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New Study: American Education May Be Better Than Reported

It is difficult to avoid the constant drumbeat of bad news about the performance of American education. Reading and math test scores have declined over the past decade, but there is no consensus about the cause, despite the many, many theories present in those conversations. Some blame cellphones and social media. Others point to the prevalence of 1:1 computers and tablets and the general overexposure to screens. Still others argue that the lessening of accountability following the demise of No Child Left Behind is to blame.

Meanwhile, there has been little discussion about whether reading and math test scores tell the full story. Without question, skills in reading and math are important, but they may not paint a full picture of how American education is performing. What if we stepped back, looked at the broader context, and observed how students are doing later, as they near the completion of high school, engage in higher education, and join the workforce?

Fortunately, a recent study conducted by researchers at UC Berkeley answers part of that question and urges better data collection to fully understand what is happening. Michael Kirst and Victor Chan (2026) recently published a peer-reviewed academic study that presents compelling data and argues that a narrow focus on test scores overlooks important information we need to consider when assessing how schools are doing. They also point to major gaps in the available data for understanding students' longer-term learning experiences as they complete high school and transition to post-secondary endeavors.

While not discounting the importance and need to improve in reading, math, and other areas of academic performance, Kirst and Chan present a compelling argument that there are trends indicating learning success worth noting. Among their finding are:

Advanced Placement (AP) course enrollments are up, yet average scores have remained steady. In 1984, approximately 6,000 schools offered AP courses, and fewer than 200,000 students took AP exams. In 2024, the number of schools offering AP courses grew to 23,000, and more than 3 million students took AP exams. Meanwhile, the percentage of passing scores has remained constant and, in some cases, has increased.

Registered apprenticeship programs have grown to include a wider array of professions. Between 2010 and 2020, the number of active apprenticeships grew by 73% while expanding into areas such as IT, healthcare, and utilities. Equally important, despite growth in the number of students participating, rates of completion have remained steady.

Dual enrollment programs that allow high school students to earn college credit have experienced significant growth. Students who enroll in these courses often gain a head start on their college careers and are better positioned to graduate.

College completion rates have also increased. Since 2011, college completion rates have grown by 15%.

Credentials and certification programs have grown and expanded in scope. Young people with degrees and certifications are more than twice as likely to secure full-time employment as their non-licensed peers.

High school career and technical education programs have also grown and expanded. Linkages to post-secondary education and employers have become stronger, providing students with better options and smoother transitions into the workforce.

Importantly, the authors point to multiple additional areas of probable growth and improvement, but there are no robust, stable databases to track and document performance. Experiences such as on-the-job training, transfer pathways as students leave two-year institutions and matriculate to other programs and work, and military education show signs of effective outcomes, but inadequate data systems are in place to fully track and assess their quality and impact.

Without question, American education faces serious challenges and must improve. However, we need to keep in mind that the story of how our education system is doing needs to include a broader perspective than test scores. The story must include the experiences and successes found within and beyond our traditional focus.

Source:

Kirst, M., & Chan, V. (2026, April 4). Broadening our perspective concerning American education attainment, growth, progress, and data gaps. Research and Occasional Paper Series. https://escholarship.org/uc/item/6kf0842w

July 01, 2026

Let’s Stop Disparaging Our Profession

Education is complex and challenging work. It can be frustrating, draining, and demanding. At times, it even feels all-consuming. Some days are filled with disappointment and dissatisfaction, and we may not see the full impact of our efforts. Toxic positivity is not the answer, but disparaging our profession is not a solution either. Acknowledging the reality of a career in education is one thing, but when we disparage and disrespect our profession, we risk sending the message that the work is not very important, rewarding, or worthy of high regard.

How we view our work and profession can be reflected in the expectations we hold for ourselves and our students. When we fail to respect our work, we are less likely to fully and thoughtfully prepare for and support instruction and follow through to ensure that learning results. Students are likely to sense that we are lowering expectations for what we do and what they learn—and they will respond accordingly.

As ambivalent as we might sometimes feel, we must respect our profession. Why? How we treat and talk about our profession can have a profound impact on how we work, how we are perceived, and even on the future of our profession.

So, what does it look and sound like to respect our profession? Here are some examples:

We treat our profession with dignity. We are supportive of colleagues. We hold high standards for ourselves and our organization. We press for high-quality, diverse learning experiences for students.

We speak about our work with pride. We refuse to be defensive. We share our successes and the rewards of teaching. We refer to the challenges and complexity of the work in descriptive terms, not as directionless complaints.

We model behaviors that we expect and nurture in students. We are curious, motivated, and persistent. We are respectful of ourselves and others. We are reflective and committed to learning from our experiences.

We continue to learn and grow. We engage in formal and informal learning activities. We learn from colleagues. We frequently speak about what we have learned and are seeking to learn.

We prioritize the needs and interests of students. We listen with empathy. We support students with compassion. We advocate for students when they cannot advocate for themselves.

We use professional language. We avoid cutting sarcasm and cynicism. We refuse to label or speak disparagingly about students, families, colleagues, and others. We avoid using acronyms and jargon when speaking with non-educators and others who may not be familiar with educational terms, unless we explain their meaning.

We invite and encourage students to consider education as a career. We share aspects and elements of teaching that are meaningful and rewarding. We reinforce the difference education can make in the lives of children and young people. We talk about education as a respectable and ethical profession.

Respecting our profession also offers some important rewards. When we respect our profession, we respect ourselves and our work. We can take pride in our accomplishments, impact, and contributions.

Respecting our profession also positions us to advocate for improvements. Our respect allows us to speak from the perspective of an advocate, not a critic. We can recognize that changes are necessary and possible. We can also be part of making our profession better.

Finally, as models and influencers for students, our respect for our profession positions it as an option to be considered. We need bright, curious, motivated professionals to work with us and to come behind us. The teachers of tomorrow are sitting in our classrooms today. Our respect for our profession and encouragement for students to consider education as a career can help to ensure a bright future for education.

July 01, 2026

The More Powerful AI Becomes, the More Leadership Matters

Artificial intelligence can do many things, but it cannot lead—not in a classroom, not in a school, not in a district. AI can generate information, analyze data, summarize knowledge, and even mimic expertise, but it cannot read a room, exercise contextual judgment, or demonstrate emotional stability and wisdom. It is not a leader.

Leadership is a complex, uniquely human behavior. In fact, rather than replacing leadership, the rise of AI has magnified its importance. Our students, staff, and communities want to know that we understand what matters to them and that we will be there for them. They want assurance that we can handle complex and emotional situations, and they want to feel that we are capable and trustworthy. These elements cannot be handled by technology.

Consequently, now is the time to really, truly lead. The clarity, credibility, and conviction we bring to our work cannot be easily replaced by technology. People want leaders to whom they can turn in times of confusion, drama, and pressure. This is our opportunity.

The truth is that as the capacity of artificial intelligence grows, so does the need for insightful, stable, skilled leaders. Consider these ways in which leadership becomes even more important and valued in an era of artificial intelligence.

Judgment gains importance when information is abundant.

Leadership gains value by demonstrating discernment, wisdom, and contextual understanding while considering information that AI can provide. Knowledge and expertise remain important when integrated with AI, but the value leaders add becomes less driven by their knowledge. Asking the right questions, navigating ambiguity, and making sound decisions in the face of uncertainty and competing priorities matter even more.

The value of trust grows with the proliferation of auto-generated content.

Incidents of deepfakes, hallucinations, and algorithmic decision-making raise caution and skepticism about the information AI produces. Trust remains among the most valuable currencies in organizations. Consequently, leaders who communicate openly, consistently, and authentically come to be increasingly relied on. People are more likely to assume credibility based on their emotions than to evaluate it solely on an intellectual level.

Calmness and consistency are crucial in times of complexity and constant change.

AI is accelerating the pace and breadth of change for most institutions and industries, including education. Rapid change inevitably generates confusion, fear, resistance, and fatigue. Leaders can provide stability and reassurance by projecting calm, consistency, and clarity. The key is not to pretend to have all the answers. Curiosity, adaptability, intellectual humility, and commitment to learning are increasingly important and impactful leadership behaviors.

Genuine human connections mean more in the context of AI-simulated emotions.

AI can simulate empathy and understanding, but artificial, mechanical emotions have limits and often lead to disappointment and a lack of fulfillment. They are poor substitutes for genuine emotional safety, human connection, and meaningful relationships. Leaders can offer authentic attentiveness, genuine care, and emotional intelligence that technology cannot fully replicate. People want to be seen, experience hope, and feel psychological safety in ways that only humans can provide.

Real communication is even more important in an era of auto-generated content.

It is true that AI can make communication easier and more efficient. It can produce polished emails, professional-looking presentations, and succinct reports. However, the presence of these tools also makes meaningful communication even more valuable. People want to feel connections that are authentic, deeply human, and emotionally fulfilling. Leaders can tap into the benefits AI offers, but the communication that matters most is an extension of who they are and what they value, and it reflects the connections they make with their audience.

Ethical leadership is crucial to evaluate machine-generated advice and direction.

AI can be vulnerable to bias, dismissive of privacy, insensitive to equity, and unconcerned with human dignity. Technical competence is not a substitute for moral clarity and ethical considerations. Leaders can ensure alignment with values, exercise the courage to make principled decisions, and model other behaviors that protect and value those who depend on them to guide and serve in ways that reflect everyone’s best hopes and highest expectations.

As technology continues to advance and get better at generating information and providing answers, people will increasingly seek and value leadership that features the human qualities of wisdom, curiosity, empathy, vision, and trust. Now is the time to embrace our role and lead with humility, authenticity, and courage.

June 04, 2026

When You Must Deliver Bad News

We all have them—those moments we dread but cannot avoid. Among these times is the need to deliver bad news that we know will disappoint, frustrate, or even hurt someone we respect. Yet, this is the time of year when many important and difficult decisions are made. Of course, once decisions are made, they must be communicated to those affected by them. This reality means we can anticipate some difficult and emotional conversations.

Changes in assignment, lack of promotion, and denial of resource requests are just a few examples of decisions that impact people’s lives and work, and they must be communicated clearly and compassionately. Difficult conversations at this time of the year can also include sharing disappointing news with parents and students.

Regardless of the specific situation, when we must share bad news, we need to do so with thought, sensitivity, and empathy. We also need to plan carefully, deliver the news with clarity and credibility, and follow up appropriately. Here is a three-part framework we can use to position and conduct the conversation in a manner that holds the greatest potential to convey the intended message without undermining trust and creating undue resentment.

Preparing for the conversation:

Be clear about why. Few things can erode credibility and trust more than a lack of a clear, justifiable reason or rationale for the news. What factors, evidence, policies, or other elements explain and support the message? Make sure you can explain the situation clearly and concisely. Stumbling and hesitation can weaken the message. Be sure to “pressure test” the rationale and your reasoning before attempting to communicate the news.

Anticipate how the news will be received. Depending on the nature and impact of the message, you might anticipate disappointment, shock, anger, embarrassment, or other emotions. While preventing these reactions may not be possible, you can plan for them and be emotionally prepared. As examples, you may hear claims of unfairness or perceptions of not being valued. You might also anticipate questions about what happens next and what options are available to mitigate or change the outcome. Thinking through how the news might be received and what follow-up questions are likely to arise can increase your comfort and make the conversation go more smoothly.

Find the best time and place. Difficult conversations can take time. Schedule the meeting so you will not feel rushed or need to stop it before it is finished. Avoid having the conversation immediately before a weekend or break when support and follow-up are less likely to be available. Also, select a private place where the conversation is unlikely to be interrupted.

During the conversation:

Get to the point. Clarity and directness can alleviate anxiety. Having a long build-up or introducing unrelated topics can create confusion and undermine the message. A simple statement such as “I have some difficult news to share” can set the stage. Follow with a clear and concise description of the situation. Share the decision, explain the rationale, and describe the next steps. Avoid blaming or attacking anyone’s character. Rather, focus on behaviors, circumstances, and other factors that contributed to the decision.

Pause and create space for a reaction. Don’t let nervousness or discomfort with silence prevent you from giving the other person time to process the news. Extra explanation can create side issues and complicate the situation. Watch for emotional cues and respond empathetically, but avoid trying to dismiss or fix the situation. Telling someone not to worry or that everything will be fine is more likely to be read as thoughtless than helpful.   

Stay calm. Depending on the news you must deliver, emotions may quickly escalate, and you could become the target of accusations. It is important to remain calm and grounded. Avoid responding to emotions and frustrations and allowing the situation to spiral. Stay focused on the facts, implications, and evidence. If needed, you might pause the conversation and set a time to resume it when the person has had time to think and is calmer. 

Following the conversation:

Clarify the next steps. Conclude the conversation with specific information on next steps, timelines for action, and any expectations the other person must meet. Also, be sure to explain and offer any support available, such as assisting with transitions or coaching to address performance concerns.

Document the conversation. Create a written record of what was discussed including next steps, support offered, and any other relevant elements of the conversation. Memories can be faulty and become skewed, especially in the aftermath of emotional conversations. A record of the conversation can offer protection for everyone involved and be a useful reminder of any needed follow-up.

Follow up. Once the other person has had time to think and process the news, they will likely have questions. They may also need clarification on some implications and next steps. Inviting questions and clearing up confusion can prevent future problems and reaffirm your care and concern.

Sharing bad news is rarely easy. Still, it's crucial to handle it as well as possible. Fortunately, with thoughtful planning; compassionate, clear delivery; and prompt, supportive follow-up, we can convey the message without sacrificing trust and credibility.

May 07, 2026

Meetings Are Expensive—Make Them Worth the Effort

Administrators, support staff, teachers, and other personnel spend countless hours each year in meetings. We meet to plan and review policies and programs, discuss student issues and services, design curricula, collaborate on instructional issues, engage in professional learning, and accomplish a variety of other purposes. Yet how often do we leave these meetings feeling that the time was truly well spent? Too many meetings produce polite conversation, little clarity, and minimal forward motion.

The fact is that time is a precious resource, and we need to protect and use it well. Time spent in meetings needs to yield results that reflect the investment they represent. The question is: How can we structure and conduct meetings to produce outcomes that make them worthwhile and to accomplish what may be difficult or impossible if done through other means?

Fortunately, there are several relatively simple and straightforward strategies we can employ to increase the value of meetings and ensure worthy outcomes. Here are five characteristics that most often lead to productive, satisfying team meetings.

The meeting’s purpose is clear, shared, and worthy. Attendees understand whether they will be asked to plan, problem solve, decide, or engage in another process. They know what is expected of them and what success will look like. Further, they understand that the meeting will address an issue or problem that is meaningful and worth addressing. Consequently, attendees arrive with shared expectations and are ready to engage.

Psychological safety is accompanied by expectations for accountability and engagement in intellectual challenge. Psychological safety can lead people to feel comfortable, but comfort alone does not lead to creativity and productivity. Shared norms of respect, trust, and the assumption of positive intentions provide a context for honest conversation. Shared accountability encourages all participants to contribute meaningfully. A focus on a worthy problem, significant challenge, or interesting idea invites cognitive engagement and can stimulate creativity.

Diversity of perspective and opinion is valued, encouraged, and expected. Disagreement and dialogue often surface ideas, implications, and options that can be overlooked when agreement is immediate and unchallenged. Diversity of thought helps expose false and unhelpful assumptions and test the implications and potential of options. When agreement seems to emerge from the outset of the discussion, it can be useful to designate one of the meeting participants to challenge the group’s thinking and even propose alternatives for consideration.

Power balances are recognized and managed. When people who are perceived as leaders or with authority speak first, other meeting members are more likely to agree, not speak, or wait until after the meeting to disagree privately. Instead, formal leaders might serve as clarifiers, questioners, and evidence seekers throughout discussions. When leaders speak last, they have the benefit of having heard the discussion and evaluated information, evidence, and options. Consequently, their participation can serve to summarize and confirm what has been discussed as they weigh in on outcomes.

Follow-up action items and next steps are clear, worthwhile, time-bound, and assigned. Stimulating discussions and important decisions can be compromised or lost without appropriate follow-up. The meeting wrap-up should include a list of what has been decided, who will be responsible for any next steps or supporting actions, when actions will be taken, and how progress will be measured and communicated. Effective meeting closure can prevent the need to repeat key discussions, revisit past decisions, and address uncertainty about the meeting's impact. Clear task assignments can also create ownership of what happens next.

To ensure a meeting is worthwhile and productive, we might ask attendees to share a brief reflection. Rate each item on a 1-5 scale:

Was the purpose of the meeting clear and worthwhile?

Did the meeting feature psychological safety and intellectual challenge?

Did the meeting include diverse perspectives and opinions as well as the testing of assumptions and options?

Did everyone participate, and was power balanced throughout discussions?

Did we leave knowing what will happen next, by whom, and when?

Any items receiving a score of less than 4 signals the need for review and improvement.

Meetings are expensive, and they should serve as valuable time to accomplish work that is best done in a group context. In short, meetings are important; they are worth doing well. If you have any doubts about whether a meeting was worth it, ask yourself this question: Could that have been an email?

April 17, 2026

Three Types of Power to Claim in Your Classroom

There are days when we may not feel particularly powerful. We may struggle to gain the level of attention we seek, the cooperation we need, and the results we desire. Of course, the diverse personalities, lives, and current moods of our students, as well as our preparation and disposition, each play a role in how the day unfolds and how productive we feel and are.

Nevertheless, there are sources of power we can tap to counter and overcome many of the challenges we face and increase the impact of our efforts. In fact, experts note that teachers as leaders in the classroom possess three potentially potent sources of power: Positional power, influential power, and network power. Each of these sources can provide crucial elements of influence important to effective classroom management and productive instruction.

Fortunately, these sources of power do not compete. In fact, their presence can complement each other. When combined, they can offer substantial and sustained support to our teaching impact and classroom management. Let’s examine these three types of power and how they can provide us with the influence we need to be successful with students.

Positional power is derived from the institution. Teachers possess a measure of this type of power by virtue of their position of authority in schools and classrooms. The position permits teachers to set expectations, establish classroom-based structures and routines, make instructional and grading decisions, establish classroom level policies, and determine other formal roles, rules, and responsibilities. This power is most effective when exercised with consistency, purpose, and predictability. Effective use of positional power helps to protect and employ learning time efficiently, promote stability and safety, and clarify acceptable and unacceptable behavior. Positional power is most useful when it is used to create clarity rather than to primarily exercise control.

Influential power finds its source in teacher characteristics and behaviors. Influential power is the ability to persuade. It draws from familiar elements of persuasion: Ethos, pathos, and logos, or credibility, emotion, and logic. We build influential power through the demonstration of competence, coaching and modeling, relationship building, empathy and encouragement, and other interpersonal behaviors that communicate caring, credibility, and consistency. Influential power supplements positional power by building and leveraging influence rather than defaulting to formal authority. Influential power can support our efforts to motivate students, build engagement, and encourage learning risk-taking. Influential power is best suited for shifting from a compliance-based classroom culture to one based on commitment.

Network power relies on and draws from relationships, connections, and collaboration. Network power leverages partnerships with parents, other staff members and coaches, community connections, and others in the lives of students who hold positions of influence and opportunity. Often there are others in the lives of students who can provide support beyond what we can offer, who have the potential to influence students in ways not available to us, and who may see elements and aspects of students’ lives that can inform and support our efforts. Students exist in a world larger than the classroom or school; network power can activate sources of influence that exist in the broader world where students listen, learn, and respond. Network power takes a wholistic approach to supporting and influencing students.

As noted earlier, each source of power is important to our success. They are not in competition. In fact, when employed thoughtfully and consistently, each source of power can support and complement the others. However, there are some cautions to observe:

Our powers need to be grounded in caring and support, not manipulation.
Trust is crucial to the effective exercise of any of the three sources of power.
We need to avoid overuse or becoming overly reliant on any one source of power.
Neglecting any of the sources of power can diminish the impact of other sources.
When we experience what feels like reduced power, we may need to examine all three sources to understand and shift the situation.

Of course, there are other sources of power—intimidation, coercion, threat—that can seem as though they are effective in the moment, but they carry significant risks of backfiring and creating resistance and resentment. Our best course of action is to draw on sources of power that are grounded in respect, transparency, and trust.

March 13, 2026

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Guidelines for Productive Peer Observations

Peer observations can be powerful professional learning experiences. They provide an opportunity to learn in an authentic context, with real students, featuring real lessons, delivered by collegial experts. Peer observations are perfect examples of job-embedded, relevant professional learning that allows practitioners to play leadership roles.

Yet the prospect of other professionals viewing our work can be intimidating. If we lack recent experience with peers observing us, we can feel less than confident. We may fear that we will stumble, that students may not cooperate, or that something unexpected and embarrassing might happen. Yet the experience of observing and being observed can lead us to discover alternatives we never considered, encounter new and exciting innovations, and witness artistry in real time.

Of course, successful ongoing peer observation experiences require administrative protection and support. Time must be made available for observations and follow-up. Observations do not have to be lengthy, and reflections and discussions do not have to be time consuming, but they need to be a priority.

Peer observations also do not have to be complicated. They can be organized and ongoing or arranged informally between colleagues. However, successful peer observations rest on several best practices. The attitudes and mindsets we bring and the behaviors we practice can have a determinative impact on the success of the experience. Let’s begin by considering the mindsets that make peer observations more comfortable and productive:

Trust. The starting place for successful peer observations is positive intent and freedom from psychological risk. Peer observations need to be a space where sharing is more important than performing and learning is more valued than perfection.
Curiosity. Peer observations that support learning begin with the question, “What can I learn?” rather than, “What should I evaluate/judge?” Curiosity opens the door to learning and invites sharing rather than proving. Looking for strengths and promising practices makes it more likely they will be found.
Humility. Peer observations rest on the assumption that everyone can learn, including from colleagues. Differences in approaches and choices can reveal options and alternatives without defaulting to or comparing what is better. An attitude of learning can lift dialogue and lead to surprising and important insights.
Respect. The presence of respect and appreciation reduces the need to protect and defend. Respect for the work, respect for expertise, and respect for the choices and actions of colleagues offer crucial support for reflection, inquiry, and sharing.
Discretion. Protecting confidentiality can lower anxiety associated with peer observations. Knowing that what happens during peer visits will not be shared without permission or in inappropriate contexts can create freedom to take risks.

In addition to the attitudes and mindsets we bring to peer observations, there are several behaviors that can maximize the benefits of the peer observation experience:

Focus. So much happens simultaneously in classrooms that unless we have a focus, we can become distracted, overwhelmed and overlook what might be most useful. It usually is best to decide in advance what we want to see. It is a fact that when we know what we are looking for, we are more likely to find it.
Brevity. Peer observations do not have to be long. In fact, brief visits with a clear focus can be all that is necessary. It can be more beneficial to visit more times than to visit once for a longer period. Further, scheduling a brief - 10-15 minute - visit is much easier to manage than carving out a full class period, considering the typical time and responsibility constraints we face.
Inquiry. A crucial element of peer observation is that it is intended to collect information and observe practice, not evaluate or judge. The process should emphasize what is seen and heard. Peer observations can also offer opportunities to explore processes and strategies employed at other grade levels and in multiple subject areas. We can discover ideas and strategies to use with our students that we might not otherwise have considered.
Reflection. Obviously, much of the learning gained through peer observations comes through reflection. Spending time reviewing our notes following an observation can be a good start. However, reflecting on the experience with the person whom we observed can open a deeper level of reflection and lead to new insights related to options considered, decisions made, and other moves and approaches.
Reciprocity. Peer observations often work best when both parties observe and are observed. When the process is reciprocal, it feels shared and balanced. There also is a lessened tendency for the process to feel as though it is evaluative or corrective. Further, mutual observations build collective knowledge and shared insights and practices.

Successful peer observations build agency, not anxiety. If teachers feel as though they are vulnerable, peer observations will fail. If teachers feel respect and support in the process, success is much more likely.

February 11, 2026

Teachers Lead Every Day: 5 Behaviors That Prove It

Teachers do not always see themselves as leaders. In fact, some may even argue that leading is not their role; leading is the responsibility of administrators. Of course, principals and other administrators certainly have leadership responsibilities. However, leadership is less about the position one holds and more about the influence one exerts on the thinking, perceptions, and behavior of others.

With this perspective in mind, it is not difficult to see how the role of teachers embodies leadership in the lives of students. Most of us can point to the influence a teacher has had on some aspect of our lives. In fact, many of us can point to a teacher whose influence led us to choose education as our profession.

Leadership also takes multiple forms. Some leadership influences are subtle and nuanced, while others are highly visible and direct. Leadership can be carefully planned and orchestrated or be spontaneous and improvised. Leadership can result from formally granted power or be bestowed in response to demonstrated behaviors and revealed characteristics.

One thing is certain: Teachers and leaders in other fields share many sources of influence and demonstrate similar impacts. Consider these five examples of teaching leadership and their parallels in other leadership roles.

Teachers build and shape culture. This role is shared with leaders of any successful organization, including CEOs of major companies. Teachers manage norms of behavior, establish parameters of risk-taking, and define what it means to belong—all of which influence the daily experiences of students. They also manage and distribute power within their classrooms. While these actions occur on a small scale, they share important characteristics with leaders in all sectors of society.

Teachers establish expectations. A longstanding adage about leadership is that leaders get the performance they expect. A clear parallel is that the level of expectations teachers hold for students is a primary predictor of student success. Consistency and follow-through create a sense of security and predictability and promote credibility and trust. Subtle and explicit cues, such as the amount of attention, quality of feedback, and nonverbal communication signals to students our confidence in their potential and reassurance of the support they can expect.

Teachers make impactful decisions. Leaders make decisions that matter, including what to focus on and what to ignore. Minute by minute and second by second, teachers decide what to emphasize and what to minimize. They decide how much student input and participation to invite and insist on. They decide what content will be elevated and what will be skipped. The choices teachers make shape the learning path and define what students will be accountable for. Like other leaders, teachers’ choices reflect priorities and articulate values.

Teachers guide and support through confusion and uncertainty. In times of disruption, conflict, and crisis, leaders provide the stability and reassurance needed to make sense of and navigate situations. Students depend on teachers to give them hope and support when they face difficult circumstances. During times of crisis and chaos, teachers step up to manage the situation and ensure the psychological and physical safety of all. Teachers, like other leaders, are the stabilizers of events and interpreters of reality.

Teachers are watched and followed models. Leaders use their behavior to reflect their values and beliefs. The way teachers model respect, fairness, curiosity, and persistence shapes how students behave and treat others, approach learning, and respond to setbacks. Students watch how teachers respond to challenges, handle mistakes, and navigate conflict. They take lifelong lessons from teacher behavior, often without either’s awareness.

Leadership is not always a conscious act, and we may not always see the impact we have. Yet, students watch, listen, and learn from our leadership every day. There is one thing of which we can be certain: What we do matters, and the difference our leadership makes can be lifelong.

January 28, 2026

Getting Past an Us vs. Them Mentality

Schools perform a wide array of functions and depend on many people to accomplish them. Naturally, within this context, people develop relationships and alliances with others who may perform similar functions or share other connections. These affiliations often lead to sharing expertise, building a sense of belonging, and creating alliances.

Unfortunately, they also can lead to separation among groups. For example, some teachers may see their interests and priorities as different from administrators. Or some may perceive staff in other roles as competition. Other issues and perceptions can result in other types and levels of separation within the school.

Over time, these perceptions can solidify into an “us versus them” mentality. When this happens, communication can break down, collaboration may suffer, and identities separate. The separation often produces reduced levels of morale, increased resentment, and even burnout.

Students, too, can suffer when adults adopt an “us versus them” mentality. Services may not be well coordinated, support may become disjointed, and learning opportunities may diminish. Of course, students are likely to sense the conflict and resentment among adults they depend on and feel torn and stressed as a result.

So, what can be done if we find that an “us versus them” mentality is developing or is already present? Fortunately, with commitment, patience, and persistence, “us versus them” thinking can be overcome. Here are six steps to get started.

Focus on purpose, not position.

Everyone has a role to play in accomplishing the school’s mission. When the emphasis is on the goal of student success and everyone shares in the work, there are far more reasons to collaborate, partner, and support than to separate, silo, and single out. The mission of schools is multi-faceted. Success depends on everyone’s contribution. Viewing some members or groups as “others” makes the work more difficult and less satisfying. When we realize that we are all in the work together and we need each other to fully succeed, working together becomes easier. Sharing student stories, highlighting the impact of shared efforts, and mining data for new ideas and opportunities can create energy, promote shared ownership, and mutual appreciation.

Insight: Shared purpose can create connections, energy, and mutual respect.

Invite input early and often.

Listening sessions and open discussions that are taken seriously matter, but only if what is said is considered and used to guide deliberations. Input that is invited too late in planning and decision making can fuel resentment rather than trust and support. Willingness to wrestle with difficult questions may feel risky at first, but over time, openness and dialogue can build high levels of trust and lead to better decisions.

Insight: Input matters only if it is timely taken and heeded.

Commit to decision making transparency.

Knowing the “why” behind decisions can go a long way toward creating understanding, even when not everyone agrees with the outcome. When the factors, processes, and criteria that drive decisions are shared throughout the process, much of the mystery and suspicion can be avoided. When everyone understands the objectives, constraints, and options considered, trust grows.

Insight: Transparency strengthens decision credibility.

Create cross functional teams.

Bringing varied experience and expertise to focus on problems and design new initiatives can prevent foreseeable problems, build ownership for decisions, and create longer lasting solutions. Similarly, forming teams of teachers and administrators to conduct instructional rounds followed by reflection and analysis can surface examples of excellence to build on and opportunities for improvement. Planning, celebrating, and solving problems together can dispel faulty assumptions, build mutual understanding, and lower mental walls that can get in the way.

Insight: Diverse perspectives and varied experience will open the door to new possibilities.

Engage in productive conflict.

Avoiding conflict and ignoring tension reinforces separation and undermines trust. Honesty, respect, and clarity do the opposite. Having norms and processes to deal with disagreement such as assuming positive intentions, remaining open and curious, and committing to focus on issues and ideas rather than people can help to keep conflict respectful and productive. People will not and should not always agree, but they should always feel heard and respected.

Insight: Engaging in conflict that leads to understanding is more important than finding agreement.

Make wins “we” celebrations.

“We” language can send a powerful message of collaboration and appreciation. It is not “my” staff or “my” team, it is “our” staff and “our” team. Recognizing shared achievement leads to shared identity. Think: “We solved this problem.” “We improved this process.” “And we are making a difference for students.” Success as a school always is a shared effort and accomplishment.

Insight: Shared credit builds shared identity.

Finding common ground and forming shared identities takes time. However, the benefits of everyone sharing in the mission, committing to listening, engaging in productive conflict, and building trust far outweigh the effort required.

January 21, 2026

When Easy Answers Are Scarce: Try These Leadership Practices

Leadership is challenging and complex work. Easy answers and obvious solutions can be handled by almost anyone. However, when issues involve complexity, demand insight, and clear thinking, they are more likely to land in the laps of leaders. While we may have more experience than some, we do not have access to an endless supply of answers to difficult questions or solutions to every challenging problem.

Nevertheless, we can tap strategies and approaches that strengthen our thinking, help us to see options and alternatives that others may miss, and uncover solutions that otherwise might be overlooked. These leadership tools can help us to focus our thinking, flex our perspectives, and expand our search for promising options. Here are five experience-tested strategies to consider and apply when answers are not obvious and deeper thought and reflection are required.

Perspective taking.

The observation may seem obvious, but every complex situation, significant conflict, and negotiation has multiple sides and involves multiple perspectives. Unfortunately, we can become trapped in efforts to strengthen our position and improve our arguments rather than tapping the often more powerful and effective approach of understanding how the other party views the situation. More power and persuasion may make us feel better. Yet, grasping the perspective and understanding the emotional investment others bring to the circumstance can uncover options and areas of agreement that can lead to better and longer lasting solutions.

Slow looking.

Adapted from the art world, slow looking involves taking time to observe details that may not be immediately visible, stepping back to see a larger image, and shifting perspectives to observe from varying angles. We can use this approach when confronting complex situations, attempting to understand other’s intentions, and examining our reaction to what we are hearing or experiencing. When we slow down our thinking and focus on relationships, motivations, and interactions, we often can deepen our understanding and discover options and implications we might otherwise overlook.

Deep thinking.

Quick thinking has its place. However, finding answers to more difficult and complex problems requires time and focus. Discovering the best course of action is more likely to result from reflecting, examining, and questioning than seizing on the first option to surface. By setting aside time to delve beyond our immediate reactions, probe our initial emotions, and quiet our minds we can open ourselves to new insights, tap our creativity, expand our empathy, and discover novel ideas and uncover helpful options. While deep thinking requires some time commitment, it can be an effective time saver and solution generator if we practice it regularly.

Structured reflection.

Replaying experiences and reviewing our thoughts and actions can support emotional release and generate self-justifications, but they are of little value unless they create greater clarity and lead to new insights and improved future actions. Fortunately, a simple reflection structure adapted from medical practice can provide a useful path that creates better understanding and leads to informed action. The process is driven by three questions. The first question is “What?” What happened? What did I think and feel? What else did I observe? The second question: “So what?” Probes for significance. What were the consequences? Why was the experience important? Is this something I need to correct or from which I need to learn? The final question is “What next?” This question invites action. What adjustments will we make in the future? Is there repair I need to make now? What learning will I apply when I have a similar experience in the future?

Brain breaks.

We know the value of having students take frequent breaks while engaging in challenging learning tasks. Even though active instruction or focused learning efforts cease, the brain continues to process, sequence, interpret, and store what students are learning. It happens that brain breaks are not just for young learners. When we attempt to take in large amounts of information, engage in complex problem solving, and sort through and seek the best options, taking brief breaks can give our brains time to absorb and organize information. A brief walk, stretch, or few moments of quiet time can make a significant difference in our mental processing and memory storage. Regular breaks can refresh our energy, but they can also improve our mental capacity.

Obviously, not every one of these thinking strategies apply to every problem or challenge we face. However, having access to an array of thinking approaches and strategies we can tap can give us useful options from which to choose. Also, these thinking tools are not just for leaders or confined to leadership challenges. They can be helpful when confronting almost any life circumstance that calls for more than preset processes and knee-jerk reactions.

January 07, 2026

The Master Teacher Blog