Future-Proofing Education: Why the AWS Imagine Conference is a Must-Attend for School Leaders

I remember when I got my first Blackberry phone in 2007. Things sure have changed a great deal since then. The pace of change in our world is relentless, and education is no exception. As leaders, we are constantly tasked with preparing learners for a future that is volatile, uncertain, and complex. I share the following in Disruptive Thinking in Our Classrooms:

“To prepare students for the present and future they need to become disruptive thinkers where they can replace conventional ideas with innovative solutions to authentic problems.”

Sticking to the status quo is no longer a viable strategy; it’s a recipe for irrelevance. The real question we must ask ourselves is not if we should innovate, but how we can do so effectively to create future-ready schools in a cloud-based world? That’s why I’m urging every forward-thinking leader to attend the AWS Imagine Conference in Chicago July 29-20, 2025. Best of all, it’s FREE! Below are some important facts:

• The event will be in-person, in Chicago. 
• There is no cost to attend. 
• Registrations must be made with a business email (i.e. .edu, .gov, or .org). 
• You can register to attend HERE.

I am grateful that AWS partnered with me on this sponsored post to share about this game-changing event. 

This isn't just another tech conference. It's a critical gathering for leaders focused on the strategic work of genuine transformation. One of the core themes, "future-proof your organization," gets to the heart of what we do. This is about more than just buying new devices; it's about fundamentally rethinking our operating models. Researchers define digital transformation as a holistic process that involves changes to an organization's core, its processes, and its service models, all triggered by new technology (Mergel et al., 2019). The Imagine Conference provides a roadmap for this deep, structural work, moving beyond buzzwords to showcase real-world strategies from public sector and education leaders who are successfully navigating this path.

However, the most powerful technology is useless if it isn’t embraced by the people it’s meant to serve, something I address in great detail in Digital Leadership. The best-laid plans for innovation often fail at the human level. This is why the conference's focus on aligning people, processes, and cloud-based technology is so vital. It acknowledges a truth I’ve seen throughout my career: successful implementation hinges on embracement. Research on digital acceptance consistently shows that for any new tool to be adopted, users must perceive it as both useful and easy to use (Al-Emran et al., 2018). The sessions and hands-on demos at Imagine are designed to help us lead this change, providing the insights needed to create a culture where innovation is not just mandated, but welcomed.

Ultimately, leading this shift is our greatest challenge. Meaningful educational change is a complex, dynamic process that requires more than a vision; it requires a deep understanding of the mechanics of implementation and the culture of schools (Fullan, 2007). The AWS Imagine Conference is an unparalleled opportunity to connect with peers, learn from experts, and gain the practical knowledge needed to lead this charge effectively, especially when it comes to cloud-based technology. It’s where we can move from abstract ideas to concrete action plans.

If you are serious about leading change that matters, this is an event you can't afford to miss. Connect there and work together to build the future of learning for all students. 

Learn more about the event HERE.

Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Students’ perceptions of using m-learning for knowledge sharing: A structural equation modeling approach. Knowledge Management & E-Learning: An International Journal, 10(3), 263–279.

Fullan, M. (2007). The new meaning of educational change. Teachers College Press.

Mergel, I., Edelmann, N., & Haug, N. (2019). Defining digital transformation: Results from expert interviews. Government Information Quarterly, 36(4), 101385.

The Silent Killer of Innovation and Change

Idea voodoo is the paralyzing belief that a brilliant idea is a substitute for the methodical, and often difficult, work of execution required to make it a reality. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting a blog post I wrote in 2017, which you can read HERE.  Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.

We all struggle with a tug-of-war of sorts when it comes to ideas. In many situations, we are asked to either implement or embrace the ideas of others, particularly those to whom we are accountable or so-called experts in the field. This can be problematic at times if the groundwork explaining the what, why, when, and how has not been clearly articulated. Then there are those ideas that we develop on our own. Throughout my career and even up to this point, ideas have constantly flowed through my mind. There tends to be a bias towards the ones that we come up with, a phenomenon where our own labor leads us to disproportionately value our own creations (Norton et al., 2012). This throws another wrench into the process of moving an idea into actionable change.

Being open to new ideas is extremely important in these disruptive times. If we continue to employ the same type of thinking, then the chances are that we will probably have to settle for the same old results, or worse. Great ideas are the seeds of change. Many of them don’t have the opportunity to germinate because of our fixed mindsets. For the most part, nobody likes change. This is just how our brains are wired, unfortunately, for many of us. Research has long shown that a powerful status quo bias often leads individuals to prefer current states over uncertain alternatives, even when the change offers potential benefits (Kahneman et al., 1991). I can tell you that this was the case for me early in my administrative career. It is important not to fall victim to idea voodoo.

“Idea voodoo” is the insidious belief that a powerful, innovative idea is sufficient on its own to manifest change. It’s a form of organizational superstition, treating a concept not as a starting point for hard work, but as a magical incantation that should effortlessly reshape reality. This mindset is one of the most significant yet subtle inhibitors of genuine progress, as it fundamentally misunderstands that change is not a revelation, but a process. It conveniently divorces the glamour of the "eureka!" moment from the grueling, unglamorous labor of execution. An organization captured by idea voodoo will celebrate the brainstorming session but fail to allocate the resources, create the project plans, or assign the accountability necessary to bring the vision to life.

The primary way idea voodoo inhibits change is by fostering passivity. The proponent of the idea, believing in its inherent power, presents it and then waits for it to be adopted, as if the concept itself will persuade dissenters, secure funding, and devise its own implementation strategy. When the idea inevitably falters, its champion doesn’t blame the lack of a plan; they blame the organization’s “resistance to change” or colleagues who “just don’t get it.” This creates a toxic cycle of perceived brilliance followed by disappointing inaction. Over time, this pattern breeds widespread cynicism. Employees learn to see new ideas not as exciting opportunities but as the beginning of another frustrating, dead-end initiative. They become conditioned to ignore the "next big thing," knowing it will likely vanish without a trace.

Ultimately, idea voodoo stalls momentum by treating the catalyst as the entire chemical reaction. It fixates on the noun (the idea) while ignoring the verb (the work). True, sustainable change requires a culture that values execution as much as, if not more than, ideation. It requires acknowledging that the best idea is worthless without a practical, step-by-step plan to navigate obstacles, persuade stakeholders, and integrate the new reality into existing systems. Escaping idea voodoo means trading magical thinking for methodical effort, understanding that successful change depends on a strong implementation climate where the new behavior is expected, supported, and rewarded (Klein & Knight, 2005). Change isn't summoned—it is built, brick by painstaking brick.

Kahneman, D., Knetsch, J. L., & Thaler, R. H. (1991). Anomalies: The endowment effect, loss aversion, and status quo bias. Journal of Economic Perspectives, 5(1), 193–206. 

Klein, K. J., & Knight, A. P. (2005). Innovation implementation: Overcoming the challenge. Current Directions in Psychological Science, 14(5), 243–246. 

Norton, M. I., Mochon, D., & Ariely, D. (2012). The IKEA effect: When labor leads to love. Journal of Consumer Psychology, 22(3), 453–460.

How to Give Feedback That Actually Works

Feedback is the engine of growth - offering clarity, challenge, and direction. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting blog posts I wrote in 2018 and 2019.  Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.

We’ve all been there: the feedback sandwich that feels more like a criticism wrapped in two stale pieces of praise, or the vague "good job" that leaves you wondering what you actually did well. Facilitating feedback that is heard and acted upon is a critical competency in any professional setting. Fortunately, a wealth of research has illuminated the key ingredients for turning feedback from a dreaded formality into a powerful tool for growth and development.

Effective feedback is about closing the gap between a person's current performance and a desired goal. It’s a process of providing information that helps individuals understand where they are, where they need to be, and how they can get there.

Be Specific and Behavioral

One of the most consistent feedback research findings is the importance of specificity. Vague comments are difficult to act on. Instead of saying, as a teacher, “Your essay needs to be more organized,” try saying, “I noticed that your main points are all in a single paragraph. Try dedicating a separate paragraph to each key idea and use transition sentences to guide the reader from one point to the next.” Now let’s look at an administrator example.  Instead of saying something vague like, "You need to improve student engagement," a principal could provide specific, actionable feedback by saying: "During my observation of your history lesson, I noticed that you shared fantastic information, but some students in the back seemed to lose focus during the lecture portion. To help keep everyone actively involved, you could try incorporating a 'turn-and-talk' after introducing a key event. This would give students a moment to process the information and discuss it with a peer before you continue." This focuses on a specific, observable behavior and provides a clear path for improvement. As research by Goodman and Wood (2004) suggests, highly specific feedback can significantly enhance immediate performance.

Focus on the Task, Not the Person

Feedback is most effective when it hones in on the task or the process, rather than making judgments about the individual's personality. When feedback is perceived as a personal attack, defensiveness is a natural reaction, and the intended message is often lost. A seminal meta-analysis by Kluger and DeNisi (1996) found that feedback directed at the self can even have a negative impact on performance. The key is to address the "what" and "how" of the work, not the "who."

Make It a Two-Way Conversation

Effective feedback isn't a monologue; it's a dialogue. Create an environment where the recipient feels comfortable asking questions, sharing their perspectives, and disagreeing. This approach develops a sense of ownership and collaboration. Research on "feedback literacy" by Carless and Boud (2018) emphasizes the importance of the recipient's ability to not only receive but also process and use feedback, a skill that is best developed through interactive and supportive conversations.

Timeliness is Key

The impact of feedback diminishes with time. For it to be most effective, it should be delivered as close to the event as possible. This allows the recipient to recall the situation clearly and apply the feedback promptly. While immediate feedback is often ideal, the most crucial element is that it is regular and ongoing, rather than a once-a-year event.

Balance is Important, But Honesty is Crucial

While the "feedback sandwich" (praise, criticism, praise) is a popular technique, it can sometimes dilute the core message. It's more important to be honest and clear. That doesn't mean being harsh. According to Shute (2008), effective formative feedback is supportive and non-evaluative. When delivering constructive criticism, ensure it is framed in a forward-looking and developmental way.

In their influential work, Hattie and Timperley (2007) conceptualize effective feedback as answering three key questions for the learner: Where am I going? How am I going? and Where to next? By keeping these principles in mind, you can transform your feedback from a source of anxiety into a catalyst for genuine improvement and professional growth.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.

Goodman, J. S., & Wood, R. E. (2004). Feedback specificity, exploration, and learning. Journal of Applied Psychology, 89(2), 248–262.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.

Preparando a los estudiantes para su futuro, no para nuestro pasado

Mientras que COVID-19 representó la fuerza más disruptiva que jamás haya tenido un impacto en el campo de la educación, los educadores hicieron lo que siempre hacen: hacer todo lo posible por los niños y por los demás.  Constantemente hacían limonada con un suministro interminable de limones.  Antes, los desafíos eran vistos como obstáculos. Ahora se ven como oportunidades para innovar. Ahora los educadores se enfrentan a otra fuerza disruptiva: la inteligencia artificial (IA). Una vez más, estarán a la altura de las circunstancias.

Una edad de oro de transformación está sobre nosotros, y el momento de actuar es ahora.  Al aprovechar las lecciones aprendidas durante la pandemia, así como de los disruptores recientes como Amazon, Netflix, Uber y Airbnb, los educadores pueden planificar y trabajar para preparar el aprendizaje para el futuro de todos los niños. Para ello, se necesitan la mentalidad y las estrategias adecuadas para crear culturas en el aula en las que los alumnos puedan sustituir las ideas convencionales por soluciones innovadoras y auténticas.  Esta es la esencia de la preparación para ahora, donde la IA está dominando el panorama y lo desconocido, algo que se entreteje a lo largo de Pensamiento Disruptivo en Nuestras Aulas. Como he dicho durante años y enfatizado en el libro: "No prepares a los alumnos para algo. ¡Prepáralos para cualquier cosa!"

Independientemente de las fuerzas a las que se enfrente, los educadores desempeñan un papel fundamental en la preparación de los estudiantes para el éxito ahora y en el futuro.  En este libro, mi esperanza era presentar un caso convincente de que la mejor manera de hacer esto es crear una cultura de pensamiento disruptivo en el aula y más allá.  Cuando se trata de cambio, siempre hay un enfoque dominante en el por qué. Llegados a este punto, creo que todos los profesores y administradores tienen algún contexto en cuanto a la necesidad de replantear la práctica. Muchas personas se obsesionan con cómo implementar de manera efectiva estrategias innovadoras que conduzcan a nuevos y mejores resultados alineados con la investigación y basados en evidencia real. Aquí radica la fuerza impulsora que me impulsó a escribir el libro.

Resumen

La premisa es simple pero poderosa.  Es hora de preparar el aprendizaje para el futuro para TODOS los niños. Dividido en cuatro partes, este libro combina historias, información de miles de visitas escolares, estrategias prácticas, investigaciones, lecciones de la pandemia y ejemplos de las aulas para ayudar a los educadores a transformar su práctica. Las partes son:

• Repensando lo "normal"
• Repensando el aprendizaje
• Repensando al alumno
• Repensando nuestra mentalidad

Cada capítulo termina con un "desafío disruptivo" diseñado para hacer precisamente eso: desafiar a los educadores a interrumpir de alguna manera su pensamiento o prácticas profesionales actuales. Estoy muy entusiasmado con estos y creo que los lectores encontrarán un gran valor en ellos, ya que los alentarán a aplicar activamente los conceptos y compartir los resultados en las redes sociales utilizando #DistruptiveThink.

Los lectores se desarrollarán y entenderán que...

El cambio disruptivo es la nueva normalidad. Como tal, nuestra mentalidad y práctica deben evolucionar hacia un aprendizaje preparado para el futuro de manera que ayude a los estudiantes a desarrollar competencias significativas fundamentales para el éxito en un mundo impredecible.

La comodidad es enemiga del crecimiento. Debemos evaluar críticamente si la forma en que siempre se han hecho las cosas en el aula prepara a los alumnos para el éxito ahora y en el futuro. La mejora en todo lo que hacemos es un viaje sin fin.

El aprendizaje es un proceso, no un evento. Requiere que los educadores desarrollen y utilicen prácticas de instrucción y técnicas pedagógicas que satisfagan las necesidades únicas de todos los estudiantes.

Las prácticas periféricas juegan un papel clave en el desarrollo del pensamiento disruptivo. Algunas tienen un valor creciente, mientras que otras no. Depende de los educadores encontrar la combinación adecuada de estas estrategias para empoderar a los alumnos.

Repleto de ideas listas para usar y recursos integrados, incluyendo las últimas herramientas digitales, plantillas y artefactos de aulas reales, los lectores aprenderán....

• Por qué un cambio de mentalidad es esencial para preparar a los alumnos para un mundo impredecible
• Cómo implementar estrategias de investigaciones basadas en evidencia que se centren en el desarrollo de competencias fundamentales
• Cómo garantizar la equidad a través de la personalización
• En qué reflexionar para mejorar y construir relaciones poderosas

Recursos complementarios

Con el tiempo las cosas cambian. Saber esto me obligó a reflexionar sobre cómo crear un recurso relevante que evolucionara con el tiempo. He estado blogueando desde que se publicó el libro para alinear el contenido, las ideas y las estrategias actualizadas de cada capítulo para cumplir con este objetivo. También he desarrollado nuevas gráficas para apoyar a los educadores mientras trabajan para ayudar a sus alumnos a convertirse en pensadores disruptivos.  Para ello,  se materializó un tablero de Pinterest que se actualiza periódicamente. A medida que aprendo y reflexiono a través de mi trabajo en las escuelas, mi objetivo es mantener este vínculo fresco con contenido innovador.

Presentación o Taller

Aquí hay una descripción para una presentación o taller (día completo o medio día) sobre los conceptos y estrategias en el libro:

El mundo ha cambiado y sigue cambiando de maneras que son difíciles de predecir, especialmente cuando se trata de inteligencia artificial (IA). Independientemente de las fuerzas a las que se enfrenten, los educadores desempeñan un papel fundamental en la preparación de los estudiantes para el éxito ahora y en el futuro. ¡La mejor manera de hacer esto es crear una cultura de pensamiento disruptivo en nuestras aulas y escuelas que prepare el aprendizaje para el futuro de TODOS los niños! Prepárese para un viaje en montaña rusa que teje historias, ideas prácticas y conocimientos de miles de aulas para crear experiencias de aprendizaje significativas que resistirán la prueba del tiempo. Es hora de desafiar el status quo con respecto a la enseñanza y el aprendizaje en nuestras aulas. Nuestros alumnos, y su futuro en un mundo nuevo y audaz, dependen de nosotros.

Guía de estudio

Puede encontrar una guía de estudio completa AQUÍ.  Si está buscando crecer individual o colectivamente como parte de un estudio de libro, asegúrese de tener este recurso a mano. También hay disponibles impresionantes descuentos por volumen. Para obtener más información, envíe un correo electrónico a info@connecteddpublishing.com.

La disrupción representa un llamado continuo a la acción, ya que las fuerzas que cambian radicalmente la sociedad siempre estarán en juego. Tenemos el antídoto definitivo: emplear una mentalidad y estrategias que equipen a los alumnos con las competencias necesarias y la capacidad de estar siempre preparados. La solución es el pensamiento disruptivo.

¿Busca aprendizaje profesional cuando se trata de prácticas exitosas en un mundo disruptivo? ¿Quiere aprovechar al máximo la inteligencia artificial (IA) en todo su potencial?  Póngase en contacto con nosotros hoy mismo para programar un Zoom GRATUITO para saber cómo Aspire Change EDU puede apoyar a su escuela, distrito u organización con un enfoque en la pedagogía sólida, las prácticas basadas en la evidencia y el crecimiento profesional: AspireChangeEDU@gmail.com 

The Phrases That Keep Us Stuck and What to Do About Them

Words can be quite polarizing and morph into reasons why change is not necessary.  Recently, on Unpacking the Backpack, I shared some thoughts on how TTWWADI (That's the way we have always done it) can be a culture killer after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

We often think the greatest obstacles in education are external—limited resources, shifting policies, or ever-changing standards. But sometimes, the most insidious barriers come from within. They hide in plain sight, embedded in our everyday language and mindsets. Harmless at first glance, these phrases quietly sabotage progress, limit potential, and preserve the status quo. If we want to transform education in meaningful ways, we must start by confronting the words that hold us back.

These phrases are more than just words—they're warning signs of fixed mindsets, low expectations, and a resistance to change. Left unchecked, they become part of the culture, quietly influencing decisions, limiting innovation, and undermining student success. To create schools that are responsive, equitable, and future-ready, we must identify and challenge the language that sustains outdated practices. Below are six of the most dangerous phrases heard in schools—and why they must be replaced with a mindset of growth, possibility, and purpose.

1. "That's the way we've always done it."

Why it's dangerous: This mindset resists change, stifles innovation, and prioritizes tradition over effectiveness. It discourages educators from examining whether practices are meeting current student needs or aligning with modern research.

2. "These kids can't..."

Why it's dangerous: This phrase reflects deficit thinking and lowers expectations. It places limits on student potential based on assumptions about background, behavior, or ability—often reinforcing systemic inequities. 

3. "We tried that already."

Why it's dangerous: Often used to dismiss ideas without evaluating whether they were implemented effectively or supported over time. Innovation requires iteration, adaptation, and reflection—not one-time trials.

4. "It’s not my job."

Why it's dangerous: This mindset erodes collective responsibility. In successful schools, everyone plays a role in student success—whether it's academic support, behavior management, or cultural responsiveness.

5. "They’re just not motivated."

Why it's dangerous: It shifts the blame to students instead of examining how learning experiences might lack relevance, challenge, or support. It ignores the educator's role in creating engaging and meaningful learning environments.

6. "That won't work with our kids."

Why it's dangerous: This phrase shuts down evidence-based practices by presuming local exceptionalism. It dismisses research and replicable strategies without trying to adapt them to fit the context.

Overcoming these limiting phrases begins with cultivating a growth mindset among educators and leaders. Dweck (2006) emphasizes that when educators believe all students can grow with effort and support, they are more likely to implement equitable and innovative practices. This shift requires professional learning environments where reflective dialogue, data-enhanced decision-making, and collective efficacy are prioritized. As Hattie (2012) found, collective teacher efficacy—when educators believe in their shared ability to positively affect students—has one of the highest effect sizes on student achievement. Eliminating phrases that reflect doubt, blame, or resignation helps create a culture where high expectations and continuous improvement are the norm.

Intentional leadership also plays a crucial role in disrupting these harmful narratives. Leithwood, Harris, and Hopkins (2020) argue that transformational leadership—marked by vision-setting, fostering collaboration, and challenging the status quo—is key to school improvement. Leaders who model curiosity, openness to feedback, and a willingness to challenge traditional norms help create conditions where innovation thrives. By replacing passive or defeatist language with solution-oriented thinking, schools become learning organizations where students and staff alike are empowered to take risks, grow, and succeed.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.

Why True Success Demands Discomfort

The secret to unlocking genuine achievement lies not in avoiding challenges, but in embracing their inherent discomfort. Recently, on Unpacking the Backpack, I shared some compelling reasons, backed by research, to move beyond our comfort zones and embrace failing forward after revisiting a blog post I wrote in 2019. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

We’re often sold a vision of success as a smooth, upward trajectory – a highlight reel of achievements and accolades. But the reality for most is far bumpier, more challenging, and frankly, more uncomfortable. The truth is the path to significant, meaningful success is rarely paved with ease. It’s in navigating the discomfort – the fear, the uncertainty, the stretching of our abilities – that true growth and lasting achievement are forged.

Think about it: stepping outside your comfort zone is, by definition, uncomfortable. Yet, this is precisely where learning and growth thrive. Whether it's the knot in your stomach before a crucial presentation, the frustration of grappling with a new skill, or the vulnerability of implementing an innovative idea, these moments of unease are not roadblocks, but rather signposts indicating you’re pushing boundaries.

One of the first uncomfortable truths we often encounter is the fear of failure. This isn't just a fleeting worry; it can be a significant psychological barrier. Research by Conroy, Willow, and Metzler (2002) identified various dimensions of this fear, including fears of experiencing shame and embarrassment and devaluing one's self-esteem. The anxiety associated with potential failure can be paralyzing, tempting us to stick to the familiar and avoid challenges. However, success often lies on the other side of confronting these fears, learning from setbacks, and developing resilience. Each time we push through this fear, even in small ways, we build our capacity to handle greater challenges.

This ties directly into the concept of a growth mindset, a term Dr. Carol S. Dweck popularized. Individuals with a growth mindset believe their abilities can be developed through dedication and hard work. This inherently involves embracing challenges and persisting in the face of setbacks – activities that are often uncomfortable. A seminal study by Blackwell, Trzesniewski, and Dweck (2007) demonstrated that students holding a growth mindset showed an upward trajectory in grades over two years of junior high school, precisely because they were more likely to embrace challenging coursework and persist despite difficulties. The discomfort of tackling hard problems was a catalyst for their academic success.

Another layer of discomfort arises from honestly appraising our own competence, or lack thereof. The Dunning-Kruger effect, a cognitive bias described by Kruger and Dunning (1999), highlights how individuals with low ability at a task often overestimate their ability. The uncomfortable journey here involves moving from blissful ignorance to a more accurate, and perhaps humbling, self-assessment. Recognizing our incompetence is a crucial, albeit uncomfortable, first step towards genuine skill development. Only when we acknowledge what we don’t know can we truly begin to learn and improve.

Even when success begins to materialize, discomfort can persist in the form of impostor syndrome. First identified by Clance and Imes (1978), this psychological pattern involves a persistent internalized fear of being exposed as a "fraud," despite external evidence of competence and achievement. High achievers, paradoxically, are often plagued by these feelings of inadequacy. The discomfort of feeling like an impostor, worrying that one's successes are due to luck rather than ability, can be profound. Overcoming this requires an uncomfortable level of self-reflection, acceptance of one's accomplishments, and a willingness to internalize success.

The journey to success is not about avoiding discomfort, but about learning to navigate it, grow from it, and even seek it out as a sign of progress. It’s about understanding that the butterflies in your stomach, the sweat on your palms, and the nagging voice of doubt are often indicators that you’re on the right track – the uncomfortable, but ultimately rewarding, path to achieving your potential.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.

Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional fear of failure measurement: The Performance Failure Appraisal Inventory. Journal of Applied Sport Psychology, 14(2), 76-90.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.

Why School Leaders Need a Coach: The Critical Role of Job-Embedded and Ongoing Professional Learning

Professional learning is an embedded element of every district and school, but the focus is usually on teachers.  Leaders deserve support as well.  Recently, on Unpacking the Backpack, I discussed the value of job-embedded and ongoing coaching for administrators backed by research after revisiting blog posts I wrote in 2018 and 2021. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.

Effective school leadership is pivotal in shaping successful learning outcomes and creating an enriching school culture. However, the complex responsibilities inherent in school leadership often demand continuous skill development, reflective practice, and adaptive leadership approaches. Increasingly, educational research underscores coaching as a highly effective form of professional learning, essential for empowering school leaders with the capabilities required for impactful, sustainable leadership.

The Case for Coaching in School Leadership

School leaders today face unprecedented challenges, from navigating diverse educational needs to managing organizational change effectively. Coaches provide critical support, enabling leaders to build essential skills, reflect critically on their practice, and apply adaptive strategies in real-time scenarios (Aguilar, 2013). According to Wise and Cavazos (2017), leaders who engage in coaching report increased self-efficacy, enhanced problem-solving skills, and a heightened capacity for effective decision-making. Effective leadership is about people and how their collective actions align with new thinking, ideas, and tools to help build cultures primed for success (Sheninger, 2019). Coaching helps leaders get to where they need and want to be to improve outcomes.

Job-Embedded Coaching as Continuous Improvement

One of the defining characteristics of successful leadership coaching is its job-embedded nature, meaning the learning occurs within the actual work context. This approach ensures relevance, practicality, and immediacy, directly connecting coaching sessions to daily challenges and responsibilities (Drago-Severson & Blum-DeStefano, 2018). It also avoids having to miss time to attend presentations and workshops.  Job-embedded professional learning through coaching allows leaders to immediately apply new insights, receive timely feedback, analyze evidence, and refine their practices iteratively, which is imperative in a disruptive world (Sheninger, 2021). 

Research Support for Ongoing Professional Learning

Research consistently highlights ongoing, sustained professional development as significantly more effective than isolated training events (Darling-Hammond, Hyler, & Gardner, 2017). Ongoing coaching supports deep, reflective learning processes, allowing leaders to progressively build and reinforce leadership competencies over time. The sustained nature of coaching contributes to deeper internalization of effective leadership practices, ultimately enhancing organizational outcomes and student achievement (Goff, Guthrie, Goldring, & Bickman, 2014).

Promoting Reflective Leadership

Coaching promotes reflective practice, a cornerstone of effective school leadership. Reflection facilitated by a skilled coach helps leaders critically analyze their actions, decisions, and outcomes, driving continual growth and learning (Robertson, 2016). Through guided reflection, leaders develop a deeper understanding of their strengths and areas for growth, enhancing their overall leadership capacity and effectiveness.

Building Capacity for Adaptive Leadership

Adaptive leadership, crucial in today's educational environments characterized by complexity and constant change, is significantly enhanced through coaching (Heifetz, Grashow, & Linsky, 2009). Coaches support leaders in developing adaptive strategies, resilience, and flexibility, ensuring they are equipped to lead effectively amidst changing contexts and challenges (Sheninger, 2015).

Creating Sustainable Leadership Growth

Ultimately, coaching contributes to the sustainability of leadership growth by embedding continuous learning within the leader's professional practice. This sustained engagement supports immediate performance improvement and long-term leadership capacity building, benefiting the broader educational community and fostering school-wide improvement (Killion & Harrison, 2017).

The evidence supporting coaching as an essential component of professional learning for school leaders is compelling. Job-embedded, ongoing coaching helps leaders develop the reflective capacity, adaptive skills, and sustained effectiveness necessary to meet contemporary education's dynamic demands. As schools continue navigating complex educational landscapes, investing in coaching for school leaders remains a strategic imperative (Sheninger, 2019). 

Want to learn more about the Aspire Change EDU coaching model? Reach out today to set up a complimentary thirty (30) minute Zoom - AspireChangeEDU@gmail.com

Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. Jossey-Bass.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Drago-Severson, E., & Blum-DeStefano, J. (2018). Leading change together: Developing educator capacity within schools and systems. ASCD.

Goff, P., Guthrie, J. E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching. Journal of Educational Administration, 52(5), 682–704. 

Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.

Killion, J., & Harrison, C. (2017). Taking the lead: New roles for teachers and school-based coaches. Learning Forward.

Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through coaching partnerships. Leading and Managing, 22(1), 26–38.

Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times (2nd Edition). Corwin: Thousand Oaks, CA. 

Sheninger, E. (2021). Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future. ConnectEDD Publishing: Chicago, IL.

Sheninger, E. (2015). Uncommon Learning. Corwin: Thousand Oaks, CA 

Wise, D., & Cavazos, B. (2017). Leadership coaching for principals: A national study. Mentoring & Tutoring: Partnership in Learning, 25(2), 223–245. 

Building Trust: Five Research-Backed Strategies for Meaningful Relationships

 "Trust isn't built through grand gestures—it's earned in the quiet moments where consistency, honesty, and empathy align."

Writer’s block is real, especially if you have been blogging for as long as I have (15 years).  Going back and reflecting on past posts through my podcast has enabled me to explore new angles on, in my mind, very important topics and concepts.  Recently, on Unpacking the Backpack, I discussed research-based ways to build trust after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

Trust is the foundation of all meaningful relationships, whether in education, leadership, or personal interactions. Building trust involves intentional practices supported by research to create reliability, openness, and mutual respect. Here are five research-backed strategies to effectively build and sustain trust:

Demonstrate Consistency and Reliability 

Trust develops when actions align consistently with words and commitments. According to Mayer, Davis, and Schoorman (1995), perceived reliability significantly enhances trust in leadership contexts, influencing the quality of relationships and organizational outcomes.

Promote Transparency and Open Communication 

Transparent and honest communication fosters trust by reducing uncertainty. Research by Tschannen-Moran and Hoy (2000) emphasizes that openness and vulnerability in interactions create an environment where trust can flourish, significantly impacting school leadership effectiveness and educator satisfaction.

Show Empathy and Emotional Intelligence 

Trust strengthens when individuals demonstrate empathy and understanding of others' perspectives and emotions. Mayer, Caruso, and Salovey (2016) found that leaders with higher emotional intelligence are more adept at building trust, as they effectively manage emotions to foster genuine connections and a supportive atmosphere.

Cultivate Authenticity 

Authenticity involves being genuine and true to one's values, promoting trust through predictability and sincerity. Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008) illustrated that authentic leadership positively correlates with trust in leaders, leading to improved organizational commitment and performance.

Encourage Mutual Respect and Shared Decision-Making 

Trust is deepened when individuals feel valued and included in decision-making processes. Bryk and Schneider (2003) highlighted how relational trust within educational institutions is significantly enhanced through inclusive leadership practices that emphasize respect and collaborative decision-making.

By intentionally integrating these research-based strategies, individuals and leaders can cultivate stronger, trust-driven relationships that positively impact their organizations and personal interactions.

Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–45.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. 

Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734. 

Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547–593. 

Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. 

The Professional Development Paradox: Why Good Intentions Go Astray in Schools

Who doesn't look forward to PD days? While some educators do, I have the feeling that many of you cringe at the thought.  Recently, on my podcast Unpacking the Backpack, I discussed the pitfalls of professional development (PD) after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic.  

PD is the cornerstone of district and school culture. The idea is sound: equip educators with new skills, knowledge, and strategies to better serve their students. Yet, for many teachers and administrators, the mention of PD evokes a sigh rather than excitement. Why does this crucial investment so often fall short of its potential? The answer lies in several common pitfalls that plague PD initiatives in schools.

One significant issue is the lack of relevance and personalization. Too often, PD is a one-size-fits-all affair, delivered en masse regardless of individual needs or subject-specific challenges. A high school science teacher might find little value in a workshop focused on early literacy strategies, just as a veteran educator might feel patronized by introductory sessions on classroom management. This disconnect leads to disengagement and a feeling that time is being wasted (Darling-Hammond et al., 2017). This is compounded even more when it comes to administrators, as they rarely receive any meaningful PD on scheduled days, let alone throughout the school year. 

Another major hurdle is the "drive-by" nature of many PD sessions. A single keynote, breakout, workshop, or a short series of presentations rarely translates into lasting change in practice. Teachers, in particular, are bombarded with information but lack the time, support, and ongoing coaching needed to effectively implement new ideas in their classrooms. The knowledge gained often fades quickly without opportunities for reflection, collaboration, and practical application (Joyce & Showers, 2002). Again, as it relates to administrators, they are often forgotten and deserve quality PD.

If the above pitfalls aren’t worrisome, they are more. Insufficient follow-through and accountability can undermine even well-intentioned PD. If there's no mechanism to observe, discuss, reflect upon, and refine the implementation of learned strategies, the impact remains minimal. Teachers may feel they've ticked a box by attending, but the true measure of PD – improved student outcomes – is rarely tracked or analyzed effectively (Guskey, 2000). The same holds true for administrators at all positions.  This is where ongoing and job-embedded coaching become the optimal professional learning pathway for leaders.  

The lack of voice and ownership in the selection and design of PD is another critical flaw. When teachers feel like PD is something imposed upon them rather than something they actively participate in shaping, their embracement diminishes. Including educators in the needs assessment and planning stages can ensure that PD addresses real challenges and fosters a sense of shared responsibility for professional growth (Villegas-Reimers, 2003).

Finally, the time commitment and logistical challenges associated with PD can create significant barriers. Pulling educators away from valuable classroom time can disrupt student learning and add to already heavy workloads. Finding suitable substitutes, covering administrative duties, and scheduling sessions that accommodate everyone's needs can be a logistical nightmare, sometimes leading to rushed or poorly executed PD. Again, this is where coaching cycles provide immense value. 

While the intent behind professional development is undoubtedly positive, its effectiveness is often hampered by a lack of relevance, insufficient follow-through, limited teacher input, and logistical hurdles. To truly unlock the potential of professional learning, schools need to shift towards more personalized, ongoing, and collaborative models that empower teachers and leaders while directly addressing students' needs. Only then can we move beyond the professional development paradox and create a culture of continuous growth that benefits everyone in the educational community.

Reach out to learn about the diverse professional learning options from Aspire Change EDU. 

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.   

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.   

Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO International Institute for Educational Planning.

Evolving Towards Impact-Driven Thinking

A great deal has been written on the topic of mindset, but I wanted to take a stab at providing some additional insight.  Some of you reading this might say the topic has been beaten to death, but I hope you will hear me out.  Recently, on my podcast Unpacking the Backpack, I discussed the shift to a transformational mindset in detail after revisiting a blog post I wrote in 2022. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic.  

In an era of disruptive change, shifting to a transformational mindset is not just an advantage—it’s a necessity. Educators, leaders, and learners alike must evolve their thinking to meet the challenges of an unpredictable, tech-driven world. The image “Transitioning to a Transformational Mindset” offers a compelling framework built on seven key practices: reflecting daily, developing routines, being future-focused, going beyond your comfort zone, acknowledging impediments, and embracing the sparks of innovation.

Make Time to Reflect

Transformation begins with self-awareness. Regular reflection allows educators and students to assess growth, recognize patterns, and make informed adjustments. Schön (1983) emphasized that reflective practice is crucial in professional development, fostering continuous learning and improvement. A daily habit of reflection enhances critical thinking, strengthens emotional intelligence, and aligns actions with long-term goals.

Routines Drive Success

While innovation often gets the spotlight, transformation is sustained through intentional routines. Establishing consistent practices cultivates a sense of safety and predictability, essential for deep learning. According to Marzano and Marzano (2003), clear structures and routines improve classroom management and create an environment conducive to academic success. Routines, paradoxically, provide the stability that enables risk-taking and creativity.

An Eye to the Future 

A transformational mindset demands a forward-looking vision. Educators must prepare students for jobs that don’t yet exist, technologies yet to be invented, and problems yet to emerge. This requires cultivating skills such as adaptability, critical thinking, and digital literacy. Voogt and Roblin (2012) argue that 21st-century competencies must be embedded across curricula to prepare learners for complex future challenges.

Get Uncomfortable 

Growth does not happen in the comfort zone. True transformation requires stepping into uncertainty and pushing personal and professional boundaries. Carol Dweck’s (2006) work on growth mindset highlights the importance of embracing challenges, persisting through setbacks, and viewing effort as a path to mastery. When educators model this, they empower students to do the same.

Identify Roadblocks

Transformation isn’t linear. Barriers—whether systemic, personal, or organizational—must be acknowledged and addressed. Ignoring them only reinforces the status quo. Leaders who recognize these impediments and facilitate open dialogue foster resilience and cultivate trust within learning communities (Fullan, 2007).

The Power of Small Moments

Small moments often ignite transformation—ideas, questions, or collaborations that light the way forward. Embracing these sparks means staying curious, open to inspiration, and willing to experiment. Innovation thrives when individuals are encouraged to explore and iterate, even when outcomes are uncertain.

Transitioning to a transformational mindset requires intention, courage, and consistency. Educators and learners can unlock powerful opportunities for growth, innovation, and impact by incorporating these principles into daily practice.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. 

Reigniting the Spark: Boosting Morale in Modern Schools

"Morale isn't just a feeling; it's the engine of collective effort. A high-spirited team can achieve the improbable, while a disheartened one struggles with the routine."

The struggle is real, my friends, and when it comes to morale, it is up to us to work to ensure this remains positive.  Recently, on my podcast Unpacking the Backpack, I discussed this topic in detail after revisiting a blog post I wrote in 2022. Listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic.  

In demanding school environments, maintaining high morale is crucial for teaching, learning, innovation, outcomes, and overall staff well-being. Dispirited people can lead to decreased efficiency, increased turnover, and a toxic work culture. But how can leaders effectively boost morale? The answer lies in a multi-faceted approach prioritizing feedback, emotional intelligence, autonomy, the right rewards, and meaningful recognition.

The Power of Feedback and Feeling

One of the most potent tools for boosting morale is constructive feedback. Regular, specific feedback helps educators understand their performance and demonstrates that their contributions are valued. However, feedback should go beyond mere performance metrics. Inquiring about feelings and experiences is equally vital. A simple "How are you feeling about this lesson?" or "Is there anything you'd like to discuss?" can open communication channels and foster a sense of psychological safety. Research by Kluger and DeNisi (1996) underscores the importance of feedback interventions, particularly those focusing on task learning and improvement, which can significantly impact motivation and performance.

Moreover, leaders must actively listen and acknowledge concerns. Ignoring or dismissing feelings can lead to resentment and disengagement. Creating a culture where educators feel heard and understood is paramount. As Bakker and Demerouti (2017) highlighted in their Job Demands-Resources model, resources like social support and feedback can buffer the impact of job demands, leading to enhanced well-being and engagement.

Autonomy and Extrinsic Rewards

Providing educators with autonomy is another powerful morale booster. Allowing individuals to make decisions about their work, manage their time, and take ownership of their professional learning instills a sense of trust and empowerment. As principal, I did this by cutting non-instructional duties to create a Professional Growth Period (PGP) multiple times per week. Educators who feel trusted are more likely to be motivated and engaged.

While intrinsic motivation is crucial, extrinsic rewards can also play a significant role. Food, gift cards, covering classes, or even granting mental health days off can demonstrate appreciation and incentivize performance. However, it's essential to ensure that rewards are meaningful and aligned with staff and school values. For instance, teachers who value professional development might appreciate access to training or conferences more than a generic gift card.

Public Celebrations and Recognition

Publicly celebrating achievements is a powerful way to boost morale and create a sense of community. Recognizing individual and collaborative successes validates hard work and inspires others to strive for excellence. Public recognition can significantly impact morale, whether it's a group lunch, an award ceremony, or a simple shout-out in an email.

Recognizing the effort and not just the result is also important. As Deci, Koestner, and Ryan (1999) illustrated in their meta-analysis, extrinsic rewards perceived as controlling can undermine intrinsic motivation. However, rewards that are perceived as informational and supportive can enhance feelings of competence and autonomy. Celebrating effort and progress reinforces the idea that hard work is valued, regardless of the outcome.

Boosting morale requires a holistic approach that combines effective feedback, emotional intelligence, autonomy, meaningful rewards, and public recognition. By prioritizing these strategies, leaders can create a positive and supportive work environment where employees feel valued, motivated, and engaged.

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285.   

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.   

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.   

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Future-Proofing Learning: Preparing Students for an Uncertain Tomorrow

"The future doesn't need us to memorize its answers; it needs us to master the art of asking better questions."

The future won't wait for us to catch up; it will demand that we've already anticipated its needs, making future-proofing learning not a luxury but the very oxygen of survival. Recently, on my podcast Unpacking the Backpack, I discussed this topic in detail after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic. 

The world is changing at an unprecedented pace, something I discuss at great length in Disruptive Thinking in Our Classrooms.  As such, districts and schools must adapt to prepare students for the challenges and opportunities of the present and future. Simply memorizing facts is no longer enough. We need to cultivate adaptable, critical thinkers capable of navigating a complex and ever-evolving society. Don’t prepare learners for something. Prepare them for anything! Future-proofing learning requires a shift in pedagogy, focusing on higher-order thinking, authentic application, purposeful technology integration, personalization, and flexible learning environments.

One crucial aspect of future-proofing learning is developing critical thinking and metacognition. This can be achieved through scaffolded questions and tasks that progressively challenge students to analyze, evaluate, and create. Instead of asking "what happened?", educators should prompt students with "why did this happen?" or "how could this be applied in a different context?" This approach encourages deeper engagement with the material and fosters critical thinking abilities essential for problem-solving in the real world (Marzano & Kendall, 2012). 

Learning must move beyond theoretical concepts and embrace authentic application. Connecting knowledge to real-world problems allows students to see the relevance and value of their learning. Project-based learning, performance tasks, simulations, academy programs, and community-based projects offer opportunities for students to apply their knowledge in meaningful ways, mirroring the challenges they will face in their future careers and lives (Darling-Hammond et al., 2017). This approach not only deepens understanding but also cultivates the dimensions of disruptive thinkers. 

Technology plays a vital role in future-proofing learning, but its use must be purposeful and driven by the learner. It should be a tool that empowers students to explore, create, and connect, not simply a replacement for traditional teaching methods. Ask yourself, how can students use technology to learn in ways that they couldn’t without it?  Digital platforms, virtual reality experiences, and collaborative online tools can enhance engagement and provide opportunities for student voice to be amplified and demonstrate learning in ways that align with their preferences (Christensen et al., 2008).

Personalization, with a focus on equity and cognitive flexibility, is also a critical component of future-proof learning. Learning pathways, differentiated instruction, and MTSS/RTI practices ensure that all students have the opportunity to succeed, regardless of their background or learning differences. Artificial intelligence (AI) will have a growing role in this area.  Cognitive flexibility, the ability to adapt and switch between different thinking strategies, is essential in a rapidly changing world. Providing students with opportunities to explore different perspectives, engage in metacognitive reflection, and embrace challenges fosters this crucial skill (OECD, 2019). We must always prioritize the “personal” in personalization.  

Learning environments must reflect current and future contexts. This means creating spaces that are flexible, collaborative, and technology-rich. It is also imperative to consider temperature, lighting, acoustics, and types of furniture that afford comfort. Classrooms should be designed to promote interaction, creativity, and critical thinking. Learning should extend beyond the physical classroom, embracing online learning platforms and opportunities for students to connect with experts and mentors worldwide.

Future-proofing learning requires a fundamental shift in our approach to education. By focusing on higher-order thinking, authentic application, purposeful technology integration, personalization, and flexible learning environments, we can empower students with the skills and knowledge they need to thrive in an uncertain future. Our responsibility is to prepare them not just for the world as it is but for the world as it will be.

Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. John Wiley & Sons.   

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Implications for educational practice of the science of learning and development. Applied Developmental Science, 21(3), 97-140.   

Marzano, R. J., & Kendall, J. S. (2012). Designing a new taxonomy of educational objectives. Corwin.

OECD. (2019). OECD future of education 2030: Building our shared future. OECD.

Cultivating Efficacy: Leading with Impact

I love talking about leadership and am always intrigued to review what I have written on the topic over the years.  Recently, on my podcast Unpacking the Backpack, I revisited another 2019 blog post.  The focus was on efficacy, an often misunderstood topic in the education space.  Take a listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic. 

Leadership isn't just about holding a title; it's about driving meaningful change. Effective leaders are those who cultivate a strong sense of efficacy – the belief in their ability to impact their students, staff, and community positively. This belief isn't just wishful thinking; it's a cultivated mindset grounded in specific actions and strategies backed by results in the form of evidence. Here are some more detailed thoughts:

Accountability matters and is a reality in our work.  We are accountable first and foremost to our learners.  Statements and claims didn’t cut it, and this was more than fair.  The term efficacy kept finding its way into the conversation and my head. In the real world of education efficacy matters and it is important that this is part of the larger conversation when it comes to change. It is a word that, in my opinion, has to be a part of our daily vocabulary and practice. Simply put, efficacy is the degree to which desired outcomes and goals are achieved.

So, how do we, as educational leaders, build and maintain this crucial sense of efficacy? It starts with self-awareness. Reflect on your strengths and areas for growth. What are your core values as an educator? What experiences have shaped your leadership style? Understanding your own beliefs and motivations is the foundation upon which effective leadership is built.

Next, focus on building strong relationships. Efficacy isn't a solitary pursuit. It thrives in collaborative environments. Invest time in getting to know your staff, students, and parents. Actively listen to their concerns, celebrate their successes, and create a culture of mutual respect and trust. When people feel heard and valued, they are more likely to be engaged and invested in the shared goals of the school.

A key component of efficacy is setting clear, achievable goals. Avoid vague aspirations and, instead, focus on specific, measurable, attainable, relevant, and time-bound (SMART) objectives. Break down larger goals into smaller, manageable steps. This allows for consistent progress and provides tangible evidence of your impact, further reinforcing your sense of efficacy. Celebrate these milestones with your team, acknowledging their contributions and fostering a sense of shared accomplishment.

Embrace continuous learning. In this disruptive world, the landscape is constantly evolving. Stay informed about current research, effective practices, and innovative approaches to teaching and learning. Encourage professional growth opportunities for your staff and create a culture of ongoing learning within your school. By continuously expanding your knowledge and competencies, you'll be better equipped to navigate challenges and make informed decisions, boosting your confidence and efficacy. 

Remember that setbacks are inevitable. Efficacy isn't about avoiding challenges; it's about how you respond to them. View setbacks as learning opportunities. Analyze what went wrong, identify areas for improvement, and adjust your approach accordingly. Resilience and a growth mindset are essential for maintaining efficacy in the face of adversity.

Leading with efficacy is a journey, not a destination. It requires continuous effort, self-reflection, and a genuine commitment to the success of your students, staff, and community. By focusing on self-awareness, relationship building, goal setting, continuous learning, and resilience, you can cultivate a strong sense of efficacy and lead with impact, making a real difference in the lives of those you serve.