an accomplishment. But surviving cannot be the aspiration because the strongest district leaders aren’t the ones who carry everything alone. They’re the ones who make reflection a discipline, growth a habit, and support a strategy. What is calling for development at this stage of your career? Before launching into another year, perhaps the question is not simply: What does my district need next? But: What wants developing in me? More courage? More clarity? More ease in leading through complexity? More alignment between how I lead and who I want to be? More compassion and patience? Sometimes, it’s a gut feeling or intuition. Other times, you recall a theme in the feedback given to you throughout the year. Or, it’s something that you recognize in others that you wish you could embody yourself. Whatever it is, can you do more than just survive?

This is one of the top trends I am helping school leaders navigate right now. With a good amount of school year still ahead of us, now can be the time to reflect on your relationship with your principal and determine if you need to use this strategy to improve a strained relationship.   Managing up is the practice of strategically managing your relationship with your supervisor to create better outcomes for everyone involved, including you, your boss, your organization, and the people you serve. It 's about understanding your principal's priorities, communication style, and needs, then adapting your approach to work more effectively within that reality. It’s not desirable, but it is sometimes necessary to maintain your leadership motivation... and mental health. I provide some insights below to tease out what it is and know whether you should try it. What Managing Up Is NOT It's not manipulation.  You're not trying to trick or deceive your principal. You're being intentional about communication and collaboration. It's not sucking up.  Managing up isn't about flattery or being a yes-person. It's about professional effectiveness. It's not doing your boss's job for them.  While you might help your principal be more successful, you're not covering for incompetence or doing their work. It's not being inauthentic.  You can manage up while staying true to your values and maintaining your integrity. It's not accepting mistreatment.  Managing up is a professional strategy, not a tolerance for abuse or unethical behavior. What Managing Up Actually Looks Like This takes some knowing about your principal as a person and as a leader, which can be difficult if the relationship is already strained. It’s likely you will have to be proactive to try and know your principal as a person. Understanding your principal's perspective.  What keeps them up at night? What does success look like from their seat? When you understand their context, you can frame your ideas and concerns in ways that resonate. Adapting to their communication style.  Some principals want detailed emails. Others prefer quick face-to-face updates. Some want you to come with problems and solutions. Others want to be involved in the problem-solving. Managing up means learning these preferences and working within them, even if they're different from your natural style. Proactively communicating.  Rather than waiting for your principal to ask for updates or discover problems, you anticipate what they need to know and when. You keep them informed about potential issues before they escalate. You make sure there are no surprises that could embarrass them in front of the superintendent or the school board. Making your principal successful.  You look for opportunities to make their job easier—taking projects off their plate, giving them credit for successes, and providing information they need for district meetings. When your principal succeeds, you typically benefit too. This point could be difficult to tease out if you perceive your principal as incompetent, which is the subject of a different article at another time.  Solving problems, not just presenting them.  Instead of just bringing issues to your principal, you come with analysis and proposed solutions. "We have a problem with hallway behavior between 3rd and 4th period" becomes "We have a problem with hallway behavior between 3rd and 4th period. I've observed this transition, and I think it's because too many students are passing through the same corridor at once. I'd like to propose staggering dismissal times by one minute for rooms on the west wing. What do you think?" Building trust over time.  You demonstrate reliability by following through on commitments, handling your responsibilities well, and being honest even when it's uncomfortable. Picking your battles.  You distinguish between issues worth pushing back on and issues where you can defer to your principal's judgment. This means when you do advocate strongly for something, your principal knows it genuinely matters. Reading the room.  You develop the ability to gauge when your principal is receptive to new ideas versus when they're stressed and need space. You understand when to press an issue and when to let it breathe. So how do you know?  Not every principal-AP relationship requires intensive "managing up." In healthy partnerships, you collaborate naturally, communicate openly, and share leadership without constantly calculating your next move. Difficult topics aren't difficult conversations. But how do you know when you've crossed from normal workplace dynamics into territory that requires more strategic navigation? First, let's establish what healthy looks like so you can recognize when you don't have it: Your principal seeks your input and genuinely considers it You can disagree respectfully and it doesn't create lasting tension You receive both positive feedback and constructive criticism Your principal trusts you with significant responsibilities Communication flows easily in both directions Mistakes are treated as learning opportunities, not character flaws If this describes your relationship, count your blessings. You still need to communicate well and be professional, but you don't need the strategic, careful approach that "managing up" implies. Yellow Flags (Caution: Start Paying Attention): These signs suggest the relationship needs some attention, though it may not be in crisis (click dropdown arrow to the left) Communication becomes one-sided.  You're always initiating conversations, sending updates, and seeking feedback, but you rarely hear from your principal unless there's a problem. You're surprised by their reactions.  You think a decision will be well-received and they're upset, or vice versa. You're having trouble predicting what matters to them. You're excluded from decisions in your domain.  They make calls about discipline, scheduling, or other areas you typically handle without consulting you. Feedback is vague or contradictory.  You're told to "take more initiative" but then criticized when you do. Or you receive feedback that seems to shift based on their mood. They seem threatened by you.  When you accomplish something significant, they take credit, minimize it, or find fault with some aspect of it. Your ideas are consistently dismissed or ignored.  Not every suggestion will be implemented, but if your input is routinely disregarded without discussion, that's a problem. Red Flags (Active Managing Up Required): These signs indicate a relationship that needs serious attention and strategic navigation (click dropdown arrow to the left) Critical Red Flags (Consider Your Options Immediately): These situations require not just managing up, but serious consideration of whether the relationship is salvageable (click dropdown arrow to the left) Managing up is not easy, but it is sometimes the smartest move you can make. Navigating the relationship with intention and professionalism helps you maintain influence and keep progress moving. In turn, you may have to be "managed up" one day if you outgrow your role and aspire for higher-level leadership. (Hopefully not!)

The holiday decorations are coming down, the page is turned on the calendar, and reality is setting in. You're standing at the threshold of January with months of school stretching ahead, and you can already feel that subtle shift in the building's energy. Although there’s a refreshing start to the calendar year, you quickly notice your teachers are tired. You're tired. The Sunday-night jitters are no joke. And the finish line feels impossibly far away. Here's what no one tells you about principal burnout: you'll see it coming in your staff long  before you recognize it in yourself. You'll notice their exhaustion, their shortened fuses, their thousand-yard stares in faculty meetings. But your own depletion? That creeps up quietly while you're too busy taking care of everyone else. This is the moment that separates good principals from great ones, and the moment when you need to save yourself first. Choose Your Focus  Here's an uncomfortable truth: you cannot do everything,  and trying to do so is burning you out along with your staff. Take an honest inventory right now. Review the initiatives you launched in the early months of school this year. How many are genuinely moving the needle? How many have you lying awake at 2 AM, wondering how you'll keep all the plates spinning? This is your opportunity to prune, not just for your staff, but for yourself. Be bold here. Choose 2-3 priorities that truly matter, and give yourself permission to let other things go . That’s right, let’s read that again: give yourself permission to let other things go . Every initiative you try to sustain is drawing from your finite reservoir of energy, decision-making capacity, and emotional bandwidth. Share this focus with your staff explicitly: "Here's what we're concentrating on between now and June. Everything else is secondary." Don’t sabotage it with a list of more than 2 things. When you say this out loud, you're not just giving them relief, you're also permitting yourself to stop carrying everything. Protect the Rhythm Burnout doesn't happen because of one overwhelming week. It happens when there's no recovery built into the system. And principals? You have the worst recovery ratio of anyone in the building. Look at your calendar for February through the end of the school year. You're probably seeing back-to-back meetings, observations, parent conferences, district check-ins, and community events all pulling at your bandwidth. Here's your challenge: build in release valves for your staff and yourself. Create a "no-meeting day" each month. But also block time on your calendar that's non-negotiable. Pending any true emergencies, protect this time when your door is closed, your administrative assistant knows not to forward calls, and you can actually think, plan, or just breathe. It doesn’t have to be long. Start with 10 or 15 minutes. Your staff doesn't need you to be a martyr. They need you to be present, grounded, and sustainable. You Can't Lead from Empty By February, purpose gets buried under compliance deadlines and discipline referrals. You probably remember why you became an educator. Do you remember why you became a principal? Your staff is watching you. When you're frantic, they absorb that energy. When you're sending emails at 10 PM, you're teaching them that this job requires sacrificing everything. When you skip lunch to handle the crisis du jour, you're modeling that self-care is optional.  What does groundedness look like for you? Leaving by 5 PM twice a week? Not checking email on Sundays? Actually eating a lunch that’s not a cup of coffee? A weekly walk around the building that's just for you, not for observation or visibility? Choose one practice that would help you stay centered, and commit to it as if your effectiveness depends on it…because it does. You cannot pour from an empty cup, and you cannot lead a building through the marathon of the second half if you're running on fumes. The Invitation The second half of the school year will happen whether you approach it with intentionality or not. Your staff will either finish the school year depleted or challenged but sustained. And so will you. Choose focus over frenzy. Choose protection over perfection.  Your building is watching.

The Situation: A Leader's Tough Spot During an all-staff meeting, just after celebrating student achievements and improved attendance rates, commending the school’s staff for their relentless hard work since COVID, the school principal thought she was wrapping up the day on a high note. But, in a stunning turn just five minutes before the meeting was done, her storybook ending was shattered by a high-maintenance teacher who voiced frustration about feeling unsupported with multilingual learners, claiming the situation was "getting worse." Seriously? The school principal had poured countless  hours into this—bringing in professional learning, coaching, and ensuring that school partners and staff had input in an action plan to address the sharp rise in non-English-speaking students. She personally visited classrooms and team meetings every week and made a point to ask teachers reflective questions and bring problems of practice to her. She didn’t stop there—she presented updates about her school’s work at monthly admin meetings, and even board of education meetings. She made extra effort to protect meeting time with team leaders, teachers, and department coordinators to ensure curriculum-instruction-assessment were all aligned, always outlining clear progress and next steps. And, as a core value she leveraged teacher voice and believed they were responsive and comfortable approaching her. And now, this ? The teacher’s comment cut like a slap in the face, completely derailing the positive vibe of the meeting. The school principal, who had worked tirelessly on this, was left feeling both angry and deeply disappointed. How could all of that effort be so easily dismissed? Had all of that work gone unnoticed? Emotional Regulation: The First Line of Defense Emotional regulation played a crucial role in the leader's initial response. Despite feeling a strong urge to confront the teacher publicly and defend all the work she had done to help everyone build capacity, the leader demonstrated admirable self-control by: Recognizing their emotional state (pit in stomach, pursed lips, deep breath) Resisting the impulse to react immediately - even though it was hard! (and she used our coaching session to vent… and then move on) Choosing a more measured approach by letting the teacher know she would follow up with her to better understand her concerns, and did so by providing coverage and scheduling a meeting at the end of the next day. Although she contemplated waiting a few days to meet with the teacher in order to let her emotions further regulate, the principal wanted to convey that she was taking this seriously.  This display of emotional intelligence prevented a potentially damaging public confrontation and set the stage for a more productive discussion. Getting to know your internal signs of frustration, anxiety and anger isn’t easy for everyone. It takes practice, some mistakes, and a trusted confidant that can help you before you resort to the flight in “fight or flight” responses.  Crucial Conversations: Addressing the Issue The leader's decision to schedule a private meeting the next day aligns with best practices for crucial conversations, as outlined by Patterson et al. in their seminal work "Crucial Conversations: Tools for Talking When Stakes Are High" (2023). Key elements of this approach include: Creating a safe environment for dialogue Focusing on facts rather than emotions Seeking mutual purpose and mutual benefit Encouraging open and honest communication Through coaching and role playing, the principal and I practiced the tenets of crucial conversations and explored some limiting beliefs the principal held about the teacher. Although it went a long way, the principal was still frustrated by this teacher’s public challenge and lack of remorse for putting her on the spot during the staff meeting. This set stage for the principal and I to tackle her own values, expectations, and perceptions of this teacher through coaching.   Teacher Efficacy: The Underlying Concern Through productive dialogue and questioning, I helped the principal narrow down the issue. The teacher's complaint about a lack of direction when working with multilingual learners highlighted a concern about teacher efficacy. The principal wondered if the teacher’s low sense of efficacy was connected to the perception that this teacher was high-maintenance. Together, we explored this possibility through coaching and developed clear action steps for the principal to address the situation and better support the teacher in appreciating her impact on students and reaching multilingual learners. While the conversation between the principal and the teacher paved the way for progress, it’s clear that the principal still has considerable work ahead with the teacher. The teacher’s feelings of inadequacy in supporting multilingual learners are deeply ingrained and have become her default mindset. Changing these long-held beliefs won’t happen overnight. However, the foundation has been laid—by addressing the issue openly and setting clear steps for moving forward, the principal has empowered the teacher to shift these habits. Coaching continues to support the principal in her own capacity to empower her staff and build her confidence in leading.  Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2023). Crucial conversations: Tools for talking when stakes are high (3rd ed.). McGraw-Hill Education.

After two rounds of burnout as a Director of Special Education, I learned some hard lessons about leadership, resilience, and knowing when to pivot.  My path in education evolved from special education teacher to state department of education work, and then to district leadership. On paper, everything was ideal: a supportive superintendent, strong relationships with the Board of Education, and an incredible family who understood when work demanded extra time and energy. For about five years, it was exactly what I hoped for. Making meaningful change, supporting both students and staff, watching initiatives succeed. Then burnout hit with a punishing blow, though I didn't recognize it at first.The constant headaches and insomnia should have been warning signs, as should the way my shoulders stayed permanently tensed. Meanwhile, my usual optimism had given way to persistent anxiety, and I found myself unable to feel genuine joy in achievements that once would have thrilled me. The worst of it was my family silently suffering my moodiness, distractibility, and my physical hours away from them.  Despite having every possible support - including a superintendent who creatively tried to help me find new paths within the role - I spent three more years pushing through mounting exhaustion. I stayed because I was comfortable (it’s relative) and I had confidence (finally) that I knew what I was doing. I made a decision to leave and when I finally left, I thought a change of district would reset everything. New environment, same role, no problem ... and then COVID arrived. Out of commitment to the district during the crisis, I stayed. Again, I had a great team and strong relationships with colleagues. I felt like I was doing some good, and I wasn’t starting from scratch - I did this before! But this time, I recognized the warning signs of burnout returning. Learning from my past, I made a significant change before reaching that critical point again. I was fortunate to find a role still in educational leadership, but without the anxiety and constant fires to put out. Now, I lead other educators to build capacity working with students, schools, and districts. I am lucky to work with remarkable educators in a role that better serves both my purpose and my family's wellbeing, and allows me to keep learning.  The most important lesson? Burnout isn't a failure - mine wasn't anyone's fault. Although I didn’t know it at the time - the fear of perceived failure tortured me into staying. Just because I burned out didn't mean I couldn't find fulfillment in work again. It just had to be different work. What I needed most was someone to talk with before reaching the breaking point. Not for solutions, necessarily, but for: Reflection and awareness Questions that provoked deeper reflection Space to process aloud Find focus on what truly mattered Judgment-free listening I see fellow education leaders facing similar struggles, and it’s only October. They sometimes reach out just to talk, and I primarily listen and ask questions. These conversations often bring both tears and breakthroughs. This experience put me on a new path and shaped my current purpose in this journey: being the sounding board I needed during those challenging years. One of my goals is helping educational leaders recognize and navigate their challenges before reaching that point of no return. If this resonates with your experience in educational leadership, I'd welcome your thoughts. Sometimes sharing our stories helps others feel less alone in similar circumstances. #EducationalLeadership #ProfessionalGrowth #LeadershipDevelopment #WorkLifeBalance #EdLeaders

When I first heard about executive coaching for educational leaders, I'll admit I was skeptical. I had years of experience, solid student achievement data, and what I thought was a well-functioning team. But lately, I've been noticing something that's harder to measure on spreadsheets – subtle disconnects between my intentions and how they're received by my team.  The Wake-Up Call It wasn't one big incident that made me consider coaching. Rather, it was a collection of small moments: the slight hesitation before my teachers shared their honest opinions, the meetings where I felt like I was talking but not really connecting, and the nagging feeling that while our school was performing well on paper, we could be doing so much better. I started wondering: How do others really perceive my leadership style? Am I as approachable as I think I am? Sure, I can craft detailed strategic plans and analyze data with the best of them, but am I truly inspiring the kind of buy-in and motivation that creates lasting change? The Blind Spots We All Have  Here's what I've learned: Even the most experienced educational leaders have blind spots. We rarely get direct feedback about our leadership presence or how we come across to others. Our staff might nod and smile in meetings, but do they truly feel inspired and motivated? Do they trust that I'll be consistent in my approach and values? When I really thought about it, I realized: My vision might be clear in my head, but am I compelling enough to resonate with my team? During times of change or challenge, do I model the adaptability I expect from others? Have I created genuine, trust-based relationships, or just professional courtesy? When was the last time I received honest feedback about my leadership style? Why I Signed Up for Coaching  What's becoming clear to me is that being an effective educational leader isn't just about knowing what to do – it's about how we show up every day. Executive coaching helped me: See my blind spots and understand how I'm really coming across to others Develop a more compelling way to communicate my vision Build stronger, more authentic relationships with my staff Navigate changes while maintaining consistency in my leadership approach Ensure my actions align with my values in a way that builds trust The Hard Truth  The hardest part to admit is sometimes having a great strategy isn't enough. If my presence and execution aren't aligned with my intentions, I could be creating barriers without even realizing it. If I come across as unapproachable or inconsistent, even the best plans won't gain traction. Looking Forward I'm seeing executive coaching not as a sign of weakness, but as an investment in becoming a more impactful leader. Just as we expect our teachers to continuously grow and develop, shouldn't we as leaders do the same? Maybe having someone in our corner – someone who can provide that direct, honest feedback we rarely get – isn't just helpful, but necessary for taking our leadership to the next level. I don't have all the answers yet, but I'm starting to think that the question isn't whether I could benefit from executive coaching, but rather: Can I afford not to explore this opportunity for growth?

Recently, a colleague and I discussed the challenges of working with staff members from different generations. What one person might value could actually insult someone else (which I have done!). Early in my career, I made my fair share of mistakes when it came to communicating and leading individuals and teams across diverse age groups. Over time, I found that building relationships  is the best way to understand individual styles, preferences, and motivations.  In our schools and districts, we might have up to four generations working together - that’s a span of up to 58 years between our most experienced and newest team members! To effectively engage in a multi-generational staff, it’s important to value each group’s strengths, communication preferences, and unique needs. By creating an inclusive environment tailored to generational experiences, we can ensure every team member feels appreciated and empowered to do their best work with our students and families.  Here are some things to remember when leading across generations as an educational leader:  1. Understand Generational Traits (But Avoid Stereotypes) Recognize the typical characteristics of Baby Boomers, Gen X, Millennials, and Gen Z, but treat everyone as an individual. Avoid making assumptions based solely on generational labels.  (scroll to end for an organized list) Encourage cross-generational conversations to highlight shared values, such as a commitment to students and continuous improvement. 2. Tailor Communication Styles Baby Boomers may prefer face-to-face meetings or structured memos. Gen X often values direct and concise communication. Millennials and Gen Z may lean toward digital platforms, collaborative tools, and regular feedback. Use a mix of communication methods—email, in-person meetings, and virtual tools—to ensure everyone is informed and engaged. 3. Delivering Feedback to a Multi-Generational Team Start with Positives:  Begin with strengths to set a positive tone. Adapt Your Medium:  Match the feedback delivery method (e.g., email, face-to-face, or collaborative tools) to the generation’s preference. Encourage Dialogue:  Create space for questions, clarifications, or collaborative problem-solving. Recognize Individual Preferences:  Feedback preferences can vary even within generations, so consider individual communication styles.  (scroll to end for an organized list) 4. Recognize Different Motivations Baby Boomers may value loyalty and a strong work ethic. Gen X often appreciates autonomy and work-life balance. Millennials and Gen Z tend to prioritize purpose-driven work, flexibility, and professional growth opportunities. Offer a variety of incentives and support to meet these diverse needs, such as professional development, wellness programs, or leadership opportunities. 5. Celebrate Strengths and Contributions Highlight the strengths that each generation brings to the team (e.g., experience, adaptability, innovation). Acknowledge achievements publicly to build morale and show appreciation for everyone’s contributions. (scroll to end for an organized list) 6. Provide Clear, Shared Goals Focus the team on the district’s mission and vision, emphasizing how each person’s role contributes to the bigger picture. Ensure goals are clear and inclusive, giving all generations a sense of ownership and alignment. 7. Facilitate Collaboration Create opportunities for mixed-generation teams to work on projects, solve problems, or innovate together. Use team-building exercises that celebrate diversity and encourage understanding. 8. Be a Role Model for Inclusivity Demonstrate respect, curiosity, and adaptability in your interactions with staff of all generations. Show that you value input from everyone, regardless of age or experience level. Ready to book a Private Coaching session? Characteristics of educational leaders across generations Baby Boomers   (Born ~1946–1964) 61–79 years old Value hard work, loyalty, and recognition for experience. They might embrace a data-driven, top-down leadership style, setting clear performance goals and using measurable outcomes to guide decisions about curriculum and student achievement. They would demonstrate their strong work ethic and hands-on leadership through personal actions like arriving early, staying late, and attending extracurricular activities. They uphold values such as punctuality, adhering to dress code, and holding meetings.  Generation X      (Born ~1965–1980) 45–60 years old Independent, pragmatic, and resourceful.  They might demonstrate their adaptability by championing digital tools for tracking student progress and improving parent communication, while valuing collaborative leadership through teacher-led committees and shared decision-making to co-create policies or pilot programs. Understanding the evolving workplace culture, they might prioritize staff well-being through flexible professional development options and wellness programs. Millennials aka Generation Y   (Born ~1981–1996) 29–44 years old Collaborative, purpose-driven, and tech-savvy.  They might prioritize technological integration by implementing blended learning programs and promoting the use of devices, apps, and online resources to enhance student engagement and personalized learning experiences. Reflecting their generation's emphasis on holistic well-being, they would champion mental health initiatives through mindfulness programs, counseling resources, and growth mindset approaches to learning. Generation Z      (Born ~1997–2012) 13–28 years old Diverse, innovative, and highly adaptable to technology.  They might emphasize student empowerment through innovative approaches like student advisory boards and real-time social media engagement, while creating opportunities for global virtual collaboration and diverse learning pathways including hybrid and project-based options. Recognizing mental health as a cornerstone of education, they would implement comprehensive wellness initiatives including on-site counseling, peer support programs, and mindfulness practices, fostering an open culture where both students and staff feel supported in discussing mental health challenges. Feedback for generations  Everyone can benefit from feedback that is  Timely:  Provide feedback as soon as possible after the event or behavior. Specific and Constructive:  Highlight what went well, what could be improved, and actionable steps for growth. Balanced:  Offer both positive reinforcement and areas for improvement. Respectful:  Use a tone that fosters growth, not defensiveness. But tailoring the feedback could ensure the most effective approach Baby Boomers  (61-79 years old) What They Value: Respect for their experience and contributions. Formality and structure in communication. Feedback Style: Respect Their Expertise:  Acknowledge their wisdom and past successes before addressing areas of growth. Formal and Direct:  Use structured meetings or formal conversations. Example: “Your ability to manage parent concerns has been outstanding. I’d like to explore ways to make the process even more efficient.” Generation X (45 - 60 years old) What They Value: Independence, pragmatism, and straightforwardness. Feedback Style: Be Direct and Practical:  Focus on actionable solutions rather than emotional framing. Example: “The training materials were clear, but adding an FAQ section might help reduce follow-up questions.” Respect Their Time:  Keep the conversation concise and solution-oriented. Offer Autonomy:  Let them decide how to implement the feedback. Millennials (29 - 44 years old) What They Value: Growth opportunities, collaboration, and purpose-driven work. Feedback Style: Frequent and Collaborative:  Provide regular check-ins with feedback tied to their professional growth. Example: “Your innovative lesson plans are impressive. How can we build on this success to share with the team?” Incorporate Technology:  Use digital tools like shared documents or follow-up emails to keep feedback clear and trackable. Tie Feedback to Mission:  Show how their contributions align with organizational goals. Generation Z  (13 - 28 years old) What They Value: Authenticity, inclusivity, and immediate feedback. Feedback Style: Be Immediate and Transparent:  Provide real-time feedback where possible. Example: “Great job engaging students in the discussion today! Let’s work on pacing to include everyone.” Recognition preferences Baby Boomers (61-79 years old) What They Value: Loyalty, hard work, and dedication. Formal and public recognition for their contributions. Preferred Recognition: Public ceremonies or awards: Acknowledgment in meetings, newsletters, or official events. Personal letters or plaques: Tangible tokens of appreciation for their service and impact. Acknowledgment of experience: Highlighting their expertise and dedication over the years. Generation X   (45 - 60 years old) What They Value: Autonomy, competence, and work-life balance. Recognition that respects their independence and practicality. Preferred Recognition: Private, sincere praise: A one-on-one conversation or a handwritten note. Flexibility as a reward: Extra time off or the ability to work remotely. Skill-based opportunities: Offering professional development or leadership roles. Millennials (29 - 44 years old) What They Value: Purpose-driven work, teamwork, and continuous feedback. Recognition tied to growth and meaningful contributions. Preferred Recognition: Frequent and informal acknowledgment: Quick shout-outs in team meetings, digital platforms, or even a casual “thank you.” Opportunities for development: Access to mentorship, training programs, or cross-functional projects. Team celebrations: Celebrating achievements with their peers, such as team lunches or casual gatherings. Generation Z (13 - 28 years old) What They Value: Innovation, inclusivity, and authenticity. Recognition that is genuine, immediate, and aligned with their personal values. Preferred Recognition: Social media shout-outs: Public acknowledgment on digital platforms they frequent (with consent). Experiences over things: Unique rewards like tickets to events or learning opportunities. Clear and personalized praise: Specific feedback that highlights how their contributions make a difference. Ready to book a Private Coaching Session?

As school principals and district leaders have likely hit the mid-year mark and reviewed student performance data, I have found many school and district leaders are facing a tough reality: despite schools feeling "back to normal" post-pandemic, student outcomes aren't where they need to be.  Working with educational leaders that want to focus on this often surfaces challenges with principal self-efficacy.  The secret ingredient isn't just knowing what to do - it's believing you can do it.  Principals as Instructional Leaders Principal self-efficacy is their belief in their capability to drive desired outcomes and is a game-changer. But here's the challenge: Many principals tell me "I can't be an instructional expert in everything" or "There's no time for instructional leadership with all these behavior issues and administrative tasks." These are known as limiting beliefs.  The research is clear ( Hattie 2015 , Grissom et al. 2021  and so many others) and some leaders learned this somewhere in their preparation programs or through good professional learning: The highest-performing principals blend both instructional and transformational leadership. But knowledge alone isn't enough. Your beliefs shape your impact. You get to choose which beliefs you give power to - good or bad.   As a first step it’s important for principals to actually confront the questions: Do I actually believe I can impact instruction for better student outcomes? What do I believe is my role in impacting instruction?  A powerful strategy that impacts principal self-efficacy is self-awareness. Some areas to start with to help principals enhance their self-awareness and build self-efficacy: 🌟 Aligning Leadership with Purpose & Vision How well does my leadership align with my core values and vision for education? In what ways do I model resilience, adaptability, and a growth mindset for my staff? What strategies do I use to maintain a sense of purpose and motivation in my work? 🌟 Identifying Challenges & Areas for Growth What leadership situations make me feel uncertain or hesitant? Why? How do I handle stress and pressure in my role? Are there strategies I could improve? What feedback have I received that challenged me? How did I respond to it? In what areas do I need more support, mentorship, or professional learning? 🌟 Assessing Growth & Learning What new leadership skills or strategies have I developed over the past year? In what ways has my decision-making evolved as a principal? 🌟 Past Successes & Strengths What are some leadership challenges I have successfully navigated in the past year? What personal strengths helped me overcome these challenges? How do I typically respond to setbacks? What has worked well in those moments? When have I felt most confident in my leadership? What contributed to that feeling? How have I positively impacted my staff, students, or school community recently? Sometimes, I find principals firmly believe they can impact instruction, but don’t know where to start. Some areas to consider:  Vision and Goal Setting Data-Driven Decision Making Effective Teacher Coaching & Feedback Building a Collaborative School Culture Differentiated Instruction  Communication & Relationship Building Change Management & Resilience Time & Resource Management Modeling Continued Learning Crisis Management & Emotional Intelligence Setting High Expectations Accountability School leadership is not for the faint of heart. Even without being an expert in everything taught in schools, do you believe you can lead the experts? As an executive and leadership coach, I help school leaders sharpen their self-efficacy and recognize their power to drive meaningful change. Contact me to learn more.