Multiplier Mindset: Moving Beyond Unilateral Leadership

In this episode, we sit down with Ron Gorman, who shares his journey from a second-grade teacher in Grand Rapids to becoming the Superintendent of Kent ISD . Ron discusses the unique challenges of leading at the county level, the shifting landscape of vocational education, and the critical "soft skills" that define successful district leadership.

Be a Multiplier, Not a Unilateral Leader: Ron argues that authoritarian leadership often creates "yes people" and suppresses innovation . Instead, he strives to be a "multiplier" who empowers the experts around him and collaborates with local districts and business partners before making major decisions .

The "Sunday Rule" for Mental Health: To model work-life balance, Ron enforces a rule where his team does not contact one another on Sundays unless it is a true emergency requiring a text message . He believes leaders must model the behavior of "putting the phone down" to prevent burnout .

The Rebranding of Career Tech (CTE): CTE is no longer viewed as a track for students not going to college; it is now a high-demand pathway for all students, including high achievers . Ron notes that despite serving thousands of students, waiting lists have grown to nearly 1,500, highlighting the urgent need to expand these opportunities .

Advice for New Leaders: When stepping into a new role, avoid the trap of acting like you have "arrived" or know everything . Ron advises adopting a "learner stance," observing teachers, and being transparent when you don't have the answer .

Learning from Failure: Ron shares that he has learned far more from his failures than his successes . He emphasizes that a true growth mindset involves "dusting yourself off" after a mistake and reflecting on how to do better next time .

"I strive to be a multiplier every day... I don't see collaboration as a weakness. I see collaboration as empowering those with you, and I see it as a strength."

"A leader learns more from his failures than he does from his successes."

"When you're in the first few years of your leadership journey, this is a time when you have to ask as many questions as possible. You have to be humble."

Ron’s career path: From 2nd grade teacher to Superintendent

Leading a large urban district through the COVID-19 pandemic

The difference between local district leadership and ISD leadership

Addressing the CTE capacity crisis

Strategic focus: Keeping "pebbles" from distracting from the "boulders"

The importance of visibility and presence in schools

What does it mean to be "kindly accountable"? In this episode, Randy sits down with Liz Calvert, the principal of Madison High School in Virginia, to discuss her journey as an educator and leader. Liz shares her compelling argument for change, rooted in her own children's experience, which sparked her mission to equip students with "durable skills".

Liz offers powerful advice on how to lead with authenticity, navigate the difficult process of grading reform, and inspire staff, even when the work is demanding. She shares a key leadership principle: ensuring that the "adults' learning" (like implementing a new system) does not negatively impact student outcomes.

Liz Calvert is the principal of Madison High School in Vienna, Virginia. With a diverse background as a history teacher, department chair, tech specialist, assessment coach, and Director of School Counseling, Liz brings a unique and holistic perspective to school leadership. She is a passionate advocate for building a positive school culture where students and staff can thrive.

• The Compelling Argument for Change: Liz's "why" is deeply personal, driven by a desire to ensure all students are prepared with durable skills (like collaboration, communication, and critical thinking) that will serve them long after high school.
• Durable Skills > Content: The episode explores using content as the tool to teach durable skills, rather than making content the final goal.
• Leading with Authenticity: Leaders must be authentic, willing to take feedback, and able to admit when they are wrong. Liz shares that her greatest joy as a principal comes from the individual moment she shares with each student at graduation.
• "Kindly Accountable": A key theme is balancing high expectations with genuine care. Liz explains that "clear is kind" and that you can be direct with people while still respecting them as a human being.
• Don't Let Adult Learning Impact Kids: When implementing a new competency-based grading system, Liz's core message to parents was, "I'm not going to allow our learning to impact your child's ability to get into college". This built the trust needed to innovate.
• Shielding Your Staff: To prevent burnout and keep staff inspired, Liz and her admin team work to "filter" district mandates and shield teachers from unnecessary work that distracts from their core mission.

• Guest Bio: Liz Calvert, Principal, Madison High School
• Quote: "Clear is kind." - Brené Brown
• Podcast Recommendation: Lessons We Forgot (Host recommendation)

In this episode, Randy Lindquist sits down with Jim Alston, Superintendent of Kelloggsville Public Schools, to discuss his powerful leadership journey as a first-generation college graduate inspired by his own middle school teacher.

Jim shares how his leadership philosophy evolved from "my way or the highway" to a relationship-centered approach focused on one simple question: "Is it what's best for students?"

This conversation is a masterclass in staying grounded, building a "kids first" culture, and finding creative ways to provide equitable opportunities for every single student.

The Inspiring Teacher: Jim's entire career path was set in motion by a single middle school math teacher, Mr. Offerman, who strategically seated him next to a competitor to raise the bar for both of them.

Evolution of a Leader: Jim is candid about his early, "hard-nosed" teaching style and the realization that an admin-first, top-down approach doesn't work with staff. His philosophy is now centered on removing roadblocks so teachers and students can succeed.

The Guiding Question: In a world of constant change, Jim keeps his team focused by asking one question about every decision: "Is it what's best for students?"

Leading Through Adversity: Jim shares the difficult story of being laid off in 2011 due to state budget cuts. His focus remained entirely on the students, a lesson in maintaining a "kids first" perspective even during personal challenges.

Equity in Action (It's Not Just College):

Jim defines equity as figuring out what will make each student successful, not pushing a one-size-fits-all path.

Example 1: Kelloggsville partnered with the SME PRIME program to build a STEM facility where students can graduate with up to 18 industry certifications.

Example 2: When three female students said they wanted to go into nursing, the district "brought the nursing right to them" and started an on-campus Certified Nursing Assistant (CNA) program.

He notes that success is also a student trying a program in high school (for free) and discovering, "You know what? That's not for me".

How to Stay Grounded: When feeling stressed, Jim's solution is simple: "Go talk to students." He makes it a point to be in school buildings every single day, especially during passing times, to stay connected.

Advice for New Leaders:

Don't think you're the smartest person in the room.

It's okay to say, "I don't know," but you must follow up and find the answer.

Work your butt off.

Keep every decision "kid-focused".

The Power of Relationships: Jim ends with a powerful story about a challenging student, "DB," whom he taught at three different schools. That student recently returned, is now graduating from college, and wants to become a teacher or school psychologist because of the relationship they built.

Guest: Jim Alston, Superintendent

Host: Randy Lindquist

District: Kelloggsville Public Schools (serving parts of Wyoming and Kentwood, MI)

Program: SME PRIME (Partnership Response in Manufacturing Education)

Program: CNA (Certified Nursing Assistant)

Colleges:

Central Michigan University

Aquinas College

Ferris State University

In this conversation, you'll learn Dr. Timmis's core philosophies on leadership, including his powerful hiring question, "Do you love to win, or do you hate to lose?", and why he gives his staff the "absolute freedom to fail forward".

Key Takeaways

Hire competitors who hate to lose. Dr. Timmis only hires administrators who hate to lose because they learn from setbacks and are driven to improve and try again.

Create a safety net for innovation. Give your team explicit permission to fail. When staff know you have their back, they feel empowered to try new things that can transform student learning.

Be a true community hub. Dr. Timmis’s district runs the local rec department, a fitness center, and the senior center, making the school system the undeniable heart of the community.

Listen to your community directly. If you sense a problem is "rumbling," call an open forum. It builds trust and reminds everyone that you're neighbors working toward a common goal.

Build a diverse network for advice. Dr. Timmis intentionally calls three types of colleagues for advice: one who will agree with his most aggressive stance, one who will suggest a passive approach, and one who is in the middle. This gives him a full spectrum of perspectives.

Lead authentically. The best advice for aspiring leaders is to ground yourself in your core beliefs and be yourself. Find what fuels your creativity and dedicate time to it every day.

Dexter Community Schools

Future Learning Council (FLC)

Michigan Virtual

Chan Zuckerberg Initiative

In this special season finale, we revisit the most powerful insights, quotes, and lessons shared by the incredible leaders who joined us on Season 1 of Standing Tall. From mindset shifts to moments of courage, this highlight reel captures the heart of what it means to lead with purpose, authenticity, and vision. Whether you’re listening again or catching up for the first time, these are the takeaways worth holding onto.

In this special episode, we sit down with Superintendent Randy Lindquist and his father, former superintendent Larry Lindquist, for a heartfelt conversation about leadership, legacy, and the evolution of education. Spanning decades of public service, this father-son dialogue offers a glimpse into how the role of a school leader has changed—and what’s remained timeless. From the challenges of leading in different eras to the values that endure across generations, this episode celebrates commitment, adaptation, and the lasting impact of those who dedicate their lives to public education.

Whether you’re a veteran educator, an aspiring leader, or someone who just loves a good story, this is a conversation that will leave you inspired to lead with purpose—and maybe even call your dad.

In this episode, you’ll learn:

Why you should never “skip the ending”

How temporal landmarks influence memory and motivation (Daniel Pink – When)

How to build unforgettable peak moments (Chip & Dan Heath – The Power of Moments)

Why gratitude rewires your brain for better outcomes (Chase Mielke – The Burnout Cure)

The impact of crystal-clear vision on team resilience (the story of Hiroo Onoda)

How to help every team member feel connected to the mission (feat. JFK & the janitor who was “putting a man on the moon”)

Key Quotes:

“You can never problem-solve your way to a memorable experience—you have to build peaks.” – Chip Heath

“When I look for X, I notice less Y.” – Chase Mielke

"Pay particular attention to the start and ending" =Daniel Pink
 

Whether you’re closing out the school year or wrapping up a major project, this episode reminds you that how you finish matters. Don’t coast—kick into that final gear.

🎧 Listen, reflect, and keep standing tall.

Guest: Dr. Debbie McFalone, Leadership Facilitator, Author, and Founder of Live Well, Lead Strong

Key Topics Covered:

Leadership Journey: Debbie shares pivotal moments from her career as a teacher, principal, superintendent, and now a full-time coach and consultant.

Core Values in Leadership: Learn why courage and integrity are non-negotiables in effective school leadership, and how to align your actions with your beliefs.

Mindful Leadership: Discover how self-awareness fuels trustworthiness and informed decision-making.

The Power of Reflection & a Personal Board of Directors: Debbie encourages leaders to reflect on their formation and to surround themselves with trusted thought partners.

Her Book – Meeting the Moment: Debbie introduces ideas from her latest book focused on leading with conviction and practical strategies for navigating challenging times. Explore her publications.

Creating Brave Cultures: Understand the connection between trust, vulnerability, and student success—and how brave conversations can elevate a school’s culture.

Leadership Development Work in Michigan: Hear about her work with principals across Muskegon County and the impact of empowering people, building strong cultures, and optimizing systems.

Future of Education: Debbie reflects on the changing landscape of education and the importance of flexibility, relevance, and transferable skills.

Rapid Fire Fun: Get to know Debbie with a fun round of questions—from her guilty pleasure TV show to whether a hot dog counts as a sandwich.

🔗 Helpful Links:

Learn more about Debbie: Live Well, Lead Strong – About Debbie

Debbie’s new book: Meeting the Moment

Explore leadership coaching and workshops: Live Well, Lead Strong Services

 Topics Discussed:

• Transitioning from counselor to administrator

• Building school culture through daily interactions and hiring

• The importance of belonging—for students, staff, and families

• The role of national networks in educational leadership

• “Happy chickens lay eggs”—why staff wellness matters

• Patrick Lencioni’s Hungry, Humble, Smart hiring model

• Why instructional leadership begins with clarity: What are we teaching? How are we teaching it?

• Work-life alignment and the glass vs. plastic ball metaphor

Big Takeaways:
• Radical Redesign Over Tinkering:

Real educational transformation requires rethinking school design from the ground up—not just tweaking existing models.

• Student-Centered, Real-World Learning:

Students should work on their world problems, not just “real world” problems, to make learning personally relevant and motivating.

• Flexible, Project-Based High School Models:

Purdue Polytechnic High School eliminated rigid schedules, prioritized projects, and created adaptable physical spaces that foster engagement.

• Strong Relationships Drive Outcomes:

Deep connections between staff and students are foundational to academic and personal success.

• Equity in Design:

Low-income students deserve high-quality environments and opportunities. Design matters—physically, academically, and emotionally.

• Micro Schools as Innovation Hubs:

Smaller, more nimble schools allow for quicker innovation, personalized learning, and new approaches like work-based learning.

• New Indiana Diploma Framework:

The redesigned diploma provides flexibility, student choice, and real-world relevance—including “seals” for employment, enrollment, and enlistment readiness.

• Learning Beyond the Classroom:

Experiences like internships, speech teams, and leadership roles can count for academic credit under the new diploma model.

• Policy as a Lever for Innovation:

Changing state policy to make innovation the new norm helps reduce risk for districts and accelerates systemic change.

• The Evolving Role of Educators:

Teachers must shift from content delivery to equipping students with durable, transferable skills like communication, adaptability, and collaboration.

• Leadership that Embraces Vision and Change:

Effective school leaders balance vision with empathy, manage change, and support others in taking bold steps toward transformation.