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By Robyn Jackson
4.6
116116 ratings
The podcast currently has 386 episodes available.
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If you're forwarding the same email for the third time, repeating the same announcement in every staff meeting, or getting on the PA system to say something you already sent in writing — you're not managing communication. You're stuck in a cycle, and it started before your staff ever missed a deadline. In this episode, I break down why so many principals get trapped repeating themselves, why sending more information doesn't fix the problem, and what it actually takes to build a communication system your staff can trust — before the school year runs away from you. In this episode, you'll learn: • Why treating communication like a delivery service backfires, even when the information is sent clearly and repeatedly • The real difference between giving your staff information and actually communicating with them • Why "everything matters" ends up meaning nothing matters to your staff • How to test any message before you send it, using three simple questions • What your weekly staff email reveals about your school's real communication system Enjoyed this episode? Subscribe wherever you listen to podcasts and leave a review — it helps other school leaders find the show.

I don't know if this has started happening to you yet this school year, but I'm willing to bet it has. Something you thought you had already handed off has somehow found its way back to you. A meeting you weren't supposed to be facilitating. A decision you thought had already been made. A priority everyone agreed to, but you are somehow still reminding people about. And every time it happens, it reinforces this little voice in your head that says, "See? This is why I have to stay on top of everything." I get it. Because if every time you step back, something starts to drift, stepping back can feel irresponsible. But what if the fact that the work still depends on you does not mean it must always depend on you? What if the work coming back is actually showing you something your school has not yet learned to carry without you? That's what I'm digging into in this week's podcast The Work That Keeps Coming Back to You. This episode came from this week's 100% Principal Newsletter where every Friday I send you one thing you can take straight into Monday that will actually move the needle toward 100%. Join me at https://100percentprincipal.com. → Subscribe at 100percentprincipal.com

Your staff can be wonderful—and still not be fully aligned. That doesn't mean you have a bad team. Your teachers may care deeply, work hard, and genuinely want students to succeed. But good people can still operate from different beliefs about what matters, which students can succeed, and what counts as success. In this episode of The 100% Principal, Robyn Jackson explains why appreciating your teachers and challenging "good enough" are not opposites. You'll discover: The difference between having a good staff and an aligned staff Why the back-to-school honeymoon fails in two predictable places How celebrations can become an unspoken transaction Why 100% must be treated as a decision rather than a goal How a 100% Vision creates urgency without creating blame A practical way to name the gap without putting good teachers on trial Subscribe to The 100% Principal Weekly: https://100percentprincipal.com

A principal brought her beginning-of-the-year PD plan to BU Office Hours recently. Earlier in the summer, she had introduced her teachers to our Rigorous Unit Planning Process. The session had gone beautifully. The teachers understood it. They were excited about it. She had even shared the idea with parents, who loved the thought of their children learning to think—not simply complete assignments. Still, she was worried. Her teachers would soon be expected to use the process for their own unit planning. What if they weren't ready? Did she need to provide more training? It was a perfectly reasonable question. But as we talked, I realized that another round of training might actually postpone the very thing she wanted to produce. That conversation stayed with me because principals everywhere are planning PD right now—and many are working very hard to create engaging sessions that still leave teachers with the hardest part to complete on their own. I call it great PD with implied homework. In this week's episode, I explore why even excellent professional development so often fails to survive contact with real classrooms—and what to do instead. If you're planning PD for your teachers this fall, this one may change what you put on the agenda.

Why are we so afraid to set an ambitious vision for our schools? Whenever I am working with school administrators about setting ambitious visions for their schools-- the kind of vision that includes 100% of their students -- I always meet resistance. Usually, that resistance takes 3 forms: Some say, "I can't say all my students because there's no way every student can reach that goal." Others say, "What if I don't reach the goal?" And still others worry that they won't be able to reach that goal with the teachers and resources (or district) they currently have. That’s why this week, we’re revisiting Episode 42 where we’ll address the fears that may be holding you back and settle those fears once and for all #LikeABuilder.
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