The best job I ever had was being a principal. Hands down. Loved the challenges, loved the huge impact of the work, and I loved being the person that so many counted on. I loved it so much that I stayed in the position for 19 years, serving all levels K-12. We even had dual enrollment college courses on our campus, and a few students asked me if I could follow them into college :).
In 2022, I transitioned from my role as a principal and district leader to focusing full-time on supporting educators in various capacities across the country. Whether as a coach, a provider of professional learning, or an accountability and thought partner, my goal is to serve and uplift educators. I see you, principals, and how hard you are working every day. And, I see how you blame yourselves when you can’t make progress on your goals or even cross things off your to-do list. It’s not you, it’s the job. It is too much for one person to do alone.
Reflecting on my time as a principal, I can vividly recall those mornings where I would take a deep breath and dive headfirst into the day’s tasks, fully engaged and committed. Despite having a prioritized to-do list, there were many instances where I felt like I spent most of my day reacting to crisis calls and unforeseen situations rather than making meaningful progress on my goals.
Now that I can see the forest instead of just focusing on the trees as I support principals from the Atlantic to the Pacific, I clearly see that the job of a principal is impossible to do alone. In our upcoming book What Makes a Great Principal, Dr. Ryan Daniel describes this brilliantly, “Operating a school as a single administrator has taught me the value in cultivating teacher leaders. A culture of leadership is far more powerful than a book of policies.” Empowering others to share the leadership journey is no longer just a choice for principals; it’s an absolute necessity for effective leadership. However, it’s crucial to note that this goes beyond merely assigning tasks—it’s about fostering a culture of collaboration and empowerment.
A culture of leadership is far more important than a book of policies.
-Dr. Ryan Daniel in What Makes a Great Principal
So, how do we move from being lonely at the top to having a school full of individuals who lead from their strengths to serve the entire community? First, we have to accept that the job of a principal is too heavy to be carried on the shoulders of one individual. I don’t care how strong you are, not only can’t you lead well alone, it is not good for the culture of the school to have everything hinge on one person. Even a brilliant, strong, and capable person like you. Here are three things to consider as you are moving from being lonely at the top to developing a powerhouse team of leaders who crush goals and serve students effectively.
- Know the strengths of those you serve. I will forever shout from the rooftops the advice my What Makes a Great Principal co-author George Couros gives to new leaders: don’t make a single change until you know the strengths of every staff member. Why is this so important? People feel truly seen when they know that you know their strengths. When people feel seen by a leader, they are more likely to give their trust. Beyond that, knowing the strengths of those you serve allows you to match the right people with leading the right goals. This advice is crucial for all leaders because staff members are constantly developing new strengths and skills.
- Work smarter not harder. Let’s shift our focus to working smarter, not harder. Have you noticed people consistently turning to you to solve problems that they could handle themselves? Consider responding with something like this: “I have trust in your ability to tackle this. What tools or assistance do you require to feel confident in making this decision?” Their discomfort in taking the initiative provides valuable feedback, offering insights into communication and organizational systems that can enhance efficiency for everyone involved, ensuring we all work smarter, not harder.
- Create an “only-me list”. Certain responsibilities are reserved solely for school leaders and cannot be handed off to others. A prime example of this is the duty of leaders to conduct evaluations and observations, which are critical leadership tasks that cannot be delegated. When leaders fail to prioritize these responsibilities, their effectiveness is compromised. It is probably not very difficult for you to imagine this scenario: it’s 9:00 pm, and after spending a few precious hours with your family following a hectic school day, you finally open your computer to prepare for an observation feedback meeting. What might the quality of your feedback be under these circumstances? Now, consider an alternative scenario where you carve out a quiet moment immediately after the observation to reflect and plan feedback. The difference in the quality of feedback is significant. To ensure that these crucial tasks are prioritized, create an “only me list” and communicate it clearly. This communicates to teachers and all staff that you that you value them and your important work enough that you will shut your door at times and prioritize it.
We know this to be true: it is crucial for school leaders to recognize that leading alone is neither feasible nor beneficial for fostering a thriving school environment. As we strive to shift from “lonely at the top” to a community of empowered leaders, let’s remember the importance of building relationships, leveraging strengths, and fostering a culture of shared leadership. Together, we can create schools where everyone feels valued, supported, and empowered to contribute their best to the education and growth of our students. Including the principal.
Serendipity in Education 