When Andy Catlett, Wendell Berry’s character, a nine-year-old boy, visits his grandparents in 1943 over a Christmas vacation, he narrates the everyday happenings of a three-day journey. In one scene, he describes his Grandma’s button box. According to Andy, everyone had button boxes in every home he visited in those days — an assortment of glass, brass, or pearl buttons in different shapes and colors collected over the years from worn or discarded garments. These could be used to adorn new handmade clothes or to replace the lost buttons on other shirts or dresses. For Andy Catlett, playing in these boxes was like searching for hidden treasure.

On this particular visit, however, Andy realized he no longer liked playing with buttons. In one sense, he was surprised at the realization. On the other hand, it was an acknowledgment that growing up means losing interest in some things and finding it in others.

At the same time, Andy was realizing his interests were shifting to more adventuresome objects like rifles or mule teams. Even as he thought of this moment from childhood, the grief in his voice is evident as he says, “Maybe it was because I was now traveling away from home…by myself, but I knew suddenly and finally that my time of playing with buttons was past, just as one summer evening a year or two later, when I had found a perfect slingshot fork in the top of a tree, it came to me that I was no longer interested in slingshots, and I climbed down and left the perfect fork uncut” (Berry 457).

In addition to Andy’s realization that button boxes and slingshots had lost their interest for him, he also realizes that small farming practices are going out of style as well, and this sad reality brings more serious consequences for entire communities. In fact, it is this loss that shows up most as one of the major themes for most of Wendell Berry’s characters.

Almost all of Berry’s books contain themes that run up against the losses of treasures we so easily discard in the name of progress or modernization. From his nonfiction work, The Unsettling of America, to his poems of protest against practices like strip-mining, Berry’s works create a masterpiece of classics that help us relate to the everyday lives of his characters while yearning to redeem or repair the damage being done to their places and lives.

Some of these losses, Berry acknowledges, are a natural part of living. Others, however, he shows, have been thrust upon us by outside forces bent on taking rather than giving.

In his novel about Hannah Coulter, the grandmotherly narrator is able to show her patriotism while also pointedly convincing you of her hatred of war and violence.

Jayber Crow, the town barber, in the book he narrates, helps readers grieve the loss of forests and natural field boundaries that protect farms from erosion and land devastation.

As a Kentucky farmer, Berry lived near the very Kentucky River he describes in his fictional town of Port William. He also practiced what he preached. The Berry Foundation, established by his family, has helped small farmers reclaim more than 2,000 acres of Kentucky farmland to reestablish regenerative farming practices that are not dependent on industrialized farming methods.

Growing a community of learners can very easily be compared to the growth of a healthy garden or farm.

As I’ve said in other posts, strong schools (or any community, for that matter) require commitments to three areas:

Strong beliefs include the shared values that every child can learn and include an unbending commitment to doing whatever it takes to hold them to high expectations while providing high supports.

Committed people have the hearts, not just the heads, for good teaching and learning. Character is more important than competency, and competency goes much further when carried by people with character.

And without strong, sustainable systems or structures in place, you cannot achieve outcomes. You can attract good people with the right beliefs, and you can have the right collective outcomes in mind, but if the structures are weak, many of those same people will grow frustrated in the work and likely go somewhere else.

It is the responsibility of leaders to set the tone for beliefs, to invest in supporting people, and to create the structures for sustainable outcomes.

This school year, you will be venturing into the hard work of growing a healthy learning environment. Wendell Berry’s books remind me of the wonders and joys of being a child. They also remind me to honor the legacies of brave everyday men and women who are often our best examples of human flourishing.

He calls his readers to think deeply about our relationships not just to people but also to places. He inspires us to improve or redeem the places and times we live in now, not just yearn for the past or look to the future.

Wendell Berry’s ability to take simple, everyday occurrences and turn them into moments of reflection is a gift that keeps giving over and over again in his books and poems.

These sentiments may be best captured in one of his most famous poems, “The Peace of Wild Things,” where he says:

When despair for the world grows in me
and I wake in the night at the least sound
in fear of what my life and my children’s lives might be,
I go and lie down where the wood drake
rests in his beauty on the water, and the great heron feeds.
I come into the peace of wild things
who do not tax their lives with forethought
of grief. I come into the presence of still water.
And I feel above me the day-blind stars
waiting with their light. For a time
I rest in the grace of the world, and am free.

From The Selected Poems of Wendell Berry (Counterpoint, 1999)

This school year, what commitments can you make to the beliefs, people, and systems that produce healthy learning outcomes?

How can you stay timely in your understanding of your students and your practices while also holding to the timeless principles that have always made learning possible and will keep on working long after we’re gone?

Other Source Cited:
Berry, Wendell. Port William Novels & Stories: The Civil War to World War II. Edited by Jack Shoemaker, Library of America, 2018.

Listen to Will & Jen discuss this tribute:

The post MONDAY MATTERS with Jen Schwanke and Will Parker – A Tribute to Wendell Berry appeared first on Principal Matters.

Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is:

What is a story with a student, teacher or community member that reminded you why you are an educator?

Listen in to hear their response! They also invite listeners to reflect on this question as they finish their work week.

Chien “Ray” Nee, is a transformational education leader with more than two decades of experience. He currently serves as a Performance Specialist in Maryland’s second-largest school district, where he supports, monitors, and evaluates instruction across 104 elementary schools, impacting more than 50,000 students.

Chien’s work is grounded in a belief in thinking bigger. Before moving into district leadership, he served as principal of a K–8 charter school, where he led the school to its first four-star rating on the Maryland State Report Card, a distinction it maintained throughout his tenure. He also served as an assistant principal and resident principal in Baltimore City Public Schools.

A graduate of the New Leaders program, Chien believes teachers are the engine of school success. His leadership focuses on instructional rigor, intentional coaching, strong relationships, and celebrating great teaching, with a commitment to the daily habits that drive lasting student achievement.

Chien emphasizes that while his role has evolved from classroom teacher to school leader to district-level support, his core mission remains the same: creating meaningful academic impact for students. What has changed is his vantage point. He now sees how individual teacher effectiveness scales into system-wide success, reinforcing the importance of every educator’s role.

At the heart of Chien’s message are three essential elements that drive student success: engagement, relationships, and relevance. When teachers actively engage students, build strong relationships, and make learning meaningful, classrooms become places where students want to be. These elements not only improve learning outcomes but also influence key indicators like attendance and overall student motivation.

Chien describes his work as deeply collaborative, supporting district leaders, principal supervisors, and school principals. His favorite part of the role is being on-site in schools, working directly with leadership teams that include principals, assistant principals, and teacher leaders. Through job-embedded professional development, he helps teams strengthen their instructional practices while honoring the unique ecosystem of each school.

A key part of Chien’s leadership approach is building trust through authentic relationships. He explains that effective coaching begins with being a reliable and consistent thought partner. Because leaders’ time is limited, every interaction must be meaningful and valuable. Trust is built over time through consistency, responsiveness, and a genuine commitment to supporting others.

When it comes to holding leaders accountable while supporting their growth, Chien offers a practical framework built on three guiding questions: What do they already know? What are they currently wrestling with? What will be immediately useful? These questions ensure that coaching is personalized, timely, and actionable, helping leaders grow in ways that directly impact their work.

Chien also shares insight into building healthy systems within schools. He encourages leaders to prioritize visibility and connection, making time for brief but meaningful interactions with teachers throughout the day. Small actions—like visiting classrooms or leaving positive feedback—can shape a school’s culture and climate. He challenges leaders to increase their presence intentionally, knowing that these moments build trust and reinforce support.

One of the most powerful ideas from the conversation is the importance of consistency over intensity. Sustainable impact comes from daily habits and intentional actions repeated over time, not from occasional bursts of effort. By consistently showing up, engaging with teachers, and supporting leaders, school leaders can create lasting and meaningful change.

As the episode closes, Chien leaves listeners with a simple but powerful message: “bloom where you are planted.” He reminds educators that while the work is challenging, focusing on doing the best with what is in front of you will lead to meaningful impact.

If you would like to learn more about Chien’s work, visit his LinkedIn: https://www.linkedin.com/in/chiennee/

The post Teachers Are The Engine of School Success with Chien Nee – PMP 517 appeared first on Principal Matters.

Happy Monday, Principal Matters Listeners! This week, Jen Schwanke and I are talking about a term called “proflection”. Coined by Jen, the term “proflection” means “proactive reflection”. Typically, reflection is a passive process, but proflection is intentionally taking charge of what you intend with your work and what you think about your work. In practice, this looks like reflecting before an event, during the event, and after the event to figure out what you want the event to look like, how the event is going, and what you could have done differently. Jen says that there are four steps to proflection:

This cycle will provide you with the ability to improve your practice as a leader through proflection. Listen in to hear all our takeaways. 

Reflecting is good, but what are you going to do with those reflections to improve your work or your school? Take some time this week to proactively reflect while you work. 

Here is the link to purchase Jen’s audio book! Use code PRINCIPAL30 for a 30% discount!

https://www.echopointbooks.com/cart/add/?id=45972673560749&quantity=1

Bulk pricing is available too! Contact [email protected] for special bulk pricing to gift this resource to your entire team!

The post MONDAY MATTERS with Jen Schwanke and Will Parker – Proflection appeared first on Principal Matters.

Before each week’s interview, Will Parker and Jen Schwanke spend some time answering a listener question. This week’s question is:

What advice would a teacher want to give to a new principal?

Listen in to hear their response!

Tyler Watkins, Ed.D., is the principal of Petal High School, one of Mississippi’s top-rated high schools and a 2022 National Blue Ribbon School. He began his career in 2011 as a teacher and baseball coach before moving into school leadership. 

His work centers on building belonging, creating predictable systems, and leading through stability. Dr. Watkins earned his doctorate in Educational Leadership from William Carey University, where his research focused on the academic effects of student transiency. 

He lives in Petal, Mississippi, with his wife, Katie, and their children, Lowe and Cohen. He is the author of Rooted Leadership in a Mobile World: Belonging, Predictability, and Purpose When Students Come and Go, scheduled for release in Fall 2026.

Dr. Watkins’ passion for this topic didn’t begin with theory. It began with what he was seeing every day. Students were constantly entering and leaving his school, and even in a high performing system, each new student was starting over. That led him to ask a deeper question, what are we doing to make students feel rooted, even when their lives are not. In today’s landscape of school choice and increased mobility, this isn’t a niche issue. It is everywhere. Whether a school is high performing or struggling, students are navigating transitions, and schools must be ready to respond.

One of the biggest shifts Dr. Watkins describes is recognizing that student mobility is not just an academic issue, it is a human one. New students are not simply catching up on content. They are trying to understand new teachers, new systems, and new social environments, often while carrying emotional weight from their transitions. Too often, schools focus first on academics. But Dr. Watkins emphasizes that stability has to be intentionally designed, not assumed.

At its most practical level, Dr. Watkins encourages leaders to focus on the first 10 days of a student’s experience. Every new student should have a clear plan, not just a schedule. That plan should include intentional check ins, clear expectations, and a structured way to help them navigate the building. Without this, students are often left to figure things out on their own, which increases stress and disconnect.

Along with a clear plan, every student needs an immediate connection with a trusted adult. At Petal High School, Dr. Watkins and his team assign students to an administrator and counselor by alphabet, and they meet them right away. It is simple, but it matters. Students need to know someone knows their name, where to find them, and how to reach out when they need help. That connection is often the difference between feeling lost and feeling grounded.

Another key insight Dr. Watkins shares is the importance of consistency across classrooms. It is overwhelming for students, especially new ones, to relearn expectations from class to class. Schools must align expectations so students can focus on learning rather than constantly adjusting to different systems. Clarity and consistency do not just support behavior, they create stability.

Dr. Watkins also highlights the power of early communication with families. A simple message home letting a parent know their child had a great day can immediately build trust and connection. These small moments send a clear message, your child matters here, and we are paying attention.

A common misconception is that schools must choose between being welcoming and maintaining high expectations. Dr. Watkins challenges that thinking. You do not lower expectations for new students, you increase support. You teach the systems, clarify confusion quickly, and give students the tools they need to succeed. Confusion should not be punished, it should be addressed with clarity.

This work does not happen by accident. It is a leadership responsibility. Dr. Watkins emphasizes that leaders must design systems that create predictability and ensure consistency across the school. Teacher attitudes toward new students are critical. When staff see new students as opportunities instead of interruptions, it changes everything. Leaders set that tone through clarity, communication, and example.

Reflecting on his own journey, Dr. Watkins describes a shift many leaders experience. As a teacher, the focus is on running a great classroom. As a principal, the focus becomes building a school where every classroom reflects that same level of excellence. For new leaders, he offers practical advice. Set clear expectations, follow through consistently, protect instructional time, and keep systems stable. These foundational practices create the environment where both students and staff can thrive.

At the heart of this conversation are three essential elements, belonging, predictability, and purpose. Dr. Watkins emphasizes that students need to feel known. They need systems they can rely on. And they need to understand that what they are doing matters. When those elements are in place, students can succeed, even in the middle of constant change.

Drawing from Ruby Payne’s research on under resourced learners, there are key resources every student needs in order to thrive in school.

For students who are constantly moving, many of these supports are disrupted. That is why schools must intentionally step in to provide them.

Dr. Watkins leaves us with a reminder that is both simple and powerful. Students do not need perfect schools, they need stable ones. And that is something every leader can influence.

Below are some ways to stay connected to Dr. Watkins:

The post Rooted Leadership in a Mobile World with Dr. Tyler Watkins – PMP516 appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Jen Schwanke and I are discussing ways that school leaders can influence a positive start to the school year with a few shout-outs to school leaders we’ve admired. Below is a brief overview of our conversation:

What are some methods that you used to influence a positive start to the school year at your school? Are they similar to what we discussed in the episode, or are they different? Think about what worked and what didn’t.

Listen to the episode to hear all of our takeaways! We hope your school year started on a positive note, and, as always, thank you for doing what matters!

The post MONDAY MATTERS with Jen Schwanke and Will Parker – A Positive Start to the School Year appeared first on Principal Matters.

Before each week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is:

I’m new to my role as a principal after years as an AP, and I’ve set my calendar for what I believe are the most important priorities. How do I prepare for the unknowns — those responsibilities or expectations I won’t be aware of until they happen for the first time?

Listen in to hear their response!

Kurtis Hewson is an award-winning educator, former teacher and administrator, and a respected post-secondary instructor. He is the co-founder of Jigsaw Learning and works with schools and districts across North America and internationally to design and implement Collaborative Response frameworks that improve outcomes for all learners.

Known for his practical, systems-level approach, Kurtis supports thousands of educators each year in strengthening collaboration, assessment, and responsive instruction. He and his wife, Lorna Hewson, have an upcoming book, Collaborative Team Meetings: The Piece Connecting PLCs and MTSS, focused on helping schools build powerful collaborative team meetings—an essential structure within the Collaborative Response framework that empowers educators and directly impacts student success.

Joining us from Lacombe, Alberta, Canada, Kurtis brings both classroom experience and leadership insight to help schools create systems that truly support every learner. He previously joined me on Principal Matters in 2024. You can listen to that episode here.

One of the most powerful themes from our conversation was the distinction between working in groups and working as a team. Kurtis reflected on lessons learned from Richard DuFour and explained that many schools operate as collegial groups where people enjoy one another, share ideas, and support each other. While those qualities are valuable, true collaboration requires something deeper. Teams are willing to challenge assumptions, examine practices openly, and engage in conversations that can sometimes feel uncomfortable because they are focused on growth rather than simply maintaining harmony.

The schools that make the greatest progress are not necessarily the schools with the most programs. They are the schools that intentionally build trust, safety, and structures that allow adults to learn together. As Kurtis put it, collaboration often means becoming comfortable being uncomfortable because meaningful learning happens when we invite others into our thinking and practice.

Kurtis described four layers of collaboration that exist in effective schools. He emphasized that these layers apply whether a school has five staff members or 150. Each serves a distinct purpose, but together they create a connected system of support.

The first layer is Collaborative Planning, where teams focus on curriculum, standards, assessments, and instructional planning. This is where traditional PLC work often lives.

The second layer is Collaborative Team Meetings, which Kurtis describes as the missing piece. These meetings focus on instructional challenges, shared problem-solving, and expanding the collective capacity of teachers before concerns escalate to formal intervention processes.

The third layer is the School Support Team, which coordinates additional interventions, services, and supports for students who need more than classroom-level responses.

The fourth layer is Case Consult, where teams focus on individual students or families whose situations require highly personalized attention and, in some cases, support from outside agencies.

What struck me most was Kurtis’s observation that many schools have the first, third, and fourth layers in place but often overlook the second. Without that bridge, teachers can quickly move from classroom concerns to formal referrals without fully leveraging the collective expertise already present within the building.

Traditional meetings often begin with a student. Collaborative team meetings begin with a challenge. Instead of launching into a lengthy discussion about a particular child, the teacher identifies a key issue such as reading comprehension, task completion, classroom engagement, or on-task stamina. The conversation then focuses on strategies rather than stories.

This subtle shift changes everything. When teachers discuss the challenge first, they quickly discover that others are experiencing similar issues. The conversation becomes less about diagnosing a single student and more about expanding the team’s toolbox of responses. The result is a culture where educators learn from one another and leave meetings with practical ideas they can implement immediately.

One of the most practical parts of our conversation was Kurtis’s explanation of what these meetings actually look like. Several elements are consistently present in effective collaborative team meetings:

Rather than treating success as something to acknowledge briefly before moving on, Kurtis encourages teams to examine it closely. Asking, “What did you do that contributed to that success?” helps educators identify effective practices and share them with colleagues. Over time, this creates stronger collective efficacy because teachers begin to see the impact of their actions more clearly.

I was particularly struck by Kurtis’s observation that collaborative team meetings are not ultimately about meetings at all. They are about creating habits of thinking. The real evidence of success is when teachers begin asking one another for ideas, experimenting with new approaches, and seeking solutions together long after the meeting has ended.
As we wrapped up, Kurtis challenged us to think beyond immediate solutions and instead create structures that empower others to respond effectively. Sustainable improvement happens when systems, not just individuals, become stronger.

As you prepare for a new school year, consider where collaboration is strongest in your school and where it may be breaking down. Are your meetings creating new learning, or are they simply sharing information? Are teachers leaving with practical next steps, or are conversations ending without action? Most importantly, are your systems helping adults learn from one another in ways that ultimately benefit students? Those questions may reveal the next leadership move your school needs to make.

You can connect with Kurtis Hewson via his website, and view his Collaborative meeting Starter Kit here. Or find his new book, Collaborative Team Meetings: The Piece Connecting PLCs and MTSS here.

Thank you for listening to Principal Matters, and thank you for doing what matters!

The post Collaborative Team Meetings: The Missing Piece with Kurtis Hewson – PMP515 appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, Will Parker and Jen Schwanke reflect with listeners about the importance of examining your influence.

Your influence matters. Every day, the way you interact with students, teachers, colleagues, and families contributes to the emotional and cultural atmosphere around you. Are you helping others breathe healthy air, or are you contributing to an environment that feels toxic?

In this episode, we examine five practical ways you can positively influence others:

Finally, remember the author Jon Gordon’s warning about becoming an “energy vampire.” Instead, choose to be an energy builder—someone whose presence helps others breathe a little easier.

Now It’s Your Turn: What kind of atmosphere are you creating for the people around you? Where could you be more intentional this week about mentoring, serving, leading, teaching, or sharing?

Listen in for the full conversation. As always, thank you for doing what matters!

The post MONDAY MATTERS with Jen Schwanke and Will Parker – Examine Your Influence appeared first on Principal Matters.

Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is:

I’ve joined a new team and I want to build trust without coming across as too eager to be accepted, if that makes sense. What’s the balanced way to do this?

Listen in to hear their response!

Dr. Fernando Branch is the principal of Robert F. Smith STEAM Academy in Denver, Colorado, where he leads innovative work focused on culture, instruction, and college- and career-ready pathways. With more than 25 years in education, he is a nationally recognized turnaround leader who has helped transform schools across multiple states by rebuilding systems and strengthening school culture. 

His work emphasizes social-emotional learning, trauma-informed practices, and a whole child to whole family approach to education. In addition to his leadership in schools, Fernando is an author, consultant, and passionate beekeeper, often drawing powerful leadership lessons from the work of building and sustaining thriving hives.

Dr. Branch explains that meaningful change begins with the right mindset and people. He emphasizes servant leadership as a foundation, where educators see their work as a mission rather than a job. Alongside this is a commitment to relentless relationship-building, which he describes as essential for trust, collaboration, and long-term success. He also highlights the importance of team design, describing his staff as a puzzle of diverse strengths that, when aligned, create a powerful and unified force for student success.

At the core of turnaround leadership, Dr. Branch stresses the importance of clarity and conviction. Leaders must establish a clear and compelling vision, communicate it consistently, and take full ownership of outcomes. Most importantly, they must hold unwavering expectations. As he puts it, “The bar is the bar.” He challenges leaders to reject limiting beliefs and instead operate with the mindset that every student is capable of excellence, reminding us that “There are footprints on the moon—who are we to limit what students can achieve?”

One of the most impactful shifts in his work has been moving from a focus on the whole child to a broader whole family model. Dr. Branch explains that many students are not dealing with isolated trauma, but rather ongoing and generational challenges. Because of this, schools must extend their reach beyond the classroom by building partnerships with community organizations and offering supports such as financial literacy workshops, mental health resources, and career exposure opportunities. This approach strengthens not only students but entire families and communities.

A bold and innovative part of his leadership includes ensuring students gain global exposure. Dr. Branch has made it a priority for students to obtain passports and travel internationally, believing that exposure builds perspective and possibility. These experiences help students see themselves as global citizens and reshape how they view their futures. The impact has extended beyond students, as families themselves have begun engaging in travel and new opportunities as a result.

He also challenges traditional approaches to social-emotional learning, emphasizing that trauma-informed leadership must be intentional and ongoing. One-time professional development is not enough; schools must build consistent systems that support both students and educators. Dr. Branch reminds listeners that trauma affects entire communities, and effective leadership requires a commitment to both teaching and healing.

Drawing from his experience as a beekeeper, Dr. Branch offers a powerful metaphor for leadership. A hive thrives only when conditions are carefully monitored, threats are addressed, and every part of the system works together. The beekeeper must be observant, patient, and intentional. In the same way, school leaders must nurture environments where people can succeed. As he explains, “If the hive isn’t functioning… it won’t produce a good harvest.” This analogy highlights the importance of protecting and cultivating the systems that drive success.

He closes with a reflection on time and purpose, sharing a quote that has guided him since he was 18. “Every moment matters, and leadership is ultimately about how we choose to use the time we’re given.” By showing up fully for students, staff, and communities, leaders have the power to change lives in meaningful and lasting ways.

If you would like to learn more about Dr. Fernando Branch, you can email him or visit any of the channels listed below:

The post Lessons from Beekeeping with Dr. Fernando Branch – PMP514 appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke discuss a recent newsletter from Jen, “Weather vs. Climate”. Jen starts out the episode recounting a time that she got caught in an unexpected storm while on a run. She then goes on to talk about how sometimes unexpected storms pop up in leadership. Leaders don’t always know when people are going to push back against a decision, or when there’s going to be a lot of deep emotions. When this happens, it’s like a storm flaring up out of nowhere, but a storm is not indicative of the overall climate of a school. 

Climate is what happens regularly at a school, it’s persistent and systematic. Shaping a school climate so that it can weather a storm is important, but we often rob our climates of the thing that is going to protect them during severe weather. Will asks listeners: “If we know crazy weather is going to happen eventually, how do we shape our climate to lower the stress of intense storms?”.  Jen also shares four questions to ask yourselves when a storm rolls into a school:

Listen in for more takeaways! And, as always, thank you for doing what matters!

The post MONDAY MATTERS with Jen Schwanke and Will Parker – Weather vs. Climate appeared first on Principal Matters.

Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is:

I’m wanting to intentionally develop leaders on my team. Ideas or suggestions?

Listen in to hear their repsonse!

Darin A. Thompson, PhD, is a veteran K–12 leader from Fairfax, Virginia, with nearly 20 years of experience and the founder of Pivotal Leaders Group. A two-time Outstanding Principal of the Year semi-finalist within his region, Dr. Thompson has led transformative school improvement efforts across multiple school divisions, resulting in double-digit gains in student outcomes and significant reductions in achievement gaps for historically underserved populations. A regular presenter at conferences such as NAESP/NASSP’s United Conference, Making Schools Work, and the Virginia Alliance of Black School Educators, Dr. Thompson has contributed to Education Week, the Journal of Urban Learning, Teaching, and Research, and other publications. He is the author of The Four Cornerstones of Effective Schools, published by Solution Tree, and a proud member of Kappa Alpha Psi Fraternity, Inc.

Dr. Thompson’s framework centers on the belief that effective schools are built through intentional systems, not isolated initiatives. In The Four Cornerstones of Effective Schools, he outlines how culture, collaboration, and aligned structures work together to support improvement. Rather than chasing new programs, leaders are encouraged to focus on building systems that consistently reinforce high-quality teaching and learning.

Dr. Thompson shares that his path into education was anything but traditional. Initially interested in careers in law and financial planning, he discovered his passion for teaching and was later encouraged by a principal to step into leadership. That encouragement set him on a path that would eventually lead to the principalship and beyond, shaping his belief that leadership development often begins with someone recognizing potential in others.

A key takeaway from the conversation is the importance of developing a “pivotal leader mindset.” Dr. Thompson explains that school improvement begins with how leaders think. Growth-oriented beliefs, combined with a willingness to examine one’s own assumptions, allow leaders to better navigate complex challenges. Without this mindset, even the best strategies can fall short.

As the discussion continues, Dr. Thompson highlights how limiting beliefs can quietly undermine progress. Under pressure, leaders may begin to question their own effectiveness or doubt the capabilities of their staff. He emphasizes the importance of confronting these beliefs with evidence and shifting the focus toward building skills and capacity. When leaders change how they think, they change how they lead.

The conversation reinforces that strong culture is foundational to any improvement effort. Dr. Thompson describes common barriers such as complacency, isolation, and command-and-control leadership, all of which can limit progress. He stresses that support must come before accountability—teachers need clarity, resources, and encouragement before they can be expected to perform at high levels.

Before implementing change, Dr. Thompson encourages leaders to pause and assess their current environment. He introduces three essential elements for a culture of support: clarity, trust, and readiness. Clarity ensures everyone understands the vision, trust builds confidence in leadership, and readiness equips staff with the skills needed to succeed. Skipping this diagnostic step often leads to frustration and failed initiatives.

Improving instruction requires more than one-time professional development. Dr. Thompson shares strategies for building capacity over time, including job-embedded learning, teacher-led sessions, and consistent feedback. He describes practical approaches like teacher-led “egg camps,” where educators share effective practices based on real classroom data, creating relevance and ownership in the learning process.

Professional Learning Communities play a critical role in sustaining improvement. Dr. Thompson explains that effective PLCs go beyond logistics and focus on meaningful collaboration around instruction and student outcomes. While resistance is common at first, establishing clear expectations and purpose helps shift teams toward deeper engagement and shared responsibility.

Throughout the conversation, Dr. Thompson returns to the importance of systems. Strong systems act as guardrails, helping leaders stay focused on priorities and avoid reactive decision-making. By aligning systems with the school’s vision, leaders create consistency and momentum, allowing improvement efforts to take root and grow over time.

The episode concludes with an encouraging message for leaders. Dr. Thompson reminds listeners that meaningful school improvement is possible without burnout. By focusing on systems, maintaining clarity, and prioritizing the right work, leaders can create lasting impact while also sustaining their own well-being. His message is both practical and hopeful—offering a clear path forward for those committed to leading effective schools.

You can stay connected with Dr. Thompson’s work via the following channels:

Find Dr. Thompson’s new book, The Four Cornerstones of Effective Schools, here: https://www.solutiontree.com/four-cornerstones-of-effective-schools.html

The post Cornerstones of Effective Schools with Dr. Darin Thompson – PMP513 appeared first on Principal Matters.