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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

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

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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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

Small Shifts with Big Impact: 5 Resolutions Worth Keeping

This is a time when we often consider making resolutions for the coming year. These resolutions are aspirational, reflecting our hopes and intentions for the months ahead. Unfortunately, they are also often short-lived. Resolutions can require new skills, significant life changes, and relationship adjustments. They may even mean giving up things with which we are familiar and enjoy. Consequently, within the first month or two of the new year, most resolutions have gone by the wayside.

Nevertheless, there may be changes to make and goals to achieve in the coming year that are worth our time and effort. The key is to choose carefully, focus on what can help us make progress towards who we want to be, and be ready to follow through. Of course, it helps if our resolutions do not require significant new commitments of time, new skills, or abandonment of long practiced habits.

If this situation sounds familiar, you have good news. There are meaningful resolutions you can make that do not come with significant new time commitments but pay big dividends. They do not require new skills or new habits that would be difficult to sustain. Equally important, these resolutions offer significant and sustained benefits when practiced regularly. Consider these five options that you can start today and enjoy their benefits now and throughout the new year.

Resolution #1: I will be curious.

Curiosity is an attitude as much as a behavior. Being curious positions us to pay attention, ask questions, and explore what may be new or unique. Remaining curious can be a powerful way to help us to better understand and evaluate new ideas we encounter. Curiosity can help us build relationships with others. Curiosity can even be an effective strategy for resolving conflicts we encounter. It can also be the door to continuous learning and growth.

Resolution #2: I will assume positive intentions.

When something unfortunate happens, we observe negative behavior, or are confused by what someone says, we have a choice to make. We might assume that someone intended to create a problem, behave badly, or their words were intended to hurt. Alternatively, we can assume that there may be more to the situation than we know and there is a legitimate reason for what someone said or did. The choice may matter more than we realize. When we assume negative intentions, we search for responsibility and blame. The result too often is unproductive, negative, and hurtful. When we learn the full story, we may even find ourselves apologizing for what we assumed. Assuming positive intentions, on the other hand, allows us to explore and gain understanding before deciding what to think and how to respond. Assuming positive intentions builds trust and promotes understanding—two helpful connections for the coming year.

Resolution #3: I will notice and celebrate small wins.

Small wins happen around us more often than we might realize—unless we are paying attention. In the aftermath of a resolved problem, a settled conflict, or completed task, we might quickly turn to the next issue or challenge and move on. Yet, small wins can be the fuel that keeps our energy flowing and our spirits high. Further, when we notice and celebrate small wins, they can grow and become much larger wins. Small wins can be momentum builders and confidence reinforcers. They are worth noticing and celebrating.

Resolution #4: I will be grateful.

Much like noticing and celebrating small wins, paying attention to what we should be grateful for and appreciating people who are important to us can be a powerful counterweight to what might otherwise drag us down. Incorporating gratitude into daily or weekly journaling, reflecting as we begin or end the day, or purposefully sharing gratitude in our conversations can make a surprisingly positive difference in our attitude and how we experience life. Reflecting on what is good in our lives and being thankful for people who support and love us does not have to be time consuming, but it can be life renewing.

Resolution #5: I will practice work-life balance.

There is almost always more work that could be done. We might do more planning. We might rework or tweak a project, or maybe just worry about a colleague or student. The list could go on. Finding work-life balance can become more of an art than science. But placing reasonable boundaries around work hours, setting priorities, taking regular breaks, and protecting time for family, recreation, and other personal activities can be the key to sustaining our energy, remaining motivated, and maintaining our sanity.

While these resolutions do not ask us to change major elements of our lives, they yield the greatest results when practiced regularly. With just a few weeks of practice, they can shift how we engage with others, shape our attitudes, and improve how we experience life.

December 15, 2025

Evolving Education: Lessons from the Typewriter

Metaphors can be powerful tools for communicating and creating understanding. Part of their charm and utility is that they can help us to see limitations and imagine alternatives, a safe and inviting way to articulate the case for change and suggest possible options. With this context in mind, let's consider the metaphor of a typewriter to help us see how the design of our educational system might be holding us back from what we need. It might also help us to rethink the design in useful ways.

Consider that the typewriter was an amazing innovation in its time. The work of the traditional typesetter immediately became available to anyone with access to the machine. Professional printing was no longer the purview of a few highly skilled individuals. Similarly, the emergence of our public education system created access to learning opportunities that previously have been confined to the wealthy and privileged. However, while access remains important, access alone is not adequate to prepare students for their futures.

Rethink opportunity: How can we assure that every student has access to rich learning opportunities and support and is challenged to move their learning to ever higher levels and deeper understanding?

The typewriter provided precision in type and uniformity in presentation. Our education system, too, was designed to create uniformity and precision in teaching and learning. Schools were charged with preparing students for a predictable future and a stable economy that, for most graduates, required a relatively narrow set of minimal skills. Yet, today’s world demands creativity, innovation, and flexibility; skills difficult to foster in a standardized and compliance-based design.

Rethink opportunity: How might we design more opportunities for flexibility, variety, and diversity in learning experiences?

Typewriters were designed for use in isolation. A single person developed a single product following a set approach. Similarly, our schools were designed for learning to occur in a predetermined sequence, largely disconnected from application and devoid of collaboration. Meanwhile, today’s workplace values networks, shared creativity, and instant communication.

Rethink opportunity: How can we create learning environments that encourage collaboration, celebrate connections, and nurture learning networks?

Typewriters were not tolerant of mistakes or changes. Even minor errors in keystrokes required retyping or covering with “whiteout.” Changes to content typically meant starting over. The design of our educational system does not accommodate mistakes very well. Instruction is intended to keep moving forward. Mistakes are treated as interruptions and malfunctions rather than naturally occurring aspects of learning. Terms such as “remediation” imply having to fix learners rather than accepting and addressing errors and mistakes as important components of learning.

Rethink opportunity: How can we create opportunities for mistakes and errors to be celebrated as part of learning processes and utilized to accelerate understanding and deepen insights?

Typewriters immediately increased the productivity of office workers. Tasks that previously took excessive time and care became far less time intensive. However, we would not expect workers to meet workplace expectations today while relying on a typewriter to generate the volume and variety of products we take for granted. Yet, educators are expected to follow and rely on a system design that has changed relatively little since its creation in the late 1800’s. There should be little wonder about why schools often do not produce the results expected and needed in today’s world.

Rethink opportunity: How can we harness today’s technology tools to support greater productivity without adding excessive pressure and workloads?

Typewriters offer feelings of nostalgia for many people. The sounds of clicking keys and the bell of a return carriage can conjure familiar memories and reminders of simpler, less complicated times. The structures and schedules and the compliance and fact-focused curriculum of traditional schools can feel familiar, predictable, and even reassuring. However, the world for which today’s schools are challenged to prepare students will demand flexibility, collaboration, curiosity, imagination, and innovation; features traditional schooling was not designed to foster.

Rethink opportunity: How can schools evolve to encourage more curiosity, greater collaboration, expanded creativity, and richer imagination?

The invention of the typewriter represented a major step forward in printing and the design of our education system opened the door to major advances in learning. However, much like the typewriter of yesteryear, our thinking and approaches to learning need to evolve and respond to new opportunities and the demands our students will face in life and work.

December 11, 2025

American Education Week: Why Educators Deserve Hero Status

American Education Week is a time set aside to recognize and celebrate the commitment and contributions of the educators who teach and nurture our youth. These are the people who prepare the citizens and workers who will contribute to our economy, preserve our society, and lead our nation in the coming decades. For these reasons and innumerable others, educators are worth celebrating.

Yet, it seems fair to say that most educators today do not feel as though they are seen as celebrated heroes. Hardly a day passes without media reports on how students and schools are underperforming. Educators are singled out for not correcting societal ills that originate in contexts beyond their control, often in families, communities, and even in broader society. Educators are expected to counter calculated strategies to students who are addicted to social media, compete with powerful and rapidly changing technologies, and respond to conflicting visions of how schools should operate and what schools and education should accomplish. Meanwhile, educators are asked to perform with inadequate resources and support, engage students who are distracted and disinterested, and prepare students for a future that is uncertain and constantly evolving.

While this picture may sound discouraging, it ignores the amazing tasks educators perform, the unwavering resilience they demonstrate, and powerful and lasting influence they have on the students they teach. If we silence the noise and consider the work of educators at an individual level—where the work of learning, growing, and developing happens—we can see a different picture. Despite the lack of clarity, inconsistent expectations, and inadequate support, educators are doing crucial work on behalf of our society, and this work should be celebrated, not just criticized.

Consider that every day educators engage in the work of:

Building human capital. Educators spend their days nurturing new skills, building confidence, and instilling hope. They inspire students to see more possibilities in themselves than they can imagine. Educators are shaping young minds and spirits into confident learners and capable citizens.
Creating safe harbors of caring. Students often face incredible life challenges and suffer from deep emotional wounds. Educators administer kindness, care, and attention for students who desperately need support, and create spaces where students can risk, fail, grow, and try again.
Protecting opportunities for all. Educators often are the only advocates that students can consistently depend on. Educators are champions for students who otherwise may be ignored. They ensure students receive the support they need to succeed regardless of background and experience.
Creating future possibilities. The foundation of learning that educators build today will be the support that opens doors to every profession, career, and service today’s students will pursue and that every community depends on.
Nurturing tolerance and civility. Teaching students to listen, respect, and consider the perspectives of others, resolve conflicts through peaceful dialogue and understanding, and accept others who may not share the same culture and life experiences are crucial tasks for educators and are building blocks for a healthy, safe, and sustainable society.
Sustaining democracy. Educators are among the few professions that are charged with and work diligently to instill respect for and understanding of the importance of our democracy. Teaching critical thinking, nurturing reasoning, and building an understanding of the structures and functions of our government are crucial to the success and sustainability of our society.
Providing positive role models. Educators are daily models for students to observe, learn from, and emulate. For many students, they may be the only positive, consistent role models they have. The perseverance, integrity, curiosity, confidence, courage, and commitment of educators can be the inspiration students need to see what is possible and instill the hope that is necessary to make it reality.

Obviously, challenges remain and we always need to do better. However, educators should be considered heroes, not villains. They should be honored, encouraged, supported, and given credit for the crucial work they do.

November 06, 2025

The Master Teacher Blog