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  • School principal as instructional leader

    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.

  • Leading across generations 

    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?

  • Client Perspective: Why I Considered Executive Coaching as an Educational Leader

    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?

  • 🎯 Real Talk: How I Burned Out (Twice!) and Found My Purpose Again

    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. https://www.dcorrcoach.com/book-online #EducationalLeadership #ProfessionalGrowth #LeadershipDevelopment #WorkLifeBalance #EdLeaders

  • Navigating Self Awareness, Difficult Conversations, and Self Efficacy in Educational Leadership

    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. Sign up for an initial session with me to learn more about elevating your leadership!

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