Sunday, August 17, 2025

Moving Beyond the Leadership Checklist

Leading for impact isn't about implementing a shiny new initiative or checking off boxes on an observation form. It’s about developing a culture of meaningful change where the learning is deep and the outcomes are tangible. As leaders, our role isn't just to manage; it's to model, inspire, and empower others to do their best work. This is how we move from simply being present to truly making a difference.  Recently, on Unpacking the Backpack, I shared some thoughts on the topic. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded reflections, along with relevant research.

Many leaders fall into the trap of focusing on compliance and control, but this approach stifles innovation and disempowers staff. True impact comes from a commitment to people, pedagogy, intentionality, and accountability. We need to shift our mindset from "What do I need to do?" to "How can I help others succeed?" This means building strong relationships, building trust, and creating an environment where risks are welcomed and mistakes are seen as learning opportunities.

Checklists can be a great tool for getting things done, but driving meaningful, positive change rather than just managing tasks should be the ultimate goal. It starts with a clear vision and purpose, defining what success truly looks like and communicating that "why" to everyone involved. Impactful leaders are also deeply self-aware and emotionally intelligent, understanding their strengths, managing their emotions, and connecting empathetically with their teams. They build a culture of trust and psychological safety, fostering open communication and empowering others through effective delegation, coaching, and genuine recognition.

Ultimately, leading for impact requires continuous learning and adaptability in a changing world, seeing setbacks as opportunities for growth. It's about focusing relentlessly on results and accountability, using data to inform decisions and holding both yourself and others responsible for achieving shared goals. By consistently leading with integrity, resilience, and passion, you inspire action and create a ripple effect of positive change that extends far beyond your immediate team.

In my experience, effective leaders for impact are lead learners. They are unafraid to explore new ideas, experiment with technology, and share their own learning journey. This vulnerability builds credibility and shows our staff that we are all in this together. Research by Fullan (2014) highlights that moral purpose—the commitment to making a difference in the lives of students—is a key driver of effective leadership. It's the "why" that fuels the "what." This aligns with the findings of Leithwood et al. (2004), who found that leadership has a significant, albeit indirect, effect on student learning.

Leading for impact also requires us to get out of our offices and into the classrooms. We must be visible, engaged, and present to truly understand the needs of our school community. This isn't about "gotcha" moments; it's about being a resource, a coach, and a supporter. It’s about asking probing questions and co-constructing solutions. When we do this, we empower our teachers and students to become agents of their own growth, a concept reinforced by Robinson et al. (2009), who emphasized the importance of instructional leadership that is focused on what happens in the classroom. This is the essence of my work on Digital Leadership (Sheninger, 2019) – using our platforms not just to manage but to inspire and connect.

Below is a list of thirteen (13) specific actions I took as a principal to be a more impactful leader:

  • Five (5) learning walks a day by each building administrator for non-evaluative feedback
  • Collecting assessments instead of lesson plans two weeks in the future
  • Creating an equitable grading philosophy and holding staff accountable to it
  • Three (3) unannounced formal observations for every teacher 
  • Development of shared norms for every lesson (standards-aligned learning targets, relevance, high-effect strategies, rigorous questioning/tasks, closure)
  • Creation of quarterly benchmarks aligned to standards and standardized tests
  • Dedicated PLC time connected to benchmarks and common formative assessments (CFA’s)
  • Monthly principal’s report sharing teacher successes and building capacity (read more HERE)
  • Flipped our faculty meetings where agenda items were pushed out for feedback, comments, and additions using Google Classroom and discussed asynchronously. Staff meeting time was then focused on one (1) question: How do we improve learning for our students?
  • Transparent action plans for our building that had quantifiable metrics to support building goals, where progress and expectations were reviewed each month.
  • Creation of a steering committee to elicit feedback from staff and students on how we could improve school culture and achievement.
  • I led professional learning after school to model. 
  • Admin PLC to analyze walk-through data and present feedback at faculty meetings (this was done to model effective PLC's for our staff)

Leading for impact is a continuous journey. It’s about consistently reflecting on our practices and asking ourselves, “Is this truly serving our students?” As Hattie (2009) reminds us, the goal is to see learning through the eyes of the student. By focusing on people, embracing a growth mindset, and staying connected to our purpose, we can move beyond simply managing to truly leading for lasting impact.

Fullan, M. (2014). The principal: A moral imperative. Corwin Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.

Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand Ministry of Education.

Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times (2nd Edition). Corwin Press.


Sunday, August 3, 2025

Your Mindset is Your Masterpiece

Your mindset isn't just a perspective; it's the invisible architect of your reality. It determines not what you see, but how you interpret and act upon it, ultimately shaping your experiences, your resilience, and your growth potential. Cultivate it wisely, for it holds the key to unlocking everything you aspire to be. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, along with relevant research.

In my years working with educators and leaders, I’ve consistently observed a fundamental truth: our beliefs are powerful architects of our experiences. What we deeply hold to be true, whether consciously or unconsciously, significantly influences our actions, perceptions, and ultimately, the outcomes we achieve. This isn't some abstract philosophical concept; it's a tangible force that shapes everything from classroom culture to organizational success. Understanding and harnessing the power of belief is crucial for anyone striving to create positive change.

Think about the concept of self-efficacy, an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977). Research has consistently shown a strong correlation between a teacher's self-efficacy and their effectiveness in the classroom, impacting student achievement and motivation (Ross, 1998). If an educator believes they can reach even the most challenging students, their approach, persistence, and ultimately, their results are likely to reflect that conviction. Conversely, a lack of belief can create a self-fulfilling prophecy, limiting potential before it's even explored.

This principle extends beyond individual capabilities to encompass our beliefs about others and our environments. Consider the Pygmalion effect, where higher expectations lead to an increase in performance (Rosenthal & Jacobson, 1968). While the original study has faced some methodological critiques, the underlying principle remains powerful: our beliefs about the potential of those around us can significantly influence their growth and development. As leaders, our beliefs about our teams, our students, and our communities set the stage for what is possible.

The impact of belief also manifests in how we interpret challenges and setbacks. A growth mindset, as popularized by Dweck (2006), posits that individuals who believe their abilities can be developed through dedication and hard work tend to persevere through difficulties, view failures as learning opportunities, and ultimately achieve greater success. This contrasts with a fixed mindset, where abilities are seen as innate and unchangeable, often leading to avoidance of challenges and a sense of helplessness in the face of obstacles. Cultivating a belief in our capacity for growth and adaptation is essential in today's rapidly evolving educational landscape.

Our collective beliefs shape organizational culture. If a school community believes in collaboration, innovation, and continuous improvement, those values will permeate the daily interactions, decision-making processes, and overall climate. Conversely, beliefs rooted in scarcity, blame, or resistance to change can stifle progress and create a toxic environment. Leaders play a critical role in shaping these collective beliefs through their communication, actions, and the stories they amplify (Schein, 2010). By intentionally fostering beliefs that align with our vision for the future, we can cultivate more resilient, effective, and thriving organizations.

Reflecting on your own practices, I encourage you to consider the underlying beliefs that drive your decisions and interactions. What do you truly believe is possible for your students, your colleagues, and yourself? Are there any limiting beliefs holding you back from reaching your full potential or fostering the growth of those around you? Take some time this week to critically examine your internal narratives and identify one belief you can actively work to shift towards a more empowering and growth-oriented perspective. The power to shape your reality truly begins within. This can result in a reformed mindset, which becomes your masterpiece.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

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

Ross, J. A. (1998). Antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-73). JAI Press.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart and Winston. 

Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass.