Leading from the Heart: How Vulnerability Drives Trust and Innovation

Recently, on my podcast, Unpacking the Backpack, I shared some thoughts on the importance of vulnerability as a leader.  Below, I take a deeper look at this concept. 

For way too long, we've been sold a bill of goods about what leadership looks like. The old-school playbook said a great leader is a superhero—unflappable, all-knowing, and always in control. They were taught to never show a crack in the armor, to project an image of perfection. This outdated ideal, however, is not just broken; it's actively sabotaging our efforts to build resilient, innovative teams. We’ve seen this play out in organizations worldwide, where a culture of fear and control stifles creativity and prevents people from taking the risks needed for growth.

What if the most powerful move you could make is to simply admit, "I don't know"? Or, "I messed that up"? Or even, "I need help"? This isn't about being weak. In fact, it's the exact opposite. True leadership is about having the courage to be seen for who you really are, flaws and all.  This isn't some fluffy "soft skill." It's a foundational shift in how we build trust,  innovate with purpose, and create a culture where people don't just survive, they thrive. 

Vulnerability Isn't Weakness; It’s a Superpower

Let's address the elephant in the room. The biggest misconception is that vulnerability is a sign of weakness. When people hear the word, their minds jump to emotional fragility or a lack of competence. The fear is that if you let your guard down, you’ll lose the respect of your team, and your authority will evaporate. That fear is a major roadblock, but it's built on a false premise.

Think about it: is it weak to stand in front of your people and say, "We've hit a wall here, and I don't have the perfect answer"? No way. That's a profound act of courage. It takes guts to be transparent about a challenge and even more guts to admit you don't have all the solutions. As Brené Brown, a trailblazer in this field, and other researchers have taught us, vulnerability involves "uncertainty, risk, and emotional exposure" (Fong, 2021). In a leadership context, it's about being willing to show up and be seen when you can't control the outcome. It’s telling your staff, "This change is a huge lift, and it’s going to take all of us. I can't do it alone." That’s not weakness; it's a declaration of shared purpose. It’s an act of courage because it requires you to be honest with yourself and your team about your limitations. You can’t build a strong foundation on a false front of perfection. Instead, you build it on the solid ground of authenticity. 

Building a Culture of Psychological Safety

So, why go through all this? Why risk showing your human side? Because the payoff is massive, and it directly impacts your team’s performance. When you lead with vulnerability, you create a powerful environment of psychological safety.

Psychological safety is a shared belief that a team is a safe place for interpersonal risk-taking (Edmondson, 1999). It’s a culture where people feel comfortable speaking up, asking questions, admitting mistakes, and sharing crazy ideas without fear of being shamed or punished. When a leader models vulnerability, they give everyone else permission to do the same. This isn't just my opinion; it’s backed by some of the most compelling research out there. Google’s Project Aristotle, for example, spent years analyzing hundreds of their teams to figure out what made them tick. The number one factor for team success wasn’t the skill of the individuals or their tenure; it was psychological safety. When you foster this kind of safety, you unlock innovation, boost problem-solving, and accelerate learning. How many amazing ideas have been lost because someone was too afraid to suggest them? Vulnerability is the key that unlocks that door.

Beyond psychological safety, leading with vulnerability builds authentic trust. You can't demand trust with a title; you have to earn it through consistent, honest behavior. When you're open about your struggles or your mistakes, you become relatable. Your people see you not as a distant authority figure but as a partner in the work. This creates a deeper sense of loyalty and commitment. They're more willing to go the extra mile for a leader they respect and trust. It also cultivates empathy, which is crucial for a modern workplace dealing with burnout and mental health challenges. Research by Nembhard and Edmondson (2006) shows that when leaders are perceived as vulnerable, it encourages employee voice and strengthens team effectiveness.

Actionable Steps: How to Start Small

How do you actually do this? It’s not a switch you can just flip. It's a muscle you have to build slowly and deliberately.

First, get real with yourself. What makes you feel vulnerable? Is it admitting you don't know an answer? Apologizing for a mistake? Asking for help? Once you pinpoint your triggers, you can start small.

A great next step is to model accountability. If you mess up, own it. Say, "I dropped the ball on that deadline, and I take full responsibility. Here’s what I learned, and here’s how we'll adjust." No excuses, no blame game. This is a powerful, low-risk way to show vulnerability. Another simple action is to ask for help. Instead of presenting a top-down plan, try saying, "I'm not sure what the best approach is here. What are your thoughts? I'd really value your input." This not only shows your human side but also empowers your team, making them feel like true partners. 

Finally, be a human being. Share a brief, non-work-related story. Maybe it's a challenge you're facing with a home project or a new hobby you're trying. It's about building genuine connection, not oversharing personal details.

Remember, this is about being purposeful. The goal isn't to air all your dirty laundry. It's to share enough to build connection and trust without making your staff uncomfortable. The litmus test should be simple: "Is this in service of the students we serve and our core mission?" If the answer is yes, you're on the right track. If not, you might be veering into oversharing territory.

The Path Forward

So, what’s your move? This isn't a one-and-done deal. Vulnerability in leadership is a continuous practice. It's about taking one small, intentional step at a time. Apologize for a minor error. Ask for help with a non-critical task. Share a moment of genuine uncertainty. Don't try to change everything overnight. Just take one small risk to be seen for who you are, not for who you think you're supposed to be.

You’ll likely find that instead of losing respect, you'll gain it. Your team won't see weakness; they'll see a fellow human being who has the courage to connect. Vulnerability is no longer a "nice to have" skill; it's a core competency of modern leadership. It's the key to unlocking trust, innovation, and a resilient culture that can weather any storm. Find one small way to be vulnerable this week. Maybe it's admitting a mistake, maybe it's asking for help, or maybe it’s simply saying, “I don't know, but let's figure it out together.” The most powerful leaders aren't the ones who pretend to be perfect; they're the ones who have the courage to be real.

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.

Fong, C. (2021). The benefits of leader vulnerability in times of crisis. Organizational Dynamics, 50(1), 1-8.

Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior, 27(7), 941–966.

Purposeful Minutes, Powerful Learning

Recently, on my podcast Unpacking the Backpack, I shared some thoughts on maximizing instructional time.   Let's dive a little deeper.

Think about a typical school day. There's so much to fit in—lessons, activities, assessments, and, of course, the inevitable transitions, interruptions, and administrative tasks that eat away at our precious minutes. So, how do we make the most of every second we have with our students? Let's look at the "why," the "what," and the "how" of maximizing instructional time.

The "Why": Why Does Instructional Time Matter So Much?

First, let's get to the heart of it. Why is this even a big deal? Instructional time isn't just about covering curriculum; it's about student learning and success. When we use our time effectively, we're not just moving through a checklist; we're creating a rich, engaging, and productive learning environment. More time on task leads to deeper understanding, better retention, and ultimately, improved academic outcomes.

Think of it like this: a surgeon has a limited amount of time in an operating room. Every single action must be purposeful and efficient.

A teacher's classroom is similar. We have a set number of minutes, and every minute counts. Wasted time in the classroom isn't just a loss of minutes; it's a lost opportunity for a student to grasp a concept, practice a skill, or engage in a meaningful discussion.

So, the why is simple: maximizing instructional time is a direct pathway to better student learning. It allows us to personalize, provide targeted support to students who need it, and create space for creative and critical thinking that often gets overlooked when we're under time pressure.

The "What": What Exactly Are We Maximizing?

Now that we know why it's important, let's define what we're actually talking about. When we say "instructional time," we're not just referring to the time when you're standing in front of the class lecturing. We're talking about the total amount of time students are actively engaged in learning. This includes:

• Active instructional time: When you're directly teaching, explaining, or demonstrating.
• Guided practice: When students are working on tasks with your support and guidance.
• Independent practice: When students are working on their own to solidify their understanding.
• Meaningful transitions: The time between activities, when students are moving from one task to the next in a purposeful way.

The goal isn't just to fill every moment; it's to fill it with purposeful, high-quality, and meaningful learning activities. This means minimizing the "dead time" in a classroom—the time spent on non-instructional tasks like waiting for students to settle down, passing out papers, or dealing with behavioral disruptions.

The "How": Practical Strategies for Your Classroom

Okay, here's the part you've been waiting for. How do we actually do this? I've broken down some of the most effective strategies into a few key areas.

1. The Art of the Efficient Beginning

The first few minutes of class can set the tone for the entire period. Instead of using this time for routine tasks, turn it into a learning opportunity.

• Implement a "Do Now" or Bell Ringer: As soon as students enter the classroom, they should have a short, purposeful task waiting for them on the board or their desk. This could be a quick review question, a journal prompt, or a problem to solve. This gets their brains in "learning mode" immediately and buys you time to take attendance or handle administrative tasks without losing instructional time.
• Establish a Clear Routine: Students thrive on routine. When they know exactly what to do when they enter the classroom, the process becomes automatic. A simple routine like "hang up your backpack, grab your notebook, and start the 'Do Now'" can save several minutes every single day.

2. Streamlining Transitions

Transitions are a notorious time-waster in many classrooms. A 3-minute transition between activities can easily turn into 10 minutes if not managed properly.

• Use Signals and Cues: Instead of yelling over a noisy class, use a non-verbal signal like a hand clap, a specific bell sound, or turning the lights on and off. Practice these signals until they become second nature.
• "Chunk" Your Transitions: Break down the transition into small, manageable steps. Instead of saying, "Okay, everyone, put your books away, get out your science binders, and move to your lab groups," break it down: "Step 1: Put your books away." "Step 2: Take out your science binders." This reduces cognitive load and helps students stay on track.
• Prepare in Advance: Have all your materials ready before the students arrive. Have handouts stacked, lab equipment set up, or links for digital resources pre-loaded. The less time you spend fumbling for materials, the more time you have for instruction.

3. Purposeful Planning and Pacing

Effective time management starts long before students enter the classroom. It begins with your lesson plan.

• Over-plan, but Don't Over-teach: Plan for more activities than you think you'll have time for. This ensures you always have a meaningful task ready, even if you finish a section early. However, be prepared to adjust and cut things out if a topic requires more time. The goal isn't to race through the curriculum; it's to ensure understanding.
• Use a Timer: A timer can be a powerful tool for both you and your students. Use it to set a time limit for a group discussion, an independent practice task, or a writing exercise. This creates a sense of urgency and helps everyone stay focused. It also helps you, the teacher, from getting bogged down in one part of the lesson.
• Integrate Assessments: Don't see assessments as a separate, time-consuming task. Build them into your lessons. Quick checks for understanding, like a one-minute reflection or a quick-write, provide you with valuable feedback while keeping the lesson moving.

4. Classroom Management as Time Management

Behavioral disruptions are a massive drain on instructional time. A well-managed classroom is an efficient classroom.

• Clear Expectations and Consequences: From day one, be crystal clear about your expectations for behavior. When students know what's expected, they're more likely to meet those expectations. When a rule is broken, have a consistent and predictable consequence. This minimizes the time spent on reacting to misbehavior.
• Address Issues Privately and Proactively: Minor behavioral issues can often be addressed with a quiet word or a non-verbal cue. The less time you spend having a public confrontation, the more time you have for teaching.
• Build Relationships: Students are more likely to stay engaged and on task when they feel a positive connection with you. Take the time to get to know your students. When they feel respected and cared for, they are more likely to respect the classroom and the learning process.

5. Leveraging Technology and Tools

As I shared in Digital Leadership, technology, when used wisely, can be a huge time-saver.

• Digital Tools for Handouts: Instead of physically passing out papers, use a digital platform like Google Classroom, Canvas, or Microsoft Teams to share documents. This eliminates the time spent distributing and collecting papers.
• Pre-recorded Explanations: For complex concepts, consider recording a short video explanation for students to watch before class. This "flipped classroom" model allows you to use class time for hands-on activities, discussions, and addressing specific questions, rather than just lecturing.
• Use Collaborative Platforms: Tools like Padlet or Linoit allow multiple students to contribute simultaneously, making group work and brainstorming sessions far more efficient than traditional methods.

6. The Power of "Small Talk"

Finally, don't underestimate the power of using small, seemingly inconsequential moments for learning.

• Exit Tickets: The last few minutes of class are often wasted. Use this time for a quick "exit ticket." It could be a single question on a sticky note, a summary of the main idea, or a question they still have. This provides you with valuable data and keeps students engaged until the very end.
• The "One Last Thing" Moment: As students are packing up, seize the opportunity to reinforce a key concept or ask a thought-provoking question related to the day's lesson. This keeps learning at the forefront, even during the final moments.

This isn't just a teacher's job; it's a school-wide effort. Leaders, from principals to department heads, play a critical role in creating an environment where maximizing instructional time is not only possible but prioritized. A great leader can protect their teachers' time by first looking at the school's own practices. This means scrutinizing the schedule to reduce unnecessary interruptions and staggering student pull-outs for services so they don't always happen during core instructional periods. It also involves critically evaluating meetings and administrative tasks. Are all meetings necessary? Can some information be shared in a quick email? Reducing the burden of paperwork and non-instructional duties directly gives teachers back the most valuable resource they have: time to plan, prepare, and reflect on their lessons.

Beyond protecting time, leaders can empower teachers with the tools and professional development needed for efficiency. This could be providing training on new classroom management techniques that reduce behavioral disruptions or offering workshops on using technology to streamline lesson delivery. A supportive leader models good time management and sets a clear school-wide expectation that every minute in the classroom is valuable. By fostering a culture that values efficiency, and by proactively removing systemic barriers, leaders can make a powerful statement that student learning is the top priority, and they will do everything in their power to help their teachers make the most of every second.

Maximizing instructional time isn't about rushing through the day. It's about being intentional and purposeful with every single minute. It's about creating a smooth, predictable, and engaging learning environment where students can truly thrive. By implementing just a few of these strategies, you can reclaim minutes that turn into hours, and those hours translate into deeper learning and greater success for your students.

Shifting the Narrative From "We Can't" to "How Can We?"

Change is hard. Actually, it is really hard. Not only have I written extensively about this fact for years, but I also suspect that everyone reading this post has had a similar experience.  One main reason for this is a tendency to focus on things we cannot control, which redirects energy to the wrong things. The end result is a thought process about why we can’t change or improve our practice, something I discussed in detail recently on my podcast, Unpacking the Backpack. Change can and will happen if we focus on the right question. 

A pervasive mindset of "we can't" often hinders progress. It's a phrase that stifles innovation and dismisses new ideas before they even have a chance to take root. To genuinely prepare students for a disruptive world, both school leaders and teachers must make a fundamental shift: from dwelling on limitations to proactively asking, "How can we?" This isn't just about forced optimism; it's a strategic framework for finding solutions, leveraging collective strength, and fostering a culture of continuous learning.

The Leader's Role: Cultivating a Solutions-Oriented Culture

A leader's response to a challenge sets the tone for the entire school. Instead of listing reasons why a new initiative is impossible—"We can't do that because we don't have the time or resources"—an effective leader asks, "How can we achieve this goal given our current constraints?" This subtle change in language shifts the focus from limitations to possibilities. By modeling this approach, leaders empower teachers and show that their professional expertise is valued. This leadership style builds a sense of shared ownership and trust. As noted by Leithwood et al. (2004), leaders who promote a clear vision and provide genuine support for their staff are critical to creating a positive school culture and significantly improving school effectiveness. They transform the conversation from a list of barriers into a collaborative problem-solving session where everyone is an active participant in finding a way forward.

The Teacher's Role: From Data Judgment to Growth Roadmap

For teachers, embracing the "how can we?" mindset often means reframing the purpose of student data. Instead of viewing it as a judgment on their teaching—"I can't get everyone to mastery"—they see it as a roadmap for growth. For example, when faced with widespread learning gaps, a teacher can shift the question to, "How can we use diagnostic data to adjust our initial instruction and prevent these gaps from widening?" This approach encourages teachers to dive deep into student work and assessment results, pinpointing specific areas of need and then collaboratively designing targeted interventions. Marzano, Pickering, and Pollock (2001) demonstrated that data-informed instructional strategies, applied with fidelity, have a profound impact on student achievement. This isn't about working harder; it's about working smarter, using evidence to guide decisions and refine practices.

The Collective Effort: Collaboration as a Catalyst for Change

The "how can we?" philosophy thrives in a strong Professional Learning Community (PLC). Instead of a teacher lamenting, "I can't seem to reach this student," a PLC asks, "How can we, as a team, pool our expertise and resources to ensure this student succeeds?" This collective approach acknowledges that a single teacher shouldn't have to solve every challenge alone. When teachers regularly collaborate to analyze student work and share successful strategies, the group's collective intelligence becomes a powerful engine for improvement. Effective PLCs focused on learning, rather than simply on teaching, develop a shared responsibility for student outcomes. This collaborative environment transforms individual struggles into shared challenges, encouraging a spirit of teamwork and innovation that can tackle even the most persistent problems.

The Path Forward: A Commitment to Iteration and Resilience

Cultivating a "how can we?" culture requires a commitment to continuous learning and iterative improvement, something I discuss in detail in Digital Leadership. It accepts that not every solution will be perfect on the first try. When an initiative faces initial difficulties, the mindset shifts from "It didn't work" to "How can we refine this approach based on what we've learned?"

This resilience, combined with a willingness to experiment and reflect, is foundational to genuine progress. Black and Wiliam (1998) famously demonstrated the power of formative assessment and feedback in improving student learning, highlighting that continuous adjustment based on evidence is key. By embracing this ethos of inquiry, leaders and teachers can unlock an unprecedented potential for growth, transforming their school community into a place where student success isn't just a hope, but a systematic outcome.

Shifting from "we can't" to "how can we?" isn't a silver bullet, but it is the essential mindset for navigating the complexities of education today. It's about empowering every member of the school community to be an active agent of change, fostering innovation, and ultimately, building a school where student success is not just hoped for, but systematically engineered.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. The Wallace Foundation. 

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development. 

Strong, M. (2009). Effective teacher induction and mentoring programs: A review of research literature and implications for policy. Review of Educational Research, 79(1), 173-201.

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.