A Principal's Reflections

Teaching & Learning Through a Data-Enhanced Lens

noreply@blogger.com (Eric Sheninger) — Sun, 05 Apr 2026 12:07:00 +0000

Data, data, data! Many teachers and administrators have grown sick of this world, and it is totally understandable. For too long, the term data-driven has dominated education. While the intent was to increase accountability and improve outcomes, the practical result was often a culture of compliance. Educators frequently felt as though they were serving the numbers rather than the students serving the numbers. It is time for a fundamental shift in our vocabulary and our practice. We must move toward a data-enhanced approach to leadership and instruction.

The distinction between being driven and being enhanced is significant. To be driven implies that the data is in the driver’s seat. It suggests that a spreadsheet can dictate the complex, human-centered work of a classroom. In contrast, a data-enhanced approach positions the educator as the expert pilot. Data provides the navigation and the evidence, but professional judgment, empathy, and pedagogical expertise provide the direction. This shift is essential for achieving personalized learning and creating a culture of collective efficacy.

Research consistently demonstrates that the mere presence of data does not lead to school improvement. Schildkamp (2019) argues that for data to be effective, schools must move beyond simple collection and focus on how data is interpreted and used within specific contexts. When teachers use data to enhance their professional judgment rather than replace it, they are better equipped to identify instructional "bright spots" and address systemic hurdles. This collaborative interpretation of data is a cornerstone of the Cycle for Continuous Improvement and the Personalized Learning Empowerment Framework.

One of the most effective ways to use data to enhance instruction is through the feedback loop. However, the timing of that feedback is critical. Hattie and Timperley (2007) emphasize that feedback is most powerful when it addresses the specific task, the process required to perform the task, and the student’s self-regulation. By using real-time formative assessments, teachers can gather "biopsy" data while there is still time to pivot instruction. This allows for immediate course corrections that prevent students from falling behind.

To make this transition, we must address the professional learning needs of our staff. Mandinach and Jimerson (2016) highlight that many educators feel unprepared to translate raw data into actionable instructional strategies. Professional learning that is job-embedded and ongoing must move away from technical training on how to use a software dashboard. Instead, it should focus on data literacy and the ability to use evidence to personalize learning, something Nicki Slaugh and I flesh out in our book Personalize. When teachers feel confident in their ability to interpret data, they see it as a force multiplier for their impact rather than an administrative burden.

The social aspect of data use cannot be ignored. Wayman and Jimerson (2014) found that teacher attitudes toward data are heavily influenced by the collaborative structures within a school. When data is used in professional learning communities to support growth rather than for evaluation, it builds trust. A data-enhanced culture is one where teachers look at common assessment results to ask what is working in one room that can be scaled to others. This turns data into a catalyst for shared expertise.

In classrooms of the present and future, we also have the benefit of adaptive tools and artificial intelligence. These technologies provide a level of "micro-data" that was previously impossible to collect. Adaptive platforms can identify specific misconceptions in real time, while AI can assist in analyzing qualitative student responses to find patterns. These tools do not replace the teacher. Instead, they enhance the teacher’s ability to meet the needs of all learners by handling the heavy lifting of data organization.

To bridge the gap between theory and practice, platforms like Parthion serve as the essential connective tissue in a data-enhanced culture. While many Multi-Tiered System of Supports (MTSS) initiatives fail because they prioritize the structural framework over actual implementation, true school improvement requires moving from data-rich to action-rich. Most schools currently find themselves drowning in dashboards that serve as early warning systems but lack the critical "what to do next" layer required for effective intervention. This gap often leads to significant teacher burnout, driven not just by the volume of work but by the paralyzing decision fatigue of trying to determine the right path for each student in isolation. By breaking down traditional data silos and integrating academic, behavioral, and social-emotional insights into a single view, a data-enhanced approach provides the clarity needed to take immediate steps. It transforms the professional experience from a constant state of diagnostic guessing to one of precise, evidence-based support that directly impacts student outcomes.

The ultimate goal of a data-enhanced approach is to return agency to both the teacher and the student. When students are taught to track their own progress and understand their own data, they move from passive compliance to active ownership. They begin to see learning as a journey where the evidence guides their next steps. This is the heart of pedagogical leadership. We are not just raising test scores; we are empowering students to understand their own growth. By choosing to be data-enhanced rather than data-driven, we reclaim our professional narrative and ensure that every student has the support they need to succeed.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Mandinach, E. B., & Jimerson, J. B. (2016). Teachers’ learning needs about data-driven decision making: A synthesis of the literature. Educational Policy, 30(4), 528-560.

Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Management Administration & Leadership, 47(2), 257-273.

Wayman, J. C., & Jimerson, J. B. (2014). Teacher needs for data-related professional learning. Teaching and Teacher Education, 40, 25-34.

The Profound Impact of Leader Modeling

noreply@blogger.com (Eric Sheninger) — Sun, 22 Mar 2026 13:16:52 +0000

The concept of "do as I say, not as I do" has no place in school leadership. As educational leaders, we are the architects of our school’s culture, and every action we take serves as a blueprint for our staff and students. Modeling is not just a soft skill; it is a rigorous, intentional practice that bridges the gap between abstract vision and daily reality. When we lead by example, we provide a living demonstration of the values we expect others to uphold.

The Power of Observational Learning

At its core, modeling is rooted in the idea that people learn more from what they observe than from what they are told. In a school setting, teachers are constantly looking to their principals and administrators to gauge what is truly valued. If we advocate for lifelong learning but never share our own professional growth, the message falls flat.

Research consistently shows that leadership behavior directly influences teacher efficacy and commitment. When leaders model pedagogical involvement, it signals that the core business of the school is teaching and learning. According to May and Supovitz (2011), the frequency and quality of a principal's instructional leadership activities are significantly associated with changes in teacher practice. By being present in classrooms and participating in professional learning communities, we move from being mere managers to being active lead learners.

Building Relational Trust through Consistency

Modeling is also the primary vehicle for building trust. Trust is the "lubricant" that allows the gears of a school to turn smoothly. If a leader expects staff to be vulnerable and take risks with new pedagogical strategies, that leader must first demonstrate vulnerability. This might mean admitting when a new initiative did not go as planned or asking for feedback on a presentation at a faculty meeting.

Trust is not built through grand gestures but through the consistent alignment of words and actions. When leaders model consistency and fairness, it creates a psychological safety net for staff. This environment is essential for innovation. Without the trust established through leader modeling, teachers may hesitate to deviate from safe, traditional methods for fear of reprisal or a lack of support. As I stated in Digital Leadership, without trust, there is no relationship. Without relationships, no real change will ever occur.

Professionalism and Emotional Intelligence

The "hidden curriculum" of leadership includes how we handle stress, conflict, and setbacks. Our emotional intelligence serves as a thermostat for the building. If we remain calm and solution-oriented during a crisis, the staff is likely to follow suit. Conversely, a leader who reacts with frustration or opacity can inadvertently create a culture of anxiety.

Modeling professional behavior also extends to how we interact with all stakeholders. Respectful communication, even in the face of disagreement, sets a standard for how teachers should interact with parents and how students should interact with one another. We cannot demand a culture of respect if we do not embody it in every email, meeting, and hallway conversation.

Impact on Student Outcomes

While it might seem that a leader’s modeling only affects the adults in the building, the ripple effect eventually reaches the students. A leadership style focused on modeling high expectations and continuous improvement creates a trickle-down effect. When teachers feel supported and see high standards modeled by their leaders, they are more likely to mirror those behaviors in their own classrooms.

The relationship between leadership and student achievement is well-documented. Sebastian and Allensworth (2012) found that the influence of leadership on classroom instruction and student performance is mediated by the professional environment of the school. Essentially, the leader sets the conditions. By modeling a relentless focus on student needs and data-informed decision-making, we empower our teachers to do the same, leading to improved academic results.

The Responsibility of the Mirror

Leadership by modeling is a 24/7 commitment. It requires a high level of self-awareness and the humility to recognize that we are always being watched. Every choice we make, from the way we handle a difficult parent phone call to the way we prioritize our schedule, tells a story about what we believe. Leading through both mirrors and windows is vital.

If we want schools that are innovative, compassionate, and academically rigorous, we must be the first practitioners of those traits. We are the mirror in which our school culture sees itself. By modeling the excellence we seek, we don't just lead a school; we transform it.

May, H., & Supovitz, J. A. (2011). The variable effects of instructional leadership: How principal leadership varies across schools and teachers. Educational Administration Quarterly, 47(2), 332-370.

Printy, S. M., Marks, H. M., & Bowers, A. J. (2009). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19(5), 504-532.

Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626-663.

Urick, A., & Bowers, A. J. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96-134.

Why the Future of Assessment is Competency-Based

noreply@blogger.com (Eric Sheninger) — Wed, 18 Mar 2026 13:24:54 +0000

The following is a condensed version of my article titled "From Compliance to Competency."

For over a decade, the industrial-age model of schooling has prioritized compliance over competency and "seat time" over mastery. As I argue, maintaining these outdated systems is tantamount to instructional malpractice. We owe students a model that reflects how learning actually happens: nonlinearly, personally, and at varying paces.

The shift toward Standards-Based Assessment (SBA) and Competency-Based Education (CBE) isn't a trend; it's a necessary reckoning. To move from philosophy to district-wide practice, educators need a robust digital infrastructure. This is where Edsby Destinations comes in.

The Case for Change: Beyond the "B-Minus"

Traditional grading is fundamentally broken. A single letter grade often blends academic achievement with behavioral compliance, homework completion, and participation. This "number" obscures more than it reveals.

SBA asks: Has the student demonstrated proficiency against specific standards?
CBE ensures: Students advance upon mastery, not based on the calendar.

In a competency-based model, an early failure doesn't define a student’s final grade. Instead, the most recent, consistent demonstration of understanding counts. This culture builds resilient learners who chase mastery rather than points.

Empowering Student Agency

When students see exactly where they stand against defined outcomes, they can set goals and self-assess. Research shows that self-regulation increases significantly when students engage with clear success criteria. Outcomes-based reporting gives students a clear destination and the freedom to chart their own course toward it via portfolios, projects, and authentic artifacts, something my co-author and I emphasize in Personalize.

The Scaling Challenge: Why Infrastructure Matters

Many districts understand the "why" of CBE but struggle with the "how." Transitioning a large system to outcomes-based assessment generates a massive volume of data, including visual artifacts, self-assessments, and longitudinal observations, that traditional Gradebooks simply cannot handle.

Edsby Destinations was purpose-built to solve this complexity at scale. Unlike generic LMS tools that are retrofitted for standards, Edsby is engineered for the specific workflows of K-12 organizations.

Key Features of Edsby Destinations

Visual Evidence of Learning: Capture photos, videos, and work products tagged directly to learning outcomes.
Student-Centric Dashboards: Students receive a graphical overview of their journey, showing where they are and where they need to go in real-time.
Co-Created Success Criteria: Teachers and students can collaborate on what "success" looks like, promoting ownership.
Accessibility for All: Mobile apps with QR code logins remove barriers for younger learners, making "visible learning" possible in early elementary grades.
District-Level Transparency: Dashboards provide administrators with a bird’s-eye view of progress across the entire system while allowing for "drill-down" views into individual student growth.

Engaging the Whole Community

Assessment is the primary touchpoint between schools and families. Edsby Destinations shifts the dinner-table conversation from "What grade did you get?" to "What did you learn?" By providing parents with real-time visibility into authentic work products rather than a static PDF report card, schools can build a true home-school partnership.

Leading the Transformation

Technology should serve pedagogy, not the other way around. The shift to standards-based assessment is a leadership challenge that requires a strategic mindset and the right tools. With Edsby Destinations, the vision of a competency-based future becomes an operational reality, honoring each student's individual path to mastery.

Be sure to read my full-length article titled "From Compliance to Competency."

The Unwavering Power of Self-Efficacy in Education

noreply@blogger.com (Eric Sheninger) — Sun, 08 Mar 2026 13:21:00 +0000

In our pursuit of improving student learning, we often focus on curriculum, technology, and pedagogy. While these are all critical components, we sometimes overlook one of the most powerful drivers of success in our schools: self-efficacy. It is that unwavering belief in our own ability to make a difference, to overcome challenges, and to ultimately impact student achievement. This is not just a feel-good concept; it is a research-backed imperative for every teacher and leader who is serious about creating a thriving learning culture. You can listen to more about this on my podcast Unpacking the Backpack.

Self-efficacy, as defined by Albert Bandura, is the belief in one's capabilities to organize and execute the courses of action required to produce given attainments. For educators, this translates to a deep-seated confidence in their ability to positively influence student outcomes. Research has consistently shown a strong correlation between teacher self-efficacy and student achievement. Teachers with a high sense of efficacy are more likely to try new instructional strategies, persist in the face of setbacks, and create a positive and engaging classroom environment (Jerrim & Tars, 2025).

But where does this powerful belief come from? It is not something we are born with; it is cultivated through experience, observation, and feedback. This is where the role of leadership becomes paramount. School leaders who actively develop a culture of trust, collaboration, and support can significantly impact teacher self-efficacy. When teachers feel that their leaders believe in them, they are more likely to believe in themselves. This is not just about providing resources; it is about creating a school climate where teachers feel empowered to take risks, to innovate, and to grow professionally (Liu & Hallinger, 2018).

Transformational leadership, in particular, has been shown to have a profound impact on teacher self-efficacy and, in turn, on their innovative behavior in the classroom (Zainal & Matore, 2021). When leaders inspire a shared vision, provide individualized support, and intellectually stimulate their staff, they create the conditions for self-efficacy to flourish. This is not about top-down mandates; it is about a collaborative partnership where leaders and teachers work together to achieve common goals. The research is clear: leadership behaviors have a statistically significant relationship with teachers' efficacy (Winn et al., 2021).

The concept of self-efficacy extends beyond the classroom to the leaders themselves. Leaders with a strong sense of self-efficacy are more likely to be effective in their roles, to inspire confidence in their staff, and to create a positive school culture (Paglis, 2010). They are the pedagogical leaders who are not afraid to roll up their sleeves, to be visible in classrooms, and to model the very behaviors they expect from their teachers. They understand that their own belief in their ability to lead is contagious and sets the tone for the entire school community.

So, how can we cultivate this essential quality in ourselves and in others? It starts with a commitment to continuous learning and professional growth. It involves seeking out opportunities to collaborate with colleagues, to observe best practices, and to receive constructive feedback. It means celebrating successes, learning from failures, and always maintaining a growth mindset. As leaders, it means creating a culture where it is safe to be vulnerable, to ask for help, and to take on new challenges. Below are some reflective questions to consider:

How does my personal belief in my ability to influence student outcomes change the way I respond to instructional challenges or setbacks?
What specific actions am I taking to foster a culture of trust and collaboration that empowers my colleagues to take risks in their teaching?
In what ways am I modeling a commitment to continuous professional growth and vulnerability to show others that learning is a lifelong process?
How do our current professional learning and feedback structures prioritize the celebration of success and the mastery of new skills to increase our shared sense of capability?

In the end, self-efficacy is the bedrock of effective teaching and leadership. It is the quiet confidence that allows us to navigate the complexities of our profession with grace and determination. It is the unwavering belief that we can, and will, make a difference in the lives of our students. Let us all commit to nurturing this powerful force within ourselves and within our schools. Our students deserve nothing less.

Jerrim, J., & Tars, E. (2025). Teacher self-efficacy, instructional practice, and student outcomes: Evidence from the TALIS Video Study. American Educational Research Journal, 62(2).

Liu, S., & Hallinger, P. (2018 ). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528.

Paglis, L. L. (2010 ). Leadership self-efficacy: Research findings and practical applications. Journal of Management Development, 29(9), 771–782.

Winn, C. S., Cothern, T. L., Lastrapes, R., & Orange, A. (2021 ). Teacher self-efficacy and principal leadership behaviors. ICPEL Education Leadership Review, 22(1), 17–26.

Zainal, M. A., & Matore, M. E. E. M. (2021). The influence of teachers' self-efficacy and school leaders' transformational leadership practices on teachers' innovative behaviour. International Journal of Environmental Research and Public Health, 18(12), 6423.

The Role of Human Interaction in Deep Learning

noreply@blogger.com (Eric Sheninger) — Sun, 01 Mar 2026 13:56:00 +0000

Do you like “shiny” things as much as I do? If so, don’t fret, as it is human nature. We often find ourselves captivated by the latest digital tools, such as AI-driven platforms and virtual environments. While these innovations offer incredible potential to scale resources, they frequently miss the most critical component of the educational experience: the human element. Real learning, specifically the kind that supports disruptive thinking and deep cognitive engagement, does not happen in a vacuum of screens and algorithms. It happens through connection.

To truly transform student outcomes, we must shift our focus back to the power of human interaction. Deep learning is not a passive act of consumption; it is an active, social process. When we prioritize human-centered learning experiences, particularly through high-dosage, in-person tutoring, we move beyond simple content delivery and toward a model that prioritizes the whole child.

The Science of Connection and Cognitive Engagement

The importance of human interaction is grounded in more than just sentiment; it is backed by decades of rigorous research. Learning is fundamentally a social endeavor. When students interact with a mentor or tutor in person, they are not just receiving information. They are participating in a feedback loop that stimulates higher-order thinking.

Research has consistently shown that human interaction is the primary driver of academic growth. For instance, Nickow, Hull, and Ritter (2020) conducted a systematic review and meta-analysis of experimental evidence, concluding that tutoring programs consistently yield large positive effects on student learning outcomes across various subjects and grade levels. Their findings emphasize that the structured, personal nature of tutoring is significantly more effective than many other classroom-based interventions.

This effectiveness is rooted in the way humans engage cognitively. According to the ICAP framework, interactive learning, which occurs when students engage in dialogue and collaborative problem-solving with another person, leads to the highest levels of knowledge acquisition. Chi and Wylie (2014) argue that interactive activities are superior to constructive, active, or passive ones because they require students to co-construct knowledge through social mediation. In a virtual-only model, this social mediation is often diluted, resulting in lower cognitive depth.

In-Person vs. Virtual: The Need for Human-Centered Models

While virtual models provided a necessary bridge during the pandemic, the data now clearly shows a preference for the depth that in-person interaction provides. The difference lies in the nuance of communication: the ability of a tutor to read body language, sense frustration before it becomes a barrier, and pivot strategies in real-time. This level of responsiveness is difficult to replicate in a purely digital space.

Disruptive thinking requires a safe environment where students feel seen and supported, something I strongly emphasize in my book Personalize. High-impact, human-centered tutoring creates a space where "failure" is reframed as a necessary step toward mastery. This is particularly vital for students who have fallen behind. Guryan et al. (2023) demonstrated that intensive, in-person tutoring for adolescents can lead to substantial gains in academic performance. This proves that even for older students, the "human touch" can close gaps that traditional instruction struggles to reach.

When we integrate people, curriculum, and technology correctly, the results are transformative. The goal is not to abandon technology but to use it as a scaffold for human interaction. For example, using a proprietary, standards-aligned digital curriculum enables precise data tracking, but the true magic happens when a trained tutor sits beside a student to navigate it together. This hybrid approach, which puts pedagogy and people first and technology second, is what drives sustainable growth.

Evidence-Based Success: A Closer Look

The efficacy of this approach is reflected in recent performance data. During the 2024–2025 school year, students utilizing integrated in-person tutoring models from HeyTutor saw a 160% increase in those testing at or above grade level in Math and a 162% increase in ELA from the beginning to the end of their programs. The impact on English Learners was equally profound, with a 95% increase in Math and a 92% increase in ELA proficiency.

These results align with the broader consensus on evidence-based reform. Slavin (2018) notes that for educational interventions to be truly effective and scalable, they must be grounded in proven methods that emphasize personalized, small-group instruction. This focus on evidence is why programs that prioritize in-person, small-group interventions such as HeyTutor have been recognized with honors like Stanford University’s National Student Support Accelerator Badge and the 2025 Tech and Learning Awards in Primary and Secondary Education.

A compelling example of this in action can be seen in the SUHSD Case Study, which highlights how the value of in-person learning provides insights that go far beyond what a dashboard can report. It is about the shift in student confidence and the ability to think critically and disruptively about the world around them.

Moving Forward: Prioritizing the Human Element

As we look toward the future of education, we must ensure that our "innovations" do not inadvertently isolate our students. The best solution for deeper student engagement and academic growth remains the intentional connection between a dedicated human being and a learner. By emphasizing in-person, small-group tutoring, we provide students with the social-emotional support and cognitive challenge they need to thrive.

We have the tools, the research, and the data. Now, we must have the leadership to prioritize the human connection in every classroom and every learning session. To see how these principles are being put into practice to drive record-breaking student growth, I encourage you to check out HeyTutor and join the movement toward human-centered educational excellence.

Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.

Guryan, J., Ludwig, J., Bhatt, M. P., Cook, P. J., Davis, J. M. V., Dodge, K., Farkas, G., Fryer, R. G., Jr., Mayer, S. E., Pollack, H. A., & Steinberg, L. (2023). Not too late: Improving academic outcomes among adolescents. American Economic Review, 113(3), 738-765.

Nickow, A., Hull, A. F., & Ritter, G. W. (2020). The effects of tutoring on education outcomes: A systematic review and meta-analysis of the experimental evidence. Journal of Research on Educational Effectiveness, 13(3), 397-451.

Slavin, R. E. (2018). Evidence-based reform in education. European Journal of Education, 53(3), 301-312.

Stop Fixing, Start Developing: A Roadmap for High-Impact Coaching

noreply@blogger.com (Eric Sheninger) — Sun, 22 Feb 2026 14:00:00 +0000

Coaching has been in my blood since my teaching days. When I got my first position, I was recruited into a freshman football role by one of my former coaches on the varsity staff. While I was worried about the impact on me as a first-year teacher, those concerns never materialized. A year later, I took on two additional positions: head varsity ice hockey coach and freshman lacrosse coach. For me, I wanted to impact as many students as possible both in and out of the classroom. Little did I know that these experiences would profoundly shape me as I built my coaching consultancy many years later.

In my work with schools across the globe, I have consistently seen that the most significant driver of student outcomes is not a new piece of technology or a trendy curriculum; it is the quality of teaching and leadership. However, effective practices do not happen in a vacuum. It requires a culture of support that moves beyond the traditional, often superficial, evaluative process. To truly move the needle on student learning, we must shift to a coaching culture.

In the latest episode of my podcast, Unpacking the Backpack, I explored the L.E.A.D model designed to guide the growth of effective coaching. By focusing on four specific pillars, we can empower educators to reach new heights of professional excellence.

The Foundation: Listening with Intent

Effective coaching is built on a foundation of trust. Without it, even the most brilliant pedagogical advice will go unheeded. This trust is earned through the practice of listening with intent. Many leaders fall into the trap of "fixing" a teacher's problems before fully understanding the classroom context.

True listening involves a deep engagement with the educator’s perspective. Research supports the necessity of this relational approach. For example, a study by Knight and van Nieuwerburgh (2012) finds that the success of instructional coaching largely depends on the quality of the relationship and the coach's ability to facilitate self-directed learning through empathetic listening. When we listen first, we validate the educator’s experience and create a safe space for the vulnerability that growth requires.

Building the Muscles: Developing Capacity

Once trust is established, the focus shifts to building capacity. In education, we often mistake doing what we are told for actual growth. Capacity, however, is the internal ability to make high-level decisions independently. The goal of coaching is to provide the scaffolding necessary for teachers and administrators to become their own best observers.

This process must be job-embedded and continuous. According to Kraft, Blazar, and Hogan (2018), the impact of coaching is significantly greater than that of traditional professional development because it provides sustained, individualized support directly applicable to the teacher's unique classroom environment. By investing in a shared vision, mission and set of goals, we help educators see not just where they are, but who they can become as practitioners.

The Mirror: Empowering Through Evidence

If capacity building is the "how" of growth, evidence is the "what." We must move away from feedback based on subjective opinions and move toward feedback grounded in objective data. This is where we truly empower our staff. When we use evidence, we are not making a judgment; we are providing a mirror.

Using artifacts such as student work samples, engagement data, or video reflections allows for a more rigorous analysis of practice. Desimone and Pak (2017) emphasize that instructional coaching is most effective when it is content-focused and supported by active learning through the examination of evidence. When an educator can see the direct correlation between their actions and student outcomes, they are more likely to take ownership of the necessary changes. It shifts the conversation from "Am I a good teacher? Am I an effective administrator?" to "Is this strategy working for my students? Is this benefiting my staff?"

The Compass: Aligning Actions

The final component involves ensuring that all moves are aligned with the school’s vision and goals. We have all seen the "initiative fatigue" that occurs when educators feel pulled in multiple directions. A coach serves as an alignment specialist, ensuring that daily practices are coherent and research-based. Alignment creates synergy that drives exponential growth. When the entire district or building is pulling in the same direction, leadership and teaching become more focused and sustainable. We must continually ask whether our coaching cycles directly serve our mission to improve students' lives.

Coaching is the engine of professional growth. By listening with intent, developing capacity, empowering through evidence, and aligning actions, we create a system that supports everyone in being their best. It is about human connection, belief in potential, and a relentless commitment to collective improvement.

Want to learn more about Aspire Change EDU’s L.E.A.D coaching model and how the process can support leaders and educators in your district, school, or organization? Reach out today to set up a complimentary thirty (30) minute Zoom meeting.

Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56(1), 3–12.

Knight, J., & van Nieuwerburgh, C. (2012). Instructional coaching: A partnership approach to improving instruction. Educational Management Administration & Leadership, 40(1), 100–120.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588.

The Personalized Learning Empowerment Framework

noreply@blogger.com (Eric Sheninger) — Sun, 08 Feb 2026 13:53:00 +0000

I have been sharing on this blog insights on personalization for the past sixteen (16) years. During my years as a principal, we emphasized a shift from “what” to “who” to help students take greater ownership of their learning. From using Poll Everywhere to amplify student voice, to flipped lessons in math, and creating the Academies at NMHS, our goal was to create experiences that our students valued and would ultimately improve outcomes, which it did. The journey, however, was anything but easy.

Moving from a culture of compliance to one of empowerment is the greatest challenge and opportunity facing educational leaders today. For years, our systems have been designed for standardization, often treating students as passive recipients of information rather than active drivers of their own learning. However, as we discussed in our book Personalize, the shift toward personalized learning is not just about technology; it is about pedagogy and the intentional design of experiences that foster agency, mastery, and purpose. Below is our definition:

"Pesonalized learning is all students getting what they need when and where they need it to learn."

The Personalized Learning Empowerment Framework provides a roadmap for this transformation. It moves beyond the "what" of personalization and dives deep into the "how" by focusing on a continuous cycle of growth. By centering the learner, we can ensure that every student has the support they need to succeed in an ever-changing world.

1. Assess and Understand: The Foundation

Effective personalization begins with a deep understanding of who the learner is. We cannot tailor instruction if we do not first establish a clear picture of a student’s strengths, needs, and aspirations. This extends well beyond traditional standardized test data. We must utilize holistic diagnostics that account for social-emotional well-being, cognitive processing, and personal interests.

A critical component of this phase is creating a learner profile. When students document how they learn best, they begin to take ownership of their educational journey. This process is supported by continuous feedback loops that provide real-time insights into student progress. Research indicates that when assessment is used formatively to understand learner variability, it significantly enhances the teacher's ability to provide targeted support (Papadakis et al., 2021). By building this foundation, we move away from a one-size-fits-all diagnostic approach and toward a more human-centered understanding of excellence.

2. Plan and Tailor: The Strategy

Once the foundation is set, the focus shifts to strategic design. Planning in a personalized environment is a collaborative effort between the educator and the student. Co-constructed goals ensure learning objectives are relevant to the student while meeting rigorous academic standards. This partnership is essential for developing student agency, as it gives learners a voice in determining their path to mastery.

Tailoring the strategy requires a commitment to flexible pathways and varied pacing. Not every student needs the same amount of time to master a concept, nor should they all be required to demonstrate their learning in the same way. Providing multiple entry points and methods for demonstrating competency helps create a more equitable classroom environment. Evidence suggests that flexible learning pathways that prioritize student choice lead to higher levels of engagement and cognitive investment (Bernacki et al., 2021). At this stage, the teacher shifts from a dispenser of knowledge to an architect of learning experiences.

3. Engage and Facilitate: The Action

This is where the framework comes to life in the classroom. Engagement is not just about keeping students busy; it is about active learning that challenges students cognitively and keeps them physically engaged. Facilitation involves a delicate balance of targeted instruction, where the teacher works with small groups or individuals based on data, and the use of adaptive tools that provide personalized practice.

In a facilitated environment, the teacher monitors the room, providing "just-in-time" support rather than "just-in-case" lectures. This transition to active learning models encourages students to solve complex problems and collaborate with peers. Studies have shown that technology-enhanced personalized instruction, when combined with strong teacher facilitation, leads to improved outcomes in both literacy and mathematics (Major et al., 2021). The goal is to create a high-energy environment in which the "heavy lifting" of learning is shifted from the teacher to the student.

4. Reflect and Refine: The Growth Loop

The final, and perhaps most important, element of the framework is the growth loop. Learning is not a linear process with a fixed ending; it is a cycle of continuous improvement. Structured reflection enables students to review their work, identify what went well, and determine where they need to improve. This metacognitive practice is what ultimately leads to self-directed learning.

Refinement is also about data-driven adjustments. As students progress through competency-based pathways, they should advance only after demonstrating a genuine understanding of the material. This ensures that no student is left behind due to gaps in foundational knowledge. Research highlights that systematic reflection and the use of data to adjust instructional goals are vital for sustaining long-term academic growth in personalized settings (Walkington & Bernacki, 2020). By closing the loop, we prepare students not only for the next grade level but also for a lifetime of learning and adaptation.

The Personalized Learning Empowerment Framework is more than a conceptual model; it is a catalyst for a systemic shift toward a more human-centered, effective approach to education. By moving beyond the traditional barriers of "one-size-fits-all" instruction, this framework honors every student's unique identity and provides a scalable roadmap for developing true learner agency. When we commit to this continuous cycle of assessment, strategic planning, active facilitation, and purposeful reflection, we do more than just improve test scores. We cultivate the mastery and purpose students need to navigate a complex future. My hope is that this framework empowers educators to stop managing compliance and start inspiring the self-directed, lifelong learners our world desperately needs.

Bernacki, M. L., Greene, J. A., & Crompton, H. (2021). Mobile technology applications in contexts of formal and informal learning. Journal of Computer Assisted Learning, 37(6), 1437-1441.

Major, L., Francis, G. A., & Tsapali, M. (2021). The impact of technology-enhanced personalized learning on student outcomes: A meta-analysis. British Journal of Educational Technology, 52(2), 635-664.

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Role of Cognitive Load and Individual Differences. Education and Information Technologies, 26(1), 257-292.

Sheninger, E. C., & Slaugh, N. (2024). Personalize: Meeting the needs of all learners. ConnectEDD Publishing.

Walkington, C., & Bernacki, M. L. (2020). Appraising evidence-based practices in personalized learning: A review of cognitive and social perspectives. Educational Psychologist, 55(3), 156-171.

Moving Toward Meaning: Why Kinesthetic Learning is a Disruptive Necessity

noreply@blogger.com (Eric Sheninger) — Wed, 04 Feb 2026 11:58:00 +0000

"Learning is not a spectator sport; it is an embodied journey where every step forward strengthens a neural pathway."

In my book, Disruptive Thinking in Our Classrooms, I challenge educators to rethink the traditional "sit and get" model that has dominated instruction for decades. If we are truly going to prepare students for a future that values agility, creativity, and problem-solving, we must create learning environments that reflect those needs. One of the most overlooked tools in our pedagogical toolkit is not a new app or a faster tablet; it is movement.

The research surrounding the connection between physical activity and cognitive function is overwhelming. Studies have consistently shown that movement increases blood flow to the brain, which in turn enhances executive function and memory (Martin & Murtagh, 2017). When we integrate movement into the core of the lesson, we are not just giving students a break. We are optimizing their brains for high-level thinking. This is where EyeClick stands out as a transformative force in the modern classroom.

The power of this tool lies in its ability to promote embodied learning. This is a pedagogical approach that recognizes the inextricable link between the mind and the body, asserting that cognitive processes are deeply rooted in physical interactions and sensory-motor experiences. By moving beyond passive observation, this method utilizes physical movement, gestures, and environmental engagement to help students internalize abstract concepts and strengthen neural pathways associated with memory and understanding (Stoetzel & Shedrow, 2020). By leveraging the science of embodied learning, EyeClick disrupts the sedentary nature of traditional tech, offering a suite of features that align perfectly with a future-ready pedagogy.

Kinesthetic Cognitive Engagement

In Disruptive Thinking, I argue that the brain is most active when the body is involved (Sheninger, 2021). By utilizing the body as the controller, EyeClick shifts students from passive observers to active participants. Imagine a 4th-grade math class where students are not just solving equations on paper, but are physically stepping on projected answers on the floor to solve for variables. This is embodied learning in action, where students "stealth learn" complex math and science through jumping, stomping, and movement. Research by Chiang and Griego (2017) suggests that this multimodal approach significantly improves the storage and retrieval of memory. It also acts as a positive reset button, channeling excess energy into academic productivity and reducing the behavioral friction that often stems from prolonged sitting.

Eyewiz: The Evolution of Immersive AI

We need to move away from AI that keeps learners tethered to a chair. Eyewiz is what I call "active AI". For district leaders and principals, Eyewiz serves as a tool for equity by scaling high-quality instruction. It empowers educators to transform a simple topic into a physical, immersive lesson instantly. By generating narration and high-quality visuals for movement-based activities, it ensures that technology serves as a bridge to the physical world rather than a wall. This ensures every school can deliver these experiences without increasing teachers' workload, as the AI handles the heavy lifting of content visualization.

Spatial Agility & Learning Environments

To be truly disruptive, we must reconsider our "dead spaces," which include those hallways, cafeterias, and lobbies that often go underutilized. EyeClick offers ultimate spatial versatility, allowing any surface (floors, walls, or tables) to become a high-impact learning hub. This leadership angle allows districts to modernize infrastructure without construction. It is about being agile with our physical environment to create opportunities for collaboration wherever they fit best, transforming the entire school building into a playground for the mind and improving instructional ROI across the system.

Intentional Curricular Depth

Technology is only as good as the pedagogy behind it. EyeClick provides the pedagogical depth required for rigorous instruction, offering 18 versatile templates and a massive marketplace of teacher-created content. This allows leaders to seamlessly integrate movement into STEM and core academics, making abstract concepts tangible. According to a systematic review in Frontiers in Pediatrics (2022), this type of integrated physical activity has a direct positive impact on academic performance across all grade levels.

Collaborative Interconnectivity

One-to-one initiatives should not lead to "one-to-none" social interaction; EyeClick is the "anti-isolation" technology. It necessitates real-time communication, negotiation, and social-emotional growth as students work together in a shared physical space. As Finnan (2015) notes, movement-integrated learning environments develop a sense of community and improve students' ability to maintain positive social relationships. This social-emotional growth is a critical driver of student achievement, as a strong sense of belonging reduces the cognitive load of social anxiety, allowing students to dedicate more mental energy to academic mastery. When students feel connected and physically engaged, they demonstrate increased persistence and improved learning outcomes (Finnan, 2015).

Universal Design & Adaptive Personalization

Equitable learning is at the heart of personalization. With deep customization, this platform ensures every learner has a seat at the table or a spot on the floor. From tabletop modes for students in wheelchairs to adjustable sensory and difficulty settings for special education, it provides a truly inclusive environment where instruction can be modified in seconds to meet specific learner needs.

Final Reflections

If we want our students to be disruptive thinkers, we must be disruptive in how we design the learning experience. Movement is not an "extra"; it is a fundamental requirement for engagement and retention. Leaders need to intentionally design systems that support movement, rather than just asking if it belongs in schools. By moving beyond the screen and utilizing tools like EyeClick, we can create classrooms that are dynamic, inclusive, and deeply focused on the needs of the whole child.

Visit the EyeClick website to see how these solutions work at the district level.

Chiang, I. T., & Griego, L. (2017). The integration of movement in the classroom: A study of memory and social behaviors. Journal of Kinesthetic Learning, 12(3), 45-58.

Finnan, S. (2015). Movement integration and its impact on social-emotional learning in elementary schools. International Journal of Educational Research, 22(1), 102-115.

Frontiers in Pediatrics. (2022). Does learning through movement improve academic performance? A systematic review. Frontiers in Pediatrics, 10, 841582.

Martin, R., & Murtagh, E. (2017). Effect of active lessons on physical activity, academic, and health outcomes: A systematic review. Journal of School Health, 87(12), 940-951.

Sheninger, E. (2021). Disruptive thinking in our classrooms: Preparing learners for their future. ConnectEDD Publishing.

Stoetzel, L., & Shedrow, S. J. (2020). Making the move to embodied learning: A systematic review of movement-integrated literacy instruction. Journal of Research in Reading, 43(4), 512-532.

The Force Multiplier: AI-Assisted Pedagogical Leadership

noreply@blogger.com (Eric Sheninger) — Sun, 25 Jan 2026 14:11:00 +0000

We are currently standing at a pivotal crossroads in the field of education, as I shared in both Disruptive Thinking and Digital Leadership. On one side, we have the timeless, fundamental principles that make a school function successfully, including leadership, relationships, and sound pedagogy. On the other side, we are witnessing the explosive and rapidly evolving world of artificial intelligence (AI). The question is no longer whether AI will change education because that shift has already occurred. The real question for us as administrators is how we harness this power without losing the human element that defines our profession. We must look at how we use AI to become better pedagogical leaders.

To understand this shift, we need to ground ourselves in the core purpose of our roles. Pedagogical leadership is not about being a manager of a physical building or a processor of paperwork. It is about being a leader of learning. My Framework for Pedagogical Leadership centers on five key domains: developing relationships, providing research and resources, making time for feedback, learning with staff, and analyzing evidence. For years, the biggest barrier to excellence in these areas has been a lack of time. AI changes that math by allowing us to automate the mundane so we can be more present for the profound.

Reclaiming the Human Element

The first pillar of the framework is developing relationships based on trust and mutual respect. Some critics fear that AI is the opposite of human connection, but I argue that it is actually the key to reclaiming the time needed for those connections. When you use AI tools to draft newsletters or summarize meeting notes, you are buying back the minutes required to sit in a classroom and truly support a teacher. Research indicates that when leaders are perceived as supportive and present, teacher self-efficacy and job satisfaction increase significantly. According to Goddard et al. (2015), instructional leadership that fosters a collaborative environment and trust significantly predicts higher levels of collective teacher efficacy. As I noted in my book, digital leadership is about establishing direction, influencing others, and initiating sustainable change through the use of resources and relationships (Sheninger, 2019).

Curating Research and Evidence

The second and fifth pillars involve providing research and resources while analyzing evidence to improve implementation. In the past, being a resource provider meant spending hours scouring journals for strategies. With AI, a pedagogical leader becomes a high-speed curator. You can now use large language models to find research-backed strategies for specific student populations in seconds. One of my favorite tools is Consensus AI. However, the leader must still provide relevance by vetting this output through their professional lens.

AI moves us from being data-rich to being evidence-informed. We can now use technology to look for patterns across massive datasets that would take a human weeks to spot. This allows us to respond to student needs in real time. Research by Liñán and Pérez (2022) highlights how educational data mining and AI can identify students at risk and provide personalized pathways to improve learning outcomes. By using AI to analyze evidence, we ensure that our strategies are actually moving the needle for every learner.

Transforming Feedback and Professional Learning

The third and fourth pillars focus on providing feedback and learning with your team. Feedback must be timely, practical, and specific to be effective. AI-assisted leadership revolutionizes this feedback loop by allowing leaders to organize walkthrough observations into structured formats almost instantaneously. This ensures that the conversation happens while the lesson is still fresh in the teacher's mind. Hattie and Timperley (2007) emphasize that the main purpose of feedback is to reduce discrepancies between current understandings and a goal, and its effectiveness is highly dependent on how it is received and used. AI ensures that facilitation of this feedback is not delayed by administrative friction.

Finally, we must remain the learner-in-chief. Learning with your staff means exploring these new tools together rather than pretending to have all the answers. When we hold Professional Learning Communities (PLC’s), we can use AI to generate prompts that spark deeper pedagogical debates. A study by Chen et al. (2020) suggests that the integration of AI in professional development can help personalize the learning experience for teachers and provide more targeted support for their specific instructional challenges.

AI will not replace leaders, but leaders who use AI will eventually replace leaders who do not. The leaders using AI will have more time for relationships, better access to research, and the ability to provide superior feedback. My framework has not changed because of AI; instead, the technology has made each pillar more attainable. We now have the tools to finally do the work we signed up for which is the work of transforming lives through learning.

For more information on how Aspire Change EDU supports districts, schools, administrators, and educators with AI, click HERE.

Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264-75278.

Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A theoretical and empirical analysis of the connections between instructional leadership, teacher collaboration, and collective efficacy scaffolding. Journal of Educational Administration, 53(5), 644-664.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.

Liñán, L. C., & Pérez, Á. A. J. (2022). Educational Data Mining and Learning Analytics: differences, similarities, and time evolution. International Journal of Educational Technology in Higher Education, 19(1), 1-21.

Sheninger, E. C. (2019). Digital Leadership: Changing Paradigms for Changing Times. Corwin Press.

The Pivot: From Technical Fixes to Systemic Excellence

noreply@blogger.com (Eric Sheninger) — Sun, 11 Jan 2026 14:26:00 +0000

Every January, the education world is hit with a familiar tsunami. We return from the break, hopefully rested, only to be met by the relentless "New Year, New Initiatives" cycle. It’s like clockwork: a burst of energy to overhaul grading, pivot to new tech, or rewrite behavior plans. But as I’ve shared in Digital Leadership and Disruptive Thinking, we must confront a hard truth: Novelty is not transformation.

If you are chasing the "new" simply because the calendar flipped, you aren’t leading; you’re reacting. In 2026, reactive leadership is a recipe for burnout. To move beyond the buzzwords, we must evolve our leadership DNA.

Situational Awareness: Matching the Velocity of Change

In a previous post, I discussed the Adaptability Quotient (AQ), but in 2026, AQ is no longer about being "flexible". It is about situational awareness. Variables of school leadership now change monthly, if not weekly. Traditional management often misidentifies cultural shifts as technical glitches. In our 2026 landscape, we must transcend the "fix-it" mentality and adopt a Diagnostic Framework for Agile Leadership. Instead of treating student disengagement or staff burnout as bugs to be patched with a new schedule or a digital tool, we must recognize them as signals for deeper, systemic evolution. This requires a radical redistribution of agency.

As DeMatthews, Kotok, and Knight (2021) argue, effective leadership in crisis or high-velocity environments requires a move toward inclusive, distributive models that empower staff to navigate complex, non-linear problems. By decentralizing authority, we allow those closest to the instructional core to respond to shifting variables in real time.

True pedagogical leadership isn't about being the smartest person at the podium; it’s about creating an ecosystem where everyone is empowered to iterate. By decentralizing authority, we allow those closest to the instructional core to respond to shifting variables in real time. This transforms our schools from static, top-heavy institutions into agile, learning-focused organizations capable of pivoting at the speed of change.

The Rise of AI-Assisted Pedagogical Leadership

We have moved past the "ban it" brigade and the "wild west" of AI. The new frontier is AI-assisted pedagogical leadership. It isn't enough for a leader to be "tech-savvy"; you must be pedagogically fluent. This means distinguishing between learning FROM AI (passive consumption) and learning WITH AI (a feedback-driven partnership).

A current study by Zhang and Cheng (2025) found a significant "familiarity gap" where school leaders often feel more comfortable with AI than the teachers they supervise. This gap creates a friction point in implementation. To lead effectively, we must model fluency by using AI to analyze complex datasets, such as attendance or engagement patterns, to uncover insights that human observation alone might miss. This isn't about replacing human judgment; it is about using AI to amplify high-quality first instruction (HQFI).

The Empathy Paradox in Digitally Augmented Environments

As our schools become more high-tech, our leadership must become more high-touch. I call this the empathy paradox. We are more connected than ever, yet loneliness among staff and students is at an all-time high. Digital emotional intelligence is now a core measurable competency.

Current scholarship in neurocognitive leadership suggests that digitally mediated environments often filter out the rich emotional cues (tone, affect, and presence) essential for affective empathy (Fragouli, 2025). Without intentional "digital empathy," leaders risk creating cultures of shallow, surveillance-based mimicry rather than genuine care. Leading in 2026 requires "reading the digital room" to recognize that a terse Sunday night email creates a cortisol spike in staff that no "wellness" initiative can undo. We must prioritize "no-tech walkthroughs," where the device is left in the office and the focus is entirely on human-to-human validation.

Mission-Aligned Narrative Efficacy

Data without a story is just noise. In Digital Leadership, I introduced the "Storyteller-in-Chief" concept, but today we must focus on narrative efficacy. Stakeholders are increasingly skeptical of institutional claims; they demand evidence grounded in mission-aligned personal stories. Braaten and Farnsworth (2025) highlight that the most effective leaders use "narrative-driven data" to align stakeholder perceptions with actual classroom transformation, ensuring that innovation is seen as a human outcome rather than a clinical metric.

Personal storytelling is a strategic bridge. It’s the difference between reporting a 5% growth in literacy scores and telling the story of a student like "Michael," who found his voice through a specific phonics intervention. Evidence-based storytelling humanizes our roles and reaffirms the values that define our schools. In a world of skepticism, your narrative is your compass.

The Agency Shift: From Compliance to Contribution

Ultimately, the goal of disruptive thinking is to move school culture from compliance to contribution. Compliance keeps the machine running, but it doesn't spark innovation. When we shift toward contribution, we move from "doing school" to "empowering learners." Research by Karakus, Toprak, and Chen (2025) demonstrates that when leaders move from top-down mandates toward fostering teacher agency, organizational commitment and instructional quality rise significantly.

Transformation isn't an event; it's a process of layer-by-layer growth. This year, don't just look for something new, look for something better.

Braaten, M., & Farnsworth, S. (2025). School leaders and AI-driven education: A comparative study of readiness, perceptions, and implementation strategies. Emerald Insight: Journal of Educational Administration, 63(1), 45-62.

DeMatthews, D., Kotok, S., & Knight, D. S. (2021). Adaptive Leadership During a Crisis: A Case Study of a Principal’s Response to COVID-19. Journal of Cases in Educational Leadership, 24(1), 16–29.

Fragouli, E. (2025). Digital empathy and AI: Can machines support employee well-being in the workplace? Journal of Media & Management, 7(7), 1-12.

Karakus, M., Toprak, M., & Chen, J. (2025). From compliance to commitment: A quantitative study of educational leadership's influence on teacher motivation and agency. ResearchGate: International Journal of Educational Leadership, 18(2), 114-131.

Zhang, L., & Cheng, Y. (2025). The rise of AI-assisted instructional leadership: An empirical survey of global school leadership trends. Frontiers in Education, 10, Article 1643023.

4 Ways to Reach the Disengaged Learner

noreply@blogger.com (Eric Sheninger) — Sun, 21 Dec 2025 14:47:00 +0000

We have all seen "that" look. It’s the glazed-over eyes of a student in the back row, the head resting on the desk, or the active avoidance of eye contact when a question is asked. As educators and leaders, our knee-jerk reaction to the unmotivated learner is often to double down on control—more rules, stricter deadlines, and tighter oversight. We try to force engagement, something I recnetly spoke about on my podcast Unpacking the Backpack.

But here is the hard truth: You cannot force a student to learn. You can force them to comply, but compliance is not learning. "Doing school" is not the same as acquiring the skills necessary to thrive in a complex world.

If we want to reach the unmotivated learner, we have to stop trying to manage their behavior and start trying to empower their minds. We must shift our focus from control to agency. This isn't just fluffy pedagogy; it is backed by rigorous science. If you are struggling to reach the disengaged, here are four research-backed strategies to shift the paradigm in your classroom or school culture.

Unleash Agency Through Choice

The quickest way to kill motivation is to strip away autonomy. When students feel they are just cogs in a machine, completing tasks because "the teacher said so," their internal drive vanishes. To spark motivation, we must hand the keys over to the learner. This doesn't mean chaos. It entails providing structured choices, such as how they learn, which tools they use, and how they demonstrate mastery. A meta-analysis by Patall, Cooper, and Robinson (2008) found that providing choices—even small ones—significantly enhances intrinsic motivation, effort, and task performance. When students feel a sense of autonomy, they persist longer and produce higher-quality work.

Stop assigning the same worksheet to every student. Offer a "choice board" where students can select between creating a podcast, writing a blog post, or building a digital model to demonstrate their understanding. We discuss an array of choice strategies in Personalize: Meeting the Needs of All Learners.

Cultivate Radical Relevance

"Why do I have to know this?"

If you cannot answer that question with something better than "because it’s on the test," you have lost them. Unmotivated learners often aren't "lazy"; they just don't see the value in the work. They crave authenticity. They want to solve real problems that matter to them and their communities. In a randomized field experiment, Hulleman and Harackiewicz (2009) discovered that when students were encouraged to connect course material to their own lives, interest and performance increased dramatically. This effect was strongest precisely for those students who previously had low expectations of success.

Ditch the hypothetical word problems. As I shared in Disruptive Thinking in Our Classrooms, leverage the Relevant Thinking Framework to connect curriculum to real-world issues. Let students use data to solve a problem in the school cafeteria or use rhetorical skills to advocate for a community change. Make the learning stick by making it real.

Focus on Competence, Not Just Grades

Nothing drains motivation faster than feeling incompetent. When a struggling learner gets a paper back covered in red ink and a "D" grade, they don't see a roadmap for improvement; they see confirmation that they aren't "smart enough." We need to shift from grading (autopsy) to feedback (biopsy). Effective feedback tells the learner where they are, where they are going, and specifically how to get there. Hattie and Timperley (2007) provided a comprehensive review showing that feedback is one of the most powerful influences on learning and achievement. However, they noted that feedback directed at the "self" (e.g., "Good job," "You are smart") is ineffective. The most motivating feedback is task-oriented and provides specific cues on how to bridge the gap between current and desired performance.

Use digital tools to give real-time, actionable feedback while the work is in progress. Focus your comments on the task, not the student.

Build a Culture of Relatedness

We must remember that learning is a social and emotional process. If a student feels invisible, they will remain unmotivated. Self-Determination Theory (SDT) posits that human beings have three innate psychological needs: Competence, Autonomy, and Relatedness. If we miss the "Relatedness" piece—the feeling of belonging and connection—the other strategies will likely fail. Ryan and Deci (2000) established that social environments that facilitate these three basic needs result in high-quality learning and well-being. Conversely, environments that are controlling or neglectful thwart these needs, leading to passivity and alienation.

Greet students at the door. Know their interests outside of school. Leverage digital tools not to isolate, but to connect—allow students to collaborate with peers globally or experts in the field.

Motivating the unmotivated isn't about finding the perfect app or the flashiest gadget. It’s about meeting the fundamental human needs of our students. It’s about moving from a culture of compliance to a culture of empowerment.

The research is clear. The question is: Are we brave enough to change our practices to match it?

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270–302.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Leading Without a Net: Why Fearless Leadership is Your Only Option

noreply@blogger.com (Eric Sheninger) — Sun, 07 Dec 2025 14:01:00 +0000

Let’s be honest: The educational landscape we are navigating today looks nothing like it did five years ago. With the rapid acceleration of Artificial Intelligence and the shifting demands of the 4th Industrial Revolution, the "wait and see" approach is no longer a safety net—it’s a liability.

In my work with schools across the globe, I see leaders facing a critical choice: recoil or reframe. Those who recoil retreat into compliance, hoping the storm of change will pass. Those who reframe embrace Fearless Leadership.

Being fearless doesn’t mean you aren't afraid. It means you value the future of your students more than your fear of the unknown. It means moving from a culture of compliance to one of contribution. But how do we actually build this culture? It’s not just about "gut feeling"—it’s supported by rigorous research.

Build the Foundation: Psychological Safety

You cannot expect your teachers to innovate if they are terrified of making a mistake. It’s that simple. If the culture is toxic, the pedagogy will be stagnant.

Research published in Frontiers in Education analyzed how school principals responded during the massive disruption of the COVID-19 pandemic. The study found a stark difference between schools that were "frozen" versus those that were "fluid." The deciding factor? Psychological Safety. Interestingly, the study revealed that this safety wasn't determined by a school's budget or demographics, but by organizational factors like accountability structures and professional trust (Weiner et al., 2021).

As a leader, you must scaffold security. Your staff needs to know that you have their back so they can take the risks necessary to learn.

Validate the "Error"

We love to say "fail forward," but do our evaluation systems actually support it? Innovation is messy. It requires what researchers call Error Risk Taking.

A 2023 study in Frontiers in Psychology highlighted a critical dynamic: Psychological safety alone isn't enough. You need to actively cultivate an Innovation Climate that strengthens the relationship between feeling safe and actually doing innovative work (Elsayed et al., 2023). This means explicitly validating the attempt, not just the outcome. When a teacher tries a new AI tool and it flops, that’s not a failure—that’s a data point.

Don't just tolerate risk; celebrate the learning that comes from the errors.

Be Change-Ready (and Tech-Savvy)

Being a "digital leader" isn't about buying the most iPads; it's about the mindset to leverage technology for second-order change.

In the Journal of Educational Administration, researchers profiled "change-ready" superintendents. They found that effective leaders actively work to address the "fear of the unknown" by fostering mindset shifts and supporting professional development that bridges the gap between current skills and future needs (Sterrett & Richardson, 2019). These leaders don't hide from technology; they model its use to solve problems.

If you want your staff to be comfortable with change, you have to be the lead learner.

The future belongs to the fearless. It belongs to the leaders who are willing to disrupt the status quo to create schools that are relevant, adaptive, and student-centered.

So, here is the challenge: Are you ready to lead the way?

Elsayed, A. M., Zhao, B., Goda, A. E., & Elsetouhi, A. M. (2023). The role of error risk taking and perceived organizational innovation climate in the relationship between perceived psychological safety and innovative work behavior. Frontiers in Psychology, 14, 1042911.

Sterrett, W. L., & Richardson, J. W. (2019). The change-ready leadership of technology-savvy superintendents. Journal of Educational Administration, 57(3), 227–242.

Weiner, J., Francois, C., Stone-Johnson, C., & Childs, J. (2021). Keep safe, keep learning: Principals' role in creating psychological safety and organizational learning during the COVID-19 pandemic. Frontiers in Education, 5, 618483.

Leading Through the Noise: 5 Non-Negotiable Skills for 2026 and Beyond

noreply@blogger.com (Eric Sheninger) — Sun, 23 Nov 2025 14:10:00 +0000

If there is one thing I have learned traveling to schools across the globe, it is that the only constant in education is change. But the pace of change we are seeing as we approach 2026 is different. It is visceral. It is exponential. We are no longer just talking about "integrating technology" or "21st-century skills." Those ships have sailed. We are now navigating a world where Artificial Intelligence, hybrid realities, and shifting workforce demands are rewriting the rulebook on what it means to lead.

The leaders who will thrive in 2026 and beyond aren’t the ones with the most authority; they are the ones with the most agility. They don’t just manage systems; they empower people. We have to move from a mindset of compliance to one of contribution. We need to stop preparing kids (and staff) for something and start preparing them for anything.

So, what does that look like in practice? Based on emerging research and the shifting landscape of digital leadership, here are the top five skills leaders need to master right now to be ready for tomorrow.

1. Adaptive Intelligence (AQ)

For years, we’ve talked about IQ and EQ. In 2026, your Adaptability Quotient (AQ) matters just as much. The traditional 5-year strategic plan is becoming a relic. Why? Because the variables change every six months. Leaders need the capacity to diagnose systemic challenges in real-time and pivot without losing their core vision.

Research supports this shift. A 2024 study published in the FUDMA Journal of Research, Educational Psychology and Counselling highlights that adaptive leadership is not just about reacting to change but distinguishing between technical problems (which have known solutions) and adaptive challenges (which require new learning). The authors found that leaders who successfully navigate uncertainty are those who can regulate distress and "give the work back to the people," empowering their teams to own the solutions rather than waiting for a top-down directive (Busa & Yakubu, 2024).

The Takeaway: Stop trying to have all the answers. Build a culture where your team has the agency to find them.

2. Pedagogical AI Fluency

Notice I didn't say "Tech Savviness." Knowing how to use a tool is irrelevant if you don't know why you are using it. As we move into 2026, AI is not just a productivity hack; it is a pedagogical partner. Leaders must understand the difference between "Learning from AI" and "Learning with AI."

Recent scholarship in the Journal of Computer Education emphasizes that AI competency for educators must go beyond basic literacy. It requires a framework that integrates ethical engagement, critical perspectives, and the ability to use AI to personalize learning in ways that were previously impossible (Özden, 2025). Leaders need to model this fluency. If you are banning ChatGPT in 2026, you aren't protecting students; you are rendering them obsolete.

The Takeaway: Don’t just buy the software. Invest in the hardware. Focus on how AI can amplify high-quality teaching & learning, not replace it. Be sure to check out my Pedagogical Leadership Framework for additional guidance.

3. Digital Emotional Intelligence

As our environments become more digital, our leadership must become more human. This is the paradox of the digital age: The more tech we introduce, the more empathy we need. Leading a hybrid or digitally-connected workforce requires a new kind of emotional intelligence—one that can translate through a screen.

We often think of empathy as a soft skill, but it is a hard metric for retention and performance. A 2025 study in the International Journal of Organizational Analysis found that digital leadership competencies, when combined with high emotional intelligence, significantly impact employee digital well-being. The research suggests that leaders must actively develop "digital empathy" to mitigate the stress and isolation that can accompany high-tech environments (Chaudhary et al., 2025).

The Takeaway: Relationships remain the bedrock of schools. You cannot email your way to a strong culture. You have to be intentional about checking in, not just checking up.

4. Evidence-Based Storytelling

Data is everywhere, but data without a story is just noise. In 2026, the most effective leaders will be the Storytellers-in-Chief, a concept I have shared in both Digital Leadership and BrandED. They will take the overwhelming amount of data available—student achievement, attendance, engagement metrics—and weave it into a compelling narrative that drives improvement.

This isn't about spin; it's about clarity. It’s about looking at the evidence and saying, "Here is where we are, here is where we are going, and here is the 'why' behind our actions." When you ground your storytelling in evidence, you build trust. When you build trust, you buy yourself the room to take risks and innovate.

5. Cultivating a Culture of "Yes"

Finally, leaders must foster an environment of psychological safety. I call this the "Culture of Yes." It’s a space where staff and students feel safe to say, "I have a crazy idea," without fear of judgment. Innovation dies in the face of bureaucracy and fear.

To survive the disruptions of the future, we need resilience. We need educators who are willing to fail forward. Your job as a leader is to clear the path, remove the obstacles (and the excuses), and provide the support necessary for that innovation to take root.

Moving Forward

The future is not something that happens to us; it is something we create. 2026 will demand leaders who are bold, empathetic, and relentlessly focused on relevance. The research is clear, and the path is open. The only question remaining is: Are you ready to lead the way?

Busa, A. I., & Yakubu, I. (2024). Adaptive leadership in educational settings: Complex challenges and uncertain environments. FUDMA Journal of Research, Educational Psychology and Counselling, 2(1), 259-267.

Chaudhary, P., Rohtigi, R., & Furat, R. (2025). Digital leadership competencies and emotional intelligence for digital well-being: Examining through PLS-SEM and NCA. International Journal of Organizational Analysis, 33(1), 120-145.

Özden, M. Y. (2025). Use of AI in education: AI competency framework for teachers. Journal of Computer Education, 4(1), 45-58.

Leading in the AI Era: More Than Just Tech, It’s a Mindset Shift

noreply@blogger.com (Eric Sheninger) — Sun, 09 Nov 2025 14:11:00 +0000

Let’s be honest: AI isn't some distant future we can leisurely plan for anymore. It’s here. It's in our students’ pockets, our teachers' lesson planning tools, and, if you’re savvy, it's streamlining your own administrative tasks. For those of us in educational leadership, this isn't just another shiny new tech tool; it's a fundamental shift, a powerful force that demands not just our attention, but a complete overhaul of our leadership paradigm.

The knee-jerk reaction might be fear: fear of cheating, fear of job displacement, fear of the unknown. But as leaders, our job isn't to recoil; it’s to reframe. AI isn't a threat to human ingenuity; it's a catalyst that compels us to redefine what truly makes us human and, by extension, what truly makes education valuable.

The Efficiency Dividend: Reclaiming Time for What Matters

First, let's talk practical. The administrative burden on school leaders is crushing. Budgets, schedules, compliance reports, endless emails—these tasks eat into the precious time we should be spending on pedagogical leadership, building relationships, and working to sustain a positive school culture. This is where AI offers an immediate, tangible benefit.

AI can automate many of these mundane, repetitive tasks. Think about using AI to draft initial policy documents, analyze attendance data for early intervention, or even optimize complex school schedules. Research supports this, showing that AI applications can significantly enhance operational efficiencies in educational institutions, freeing up human capital for more strategic endeavors (Tzafilkou et al., 2023).

This isn't about replacing people; it's about liberating people from the tyranny of the trivial. When you use AI to draft that newsletter or synthesize that report, you reclaim hours. Hours you can then reinvest in coaching teachers, mentoring students, or engaging with your community. That’s leadership amplified.

Redefining Learning: Beyond Recall

The conversation around AI in schools often defaults to "how do we stop students from cheating?" While academic integrity is critical, that's a microscopic view of a massive challenge. The real question is: How do we redesign learning when factual recall is largely outsourced to an algorithm? As I shared in Disruptive Thinking in Our Classrooms, the key to the future is helping students replace conventional ideas with innovative solutions to authentic problems.

This is where leadership truly shines. We must guide our educators to pivot towards pedagogy that emphasizes uniquely human skills: critical thinking, complex problem-solving, creativity, collaboration, and ethical reasoning. If an AI can answer it, the question wasn't deep enough. We need to create environments where students use AI as a tool for inquiry, brainstorming, and editing, not as a shortcut to bypass learning. Studies highlight the transformative potential of AI in providing personalized learning experiences, but also underscore the necessity for educators to adapt their instructional strategies to leverage these tools effectively (Hwang et al., 2020). This requires a significant investment in professional learning, not just in how to use AI, but in how to teach differently in an AI-powered world. It is also something that my co-author and I address in our book Personalize: Meeting the Needs of All Learners and the services provided by my consultancy Aspire Change EDU.

The Ethical Imperative: Leading with Integrity and Equity

Perhaps the most critical role for leaders in the AI age is that of the ethical steward. AI systems are only as unbiased as the data they're trained on. If that data reflects societal inequities, the AI will perpetuate and even amplify those biases. This means leaders must become fluent in asking tough questions about the AI tools they adopt. Specifically, we must confront the problem of algorithmic bias, which can skew recommendations and outcomes if not rigorously addressed (Baker & Hawn, 2021).

Your leadership must insist on transparency from vendors and establish clear, living policies for the ethical use of AI within your institution. The call for ethical considerations in AI development is echoed across the literature, emphasizing the need for robust frameworks and transparent practices to ensure equitable access and prevent algorithmic harm (Pata et al., 2022). This includes guidelines for student data privacy, academic integrity, and ensuring equitable access to high-quality tools for all students, regardless of socioeconomic status.

Cultivating an AI-Ready Culture: The Human Touch

This isn't just about implementing technology; it's about cultivating an AI-ready culture. This means creating psychological safety where educators feel empowered to experiment, learn, and even fail with AI tools, rather than fearing them. Provide ongoing, job-embedded professional learning that addresses real-world applications and concerns. As leaders, we must model this learning ourselves. We can’t expect our staff to embrace AI if we aren’t exploring it and demonstrating its utility in our own work. The crucial role of leadership in successfully driving technological adoption and fostering a culture of innovation is well established (Akiba & LeTendre, 2022).

The AI age isn't about technology replacing us; it's about technology empowering us to be more human, more strategic, and more impactful where it truly counts. It's an opportunity for leaders to focus on the truly essential: vision, relationships, empathy, and inspiring a new generation of learners ready for an evolving world. As I shared in Digital Leadership - don’t just manage the change; lead it.

Akiba, M., & LeTendre, G. (2022). The role of school leadership in technology adoption: A systematic review. Educational Administration Quarterly, 58(1), 3–32.

Baker, R. S., & Hawn, A. (2021). The problem of algorithmic bias in educational data mining. International Journal of Artificial Intelligence in Education, 31(1), 105–123.

Hwang, G. J., Chen, X., & Xie, H. (2020). Artificial intelligence in teaching and learning: Current trends and future directions. Journal of Educational Technology & Society, 23(3), 1–11.

Pata, K., Lätt, M., Valgma, S., & Pata, P. (2022). Ethical frameworks for the use of artificial intelligence in education. International Journal of Artificial Intelligence in Education, 32(4), 1017–1043.

Tzafilkou, K., Tsiaousis, A., & Papanikolaou, K. A. (2023). A systematic review of AI applications in school administration and leadership. Computers and Education: Artificial Intelligence, 4, 100109.

Unlock the Learning Gap: The Power of WIN Time

noreply@blogger.com (Eric Sheninger) — Sun, 26 Oct 2025 14:46:00 +0000

Recently, on my podcast Unpacking the Backpack, I dove into the concept of "WIN Time," or "What I Need Time." This idea is a powerful pedagogical shift designed to empower students and personalize learning. It's an essential component of reimagining how schools function. So, what exactly is WIN Time? At its core, it's a dedicated, flexible block of time built into the school day where students receive targeted support or enrichment based on their individual academic needs. It moves away from a one-size-fits-all approach and instead asks the critical question: "What does this specific student need right now to succeed?". This is something we discuss in detail in Personalize.

Imagine a traditional classroom setting. Some students grasp concepts quickly, while others struggle with foundational skills. In a typical lesson, both groups move forward at the same pace, often leaving one group bored and disengaged, and the other increasingly frustrated and left behind. WIN Time is designed precisely to bridge this gap. It's a structured mechanism for immediate intervention for those who need extra help, a challenging extension for those who are ready for more, and fundamentally, a space for students to take ownership of their learning journey.

It's important to stress that WIN Time isn't simply about remediation; it’s about personalization on a grand scale. It acknowledges that learning is not linear and that every student's path is unique. This means identifying specific academic gaps through timely data, offering opportunities for advanced study, or even providing time for students to pursue passion projects related to their curriculum.

The Educational Imperative: Why We Need WIN Time

Why is a structured intervention time so crucial in today's educational landscape? The fundamental argument is that we need to move beyond simply covering content and instead focus on ensuring mastery. Traditional models often push students forward regardless of their depth of understanding, leading to cumulative, unaddressed gaps that become increasingly difficult to close as students progress through grades. WIN Time directly addresses this by providing a mechanism for timely and specific intervention.

Consider the data on learning gaps. When students consistently struggle with a concept, and those struggles are not addressed immediately, the gap between what they know and what they need to know widens exponentially. This leads to decreased confidence, significant disengagement, and ultimately, a disservice to the learner. WIN Time allows educators to be proactive, identifying struggles early and providing immediate, targeted support. This practice is about developing a growth mindset and building resilient, self-aware learners, not just improving a standardized test score.

Furthermore, implementing this dedicated time promotes student agency. Instead of being passive recipients of information, students become active participants in identifying their needs and pursuing their learning goals. They learn to self-assess, advocate for themselves, understand precisely where they need help, and seek out appropriate resources. This skill—self-advocacy—is a critical life skill that extends far beyond the classroom walls.

Overcoming Implementation Challenges

Adopting a flexible block like WIN Time is not without its challenges. One of the primary hurdles schools face is scheduling. How do you carve out a 30-to-45-minute dedicated block in an already packed school day? This often requires a willingness to critically rethink traditional schedules, perhaps by adjusting bell times, reallocating existing advisory periods, or modifying the length of core subject blocks. It demands a high degree of collaboration among all staff members and a shared commitment to the philosophy behind personalized support.

Another significant challenge is data collection and diagnosis. Identifying student needs effectively requires robust, ongoing formative assessment practices. Teachers need reliable, up-to-the-minute data to accurately determine who needs intervention, who needs enrichment, and the specific areas that require attention. This means embracing a continuous cycle of assessment, rapid analysis, and responsive, targeted instruction. We must move beyond reliance on delayed, summative tests.

Finally, there's the question of staffing and resources. Who facilitates this time? What specific materials are needed? While teachers are ideally equipped to provide differentiated instruction within their own classrooms, there are opportunities to leverage support from specialists, counselors, or even trained peer mentors to contribute. The key is to organize and utilize all available resources efficiently to create a rich and supportive learning environment that maximizes the time.

Practical Applications: What WIN Time Looks Like

Now, let's look at the practical application. What does a successful WIN Time model actually look like in a school setting? Data is used to enhance the teaching and learning process through a variety of pathways:

Teacher teams sharing learners: Students might be assigned to different "WIN groups" based on current academic performance and diagnostic data; these assignments must be fluid and change week to week.

Station rotation: Read more HERE.
Modified rotations: Read more HERE.
Must-do / may-do: Read more HERE.
Playlists: Read more HERE.
Choice boards: Read more HERE.

Below you can see how the above strategies connect to RTI (Tier 2 and 3 suppport).

The true strength of this approach is its flexibility. It is not a rigid program but a dynamic framework that can and should be adapted to the unique context of each school, its population, and its curriculum structure.

The Transformative Potential

When implemented effectively, the results of this focused, personalized learning time can be truly transformative for student outcomes.

Improved Academic Performance: By providing highly targeted support exactly when it's needed, students close academic gaps more quickly, leading to improved understanding and higher achievement across all subjects.
Increased Student Engagement: When learning is personalized, relevant, and directly addresses a student's current challenge or interest, they are far more likely to be engaged and motivated. They feel seen, heard, and actively supported.
Enhanced Self-Efficacy: As students repeatedly experience success through focused effort and take ownership of their learning path, their confidence and belief in their own ability to learn grow significantly.
Development of Competencies: This protected time naturally develops and refines critical competencies like critical thinking, self-regulation, problem-solving, focused collaboration, and, most importantly, self-advocacy.

WIN Time is about more than making incremental improvements; it's about fundamentally rethinking what school can be. It challenges the traditional rigid model of education and moves us towards a more student-centered, agile, and responsive approach. It is a powerful structural commitment to equity, ensuring that every student, regardless of their starting point, has the dedicated time and support necessary to thrive. It’s not just "What I Need Time," it’s a commitment to a mastery-based educational model.

Scaling Innovation Through Agile Leadership

noreply@blogger.com (Eric Sheninger) — Sun, 12 Oct 2025 13:06:00 +0000

The traditional hierarchy—the "command and control" model where a leader dictates every 'how' is not just inefficient in today's knowledge economy; it is obsolete. In education, where the work is inherently complex, dynamic, and requires continuous adaptation, the path to sustained excellence demands a fundamental shift in how we lead. It’s time to move beyond managing schools like assembly lines and adopt the Agile Leadership mindset, which I recently discussed on my podcast Unpacking the Backpack.

Agile leadership is not a set of tools; it’s a commitment to a new organizational operating system. It recognizes that the person closest to the student—the educator—has the most accurate information and should be empowered to act on it. This transition is built on three core pillars: a radical mindset shift, the adoption of servant-based practices, and a focus on systemic organizational impact.

The Mindset Shift: From Control to Coaching

The greatest barrier to agility is a leader's resistance to relinquishing control, something that I address in great detail in Digital Leadership. Agile leadership flips the traditional organizational pyramid, transforming the leader from the chief decision-maker into the Chief Impediment Remover to become a servant leader.

Instead of focusing on Output ("Did you complete the five pages of the curriculum?") a truly agile school leader focuses on Outcomes ("Did completing that curriculum improve student mastery and critical thinking?"). The job is to constantly ask Why and ensure every team—from the grade level to the central office—is deeply connected to the ultimate goal: delivering maximum value to the student (Paige, 2011).

This transition requires leaders to embrace ambiguity and failure not as shortcomings, but as necessary data points. In a complex, disruptive world, we know the destination (student success), but the best route must be discovered. Leaders must actively model and celebrate "safe-to-fail" experimentation, treating innovative instructional trials as low-cost investments in learning (Wagstaff, 2021). The foundation for this is Psychological Safety—the belief that staff and students will not be penalized or humiliated for speaking up with ideas or mistakes (Edmondson, 2018). An agile leader's primary role is to establish this safety; without it, problems are hidden, and small mistakes become systemic crises.

Consider agile leadership as a lighthouse, providing the constant, unwavering vision and psychological safety needed for the journey. The team on the flexible raft represents self-organizing individuals who are empowered to quickly adapt and respond to the immediate, unpredictable challenges of the stormy sea (the current state of education). This illustrates that the agile leader's job is not to row, but to illuminate the path and ensure the vessel is structurally capable of navigating change.

Key Practices: Empowering the Self-Organizing Team

The mindset is the engine; the practices are the wheels that drive organizational change. The agile leader's day fundamentally changes, prioritizing coaching, alignment, and systems improvement.

1. Purpose-Driven Alignment

Agile leaders are the ultimate communicators of the Why. They use tools like Objectives and Key Results (OKRs) and SMART goals to cascade the organizational vision into measurable, actionable goals for every team and department. This continuous, clear communication ensures that an educator's daily lesson planning is directly linked to the school’s overarching strategic purpose. The leader facilitates regular, low-friction forums to share this vision, ensuring no team ever loses sight of the ultimate goal.

2. Nurturing Self-Organizing Teams

In an agile environment, the unit of delivery is the self-organizing, cross-functional team (grade-level or content-specific). An agile leader does not assign tasks; they define the problem space, such a gap in student learning or a need for a new resource and empower the team to figure out the solution. They decentralize decision-making, delegating full authority for process improvement and content delivery to the educators closest to the work. The leader steps in only to manage external roadblocks or conflicts that the team cannot resolve internally (Lee et al., 2016).

3. Institutionalizing Continuous Feedback

Agile is built on rapid feedback loops. Leaders institutionalize and protect crucial "inspect and adapt" mechanisms like the retrospective, committing to removing one systemic impediment the team identifies. They engage in leader standard work, which includes dedicated one-on-ones and "Gemba walks" (going to where the work is happening) to observe the system of work, the processes, not just the people, to provide timely, specific, and actionable feedback.

Systemic Impact: Optimizing the Flow of Value

The true power of agile leadership is realized when it scales innovation across the entire organization.

The ultimate enemy of agility is the organizational silo, which is often the wall between grade levels, departments, or central office functions. Agile leaders operate at the system level, shifting the focus from optimizing individual departments to optimizing the end-to-end flow of value to the student (Wong & Keng, 2024). They proactively break down these silos, championing cross-functional collaboration and redesigning the structure to mirror the value stream. This approach drives continuous improvement, transforming the organization itself into a product that is constantly refined based on feedback.

Agile leadership is not a methodology; it is a commitment to continuous learning, to empowering people, and to focusing relentlessly on student value. It requires courage, humility, and a fundamental belief that the people in our schools are best suited to decide how to achieve the educational outcomes we all seek. Leaders must make the clear choice: move from controlling to coaching, from predicting to adapting, and from measuring activity to celebrating impact.

Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Harvard Business Review.

Lee, Y., Warkentin, M., & Liu, C. (2016). Agile project management: A review and framework for future research. Journal of Management Information Systems, 33(3), 443–478.

Paige, D. D. (2011). “That sounded good!”: Using whole class choral reading to improve fluency. The Reading Teacher, 65(3), 190–200.

Wagstaff, S. (2021). The agility shift: Leveraging agile principles for organizational transformation in education. Journal of Educational Administration, 59(1), 74-90.

Wong, S. Y., & Keng, N. S. (2024). Scaling agile in complex organizations: The role of transformational leadership and cross-functional teams. European Journal of Innovation Management, 27(1), 121–143.

Leading from the Heart: How Vulnerability Drives Trust and Innovation

noreply@blogger.com (Eric Sheninger) — Sun, 28 Sep 2025 13:31:00 +0000

Recently, on my podcast, Unpacking the Backpack, I shared some thoughts on the importance of vulnerability as a leader. Below, I take a deeper look at this concept.

For way too long, we've been sold a bill of goods about what leadership looks like. The old-school playbook said a great leader is a superhero—unflappable, all-knowing, and always in control. They were taught to never show a crack in the armor, to project an image of perfection. This outdated ideal, however, is not just broken; it's actively sabotaging our efforts to build resilient, innovative teams. We’ve seen this play out in organizations worldwide, where a culture of fear and control stifles creativity and prevents people from taking the risks needed for growth.

What if the most powerful move you could make is to simply admit, "I don't know"? Or, "I messed that up"? Or even, "I need help"? This isn't about being weak. In fact, it's the exact opposite. True leadership is about having the courage to be seen for who you really are, flaws and all. This isn't some fluffy "soft skill." It's a foundational shift in how we build trust, innovate with purpose, and create a culture where people don't just survive, they thrive.

Vulnerability Isn't Weakness; It’s a Superpower

Let's address the elephant in the room. The biggest misconception is that vulnerability is a sign of weakness. When people hear the word, their minds jump to emotional fragility or a lack of competence. The fear is that if you let your guard down, you’ll lose the respect of your team, and your authority will evaporate. That fear is a major roadblock, but it's built on a false premise.

Think about it: is it weak to stand in front of your people and say, "We've hit a wall here, and I don't have the perfect answer"? No way. That's a profound act of courage. It takes guts to be transparent about a challenge and even more guts to admit you don't have all the solutions. As Brené Brown, a trailblazer in this field, and other researchers have taught us, vulnerability involves "uncertainty, risk, and emotional exposure" (Fong, 2021). In a leadership context, it's about being willing to show up and be seen when you can't control the outcome. It’s telling your staff, "This change is a huge lift, and it’s going to take all of us. I can't do it alone." That’s not weakness; it's a declaration of shared purpose. It’s an act of courage because it requires you to be honest with yourself and your team about your limitations. You can’t build a strong foundation on a false front of perfection. Instead, you build it on the solid ground of authenticity.

Building a Culture of Psychological Safety

So, why go through all this? Why risk showing your human side? Because the payoff is massive, and it directly impacts your team’s performance. When you lead with vulnerability, you create a powerful environment of psychological safety.

Psychological safety is a shared belief that a team is a safe place for interpersonal risk-taking (Edmondson, 1999). It’s a culture where people feel comfortable speaking up, asking questions, admitting mistakes, and sharing crazy ideas without fear of being shamed or punished. When a leader models vulnerability, they give everyone else permission to do the same. This isn't just my opinion; it’s backed by some of the most compelling research out there. Google’s Project Aristotle, for example, spent years analyzing hundreds of their teams to figure out what made them tick. The number one factor for team success wasn’t the skill of the individuals or their tenure; it was psychological safety. When you foster this kind of safety, you unlock innovation, boost problem-solving, and accelerate learning. How many amazing ideas have been lost because someone was too afraid to suggest them? Vulnerability is the key that unlocks that door.

Beyond psychological safety, leading with vulnerability builds authentic trust. You can't demand trust with a title; you have to earn it through consistent, honest behavior. When you're open about your struggles or your mistakes, you become relatable. Your people see you not as a distant authority figure but as a partner in the work. This creates a deeper sense of loyalty and commitment. They're more willing to go the extra mile for a leader they respect and trust. It also cultivates empathy, which is crucial for a modern workplace dealing with burnout and mental health challenges. Research by Nembhard and Edmondson (2006) shows that when leaders are perceived as vulnerable, it encourages employee voice and strengthens team effectiveness.

Actionable Steps: How to Start Small

How do you actually do this? It’s not a switch you can just flip. It's a muscle you have to build slowly and deliberately.

First, get real with yourself. What makes you feel vulnerable? Is it admitting you don't know an answer? Apologizing for a mistake? Asking for help? Once you pinpoint your triggers, you can start small.

A great next step is to model accountability. If you mess up, own it. Say, "I dropped the ball on that deadline, and I take full responsibility. Here’s what I learned, and here’s how we'll adjust." No excuses, no blame game. This is a powerful, low-risk way to show vulnerability. Another simple action is to ask for help. Instead of presenting a top-down plan, try saying, "I'm not sure what the best approach is here. What are your thoughts? I'd really value your input." This not only shows your human side but also empowers your team, making them feel like true partners.

Finally, be a human being. Share a brief, non-work-related story. Maybe it's a challenge you're facing with a home project or a new hobby you're trying. It's about building genuine connection, not oversharing personal details.

Remember, this is about being purposeful. The goal isn't to air all your dirty laundry. It's to share enough to build connection and trust without making your staff uncomfortable. The litmus test should be simple: "Is this in service of the students we serve and our core mission?" If the answer is yes, you're on the right track. If not, you might be veering into oversharing territory.

The Path Forward

So, what’s your move? This isn't a one-and-done deal. Vulnerability in leadership is a continuous practice. It's about taking one small, intentional step at a time. Apologize for a minor error. Ask for help with a non-critical task. Share a moment of genuine uncertainty. Don't try to change everything overnight. Just take one small risk to be seen for who you are, not for who you think you're supposed to be.

You’ll likely find that instead of losing respect, you'll gain it. Your team won't see weakness; they'll see a fellow human being who has the courage to connect. Vulnerability is no longer a "nice to have" skill; it's a core competency of modern leadership. It's the key to unlocking trust, innovation, and a resilient culture that can weather any storm. Find one small way to be vulnerable this week. Maybe it's admitting a mistake, maybe it's asking for help, or maybe it’s simply saying, “I don't know, but let's figure it out together.” The most powerful leaders aren't the ones who pretend to be perfect; they're the ones who have the courage to be real.

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.

Fong, C. (2021). The benefits of leader vulnerability in times of crisis. Organizational Dynamics, 50(1), 1-8.

Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior, 27(7), 941–966.

Purposeful Minutes, Powerful Learning

noreply@blogger.com (Eric Sheninger) — Sun, 14 Sep 2025 14:17:00 +0000

Recently, on my podcast Unpacking the Backpack, I shared some thoughts on maximizing instructional time. Let's dive a little deeper.

Think about a typical school day. There's so much to fit in—lessons, activities, assessments, and, of course, the inevitable transitions, interruptions, and administrative tasks that eat away at our precious minutes. So, how do we make the most of every second we have with our students? Let's look at the "why," the "what," and the "how" of maximizing instructional time.

The "Why": Why Does Instructional Time Matter So Much?

First, let's get to the heart of it. Why is this even a big deal? Instructional time isn't just about covering curriculum; it's about student learning and success. When we use our time effectively, we're not just moving through a checklist; we're creating a rich, engaging, and productive learning environment. More time on task leads to deeper understanding, better retention, and ultimately, improved academic outcomes.

Think of it like this: a surgeon has a limited amount of time in an operating room. Every single action must be purposeful and efficient.

A teacher's classroom is similar. We have a set number of minutes, and every minute counts. Wasted time in the classroom isn't just a loss of minutes; it's a lost opportunity for a student to grasp a concept, practice a skill, or engage in a meaningful discussion.

So, the why is simple: maximizing instructional time is a direct pathway to better student learning. It allows us to personalize, provide targeted support to students who need it, and create space for creative and critical thinking that often gets overlooked when we're under time pressure.

The "What": What Exactly Are We Maximizing?

Now that we know why it's important, let's define what we're actually talking about. When we say "instructional time," we're not just referring to the time when you're standing in front of the class lecturing. We're talking about the total amount of time students are actively engaged in learning. This includes:

Active instructional time: When you're directly teaching, explaining, or demonstrating.
Guided practice: When students are working on tasks with your support and guidance.
Independent practice: When students are working on their own to solidify their understanding.
Meaningful transitions: The time between activities, when students are moving from one task to the next in a purposeful way.

The goal isn't just to fill every moment; it's to fill it with purposeful, high-quality, and meaningful learning activities. This means minimizing the "dead time" in a classroom—the time spent on non-instructional tasks like waiting for students to settle down, passing out papers, or dealing with behavioral disruptions.

The "How": Practical Strategies for Your Classroom

Okay, here's the part you've been waiting for. How do we actually do this? I've broken down some of the most effective strategies into a few key areas.

1. The Art of the Efficient Beginning

The first few minutes of class can set the tone for the entire period. Instead of using this time for routine tasks, turn it into a learning opportunity.

Implement a "Do Now" or Bell Ringer: As soon as students enter the classroom, they should have a short, purposeful task waiting for them on the board or their desk. This could be a quick review question, a journal prompt, or a problem to solve. This gets their brains in "learning mode" immediately and buys you time to take attendance or handle administrative tasks without losing instructional time.
Establish a Clear Routine: Students thrive on routine. When they know exactly what to do when they enter the classroom, the process becomes automatic. A simple routine like "hang up your backpack, grab your notebook, and start the 'Do Now'" can save several minutes every single day.

2. Streamlining Transitions

Transitions are a notorious time-waster in many classrooms. A 3-minute transition between activities can easily turn into 10 minutes if not managed properly.

Use Signals and Cues: Instead of yelling over a noisy class, use a non-verbal signal like a hand clap, a specific bell sound, or turning the lights on and off. Practice these signals until they become second nature.
"Chunk" Your Transitions: Break down the transition into small, manageable steps. Instead of saying, "Okay, everyone, put your books away, get out your science binders, and move to your lab groups," break it down: "Step 1: Put your books away." "Step 2: Take out your science binders." This reduces cognitive load and helps students stay on track.
Prepare in Advance: Have all your materials ready before the students arrive. Have handouts stacked, lab equipment set up, or links for digital resources pre-loaded. The less time you spend fumbling for materials, the more time you have for instruction.

3. Purposeful Planning and Pacing

Effective time management starts long before students enter the classroom. It begins with your lesson plan.

Over-plan, but Don't Over-teach: Plan for more activities than you think you'll have time for. This ensures you always have a meaningful task ready, even if you finish a section early. However, be prepared to adjust and cut things out if a topic requires more time. The goal isn't to race through the curriculum; it's to ensure understanding.
Use a Timer: A timer can be a powerful tool for both you and your students. Use it to set a time limit for a group discussion, an independent practice task, or a writing exercise. This creates a sense of urgency and helps everyone stay focused. It also helps you, the teacher, from getting bogged down in one part of the lesson.
Integrate Assessments: Don't see assessments as a separate, time-consuming task. Build them into your lessons. Quick checks for understanding, like a one-minute reflection or a quick-write, provide you with valuable feedback while keeping the lesson moving.

4. Classroom Management as Time Management

Behavioral disruptions are a massive drain on instructional time. A well-managed classroom is an efficient classroom.

Clear Expectations and Consequences: From day one, be crystal clear about your expectations for behavior. When students know what's expected, they're more likely to meet those expectations. When a rule is broken, have a consistent and predictable consequence. This minimizes the time spent on reacting to misbehavior.
Address Issues Privately and Proactively: Minor behavioral issues can often be addressed with a quiet word or a non-verbal cue. The less time you spend having a public confrontation, the more time you have for teaching.
Build Relationships: Students are more likely to stay engaged and on task when they feel a positive connection with you. Take the time to get to know your students. When they feel respected and cared for, they are more likely to respect the classroom and the learning process.

5. Leveraging Technology and Tools

As I shared in Digital Leadership, technology, when used wisely, can be a huge time-saver.

Digital Tools for Handouts: Instead of physically passing out papers, use a digital platform like Google Classroom, Canvas, or Microsoft Teams to share documents. This eliminates the time spent distributing and collecting papers.
Pre-recorded Explanations: For complex concepts, consider recording a short video explanation for students to watch before class. This "flipped classroom" model allows you to use class time for hands-on activities, discussions, and addressing specific questions, rather than just lecturing.
Use Collaborative Platforms: Tools like Padlet or Linoit allow multiple students to contribute simultaneously, making group work and brainstorming sessions far more efficient than traditional methods.

6. The Power of "Small Talk"

Finally, don't underestimate the power of using small, seemingly inconsequential moments for learning.

Exit Tickets: The last few minutes of class are often wasted. Use this time for a quick "exit ticket." It could be a single question on a sticky note, a summary of the main idea, or a question they still have. This provides you with valuable data and keeps students engaged until the very end.
The "One Last Thing" Moment: As students are packing up, seize the opportunity to reinforce a key concept or ask a thought-provoking question related to the day's lesson. This keeps learning at the forefront, even during the final moments.

This isn't just a teacher's job; it's a school-wide effort. Leaders, from principals to department heads, play a critical role in creating an environment where maximizing instructional time is not only possible but prioritized. A great leader can protect their teachers' time by first looking at the school's own practices. This means scrutinizing the schedule to reduce unnecessary interruptions and staggering student pull-outs for services so they don't always happen during core instructional periods. It also involves critically evaluating meetings and administrative tasks. Are all meetings necessary? Can some information be shared in a quick email? Reducing the burden of paperwork and non-instructional duties directly gives teachers back the most valuable resource they have: time to plan, prepare, and reflect on their lessons.

Beyond protecting time, leaders can empower teachers with the tools and professional development needed for efficiency. This could be providing training on new classroom management techniques that reduce behavioral disruptions or offering workshops on using technology to streamline lesson delivery. A supportive leader models good time management and sets a clear school-wide expectation that every minute in the classroom is valuable. By fostering a culture that values efficiency, and by proactively removing systemic barriers, leaders can make a powerful statement that student learning is the top priority, and they will do everything in their power to help their teachers make the most of every second.

Maximizing instructional time isn't about rushing through the day. It's about being intentional and purposeful with every single minute. It's about creating a smooth, predictable, and engaging learning environment where students can truly thrive. By implementing just a few of these strategies, you can reclaim minutes that turn into hours, and those hours translate into deeper learning and greater success for your students.

Shifting the Narrative From "We Can't" to "How Can We?"

noreply@blogger.com (Eric Sheninger) — Sun, 31 Aug 2025 14:14:00 +0000

Change is hard. Actually, it is really hard. Not only have I written extensively about this fact for years, but I also suspect that everyone reading this post has had a similar experience. One main reason for this is a tendency to focus on things we cannot control, which redirects energy to the wrong things. The end result is a thought process about why we can’t change or improve our practice, something I discussed in detail recently on my podcast, Unpacking the Backpack. Change can and will happen if we focus on the right question.

A pervasive mindset of "we can't" often hinders progress. It's a phrase that stifles innovation and dismisses new ideas before they even have a chance to take root. To genuinely prepare students for a disruptive world, both school leaders and teachers must make a fundamental shift: from dwelling on limitations to proactively asking, "How can we?" This isn't just about forced optimism; it's a strategic framework for finding solutions, leveraging collective strength, and fostering a culture of continuous learning.

The Leader's Role: Cultivating a Solutions-Oriented Culture

A leader's response to a challenge sets the tone for the entire school. Instead of listing reasons why a new initiative is impossible—"We can't do that because we don't have the time or resources"—an effective leader asks, "How can we achieve this goal given our current constraints?" This subtle change in language shifts the focus from limitations to possibilities. By modeling this approach, leaders empower teachers and show that their professional expertise is valued. This leadership style builds a sense of shared ownership and trust. As noted by Leithwood et al. (2004), leaders who promote a clear vision and provide genuine support for their staff are critical to creating a positive school culture and significantly improving school effectiveness. They transform the conversation from a list of barriers into a collaborative problem-solving session where everyone is an active participant in finding a way forward.

The Teacher's Role: From Data Judgment to Growth Roadmap

For teachers, embracing the "how can we?" mindset often means reframing the purpose of student data. Instead of viewing it as a judgment on their teaching—"I can't get everyone to mastery"—they see it as a roadmap for growth. For example, when faced with widespread learning gaps, a teacher can shift the question to, "How can we use diagnostic data to adjust our initial instruction and prevent these gaps from widening?" This approach encourages teachers to dive deep into student work and assessment results, pinpointing specific areas of need and then collaboratively designing targeted interventions. Marzano, Pickering, and Pollock (2001) demonstrated that data-informed instructional strategies, applied with fidelity, have a profound impact on student achievement. This isn't about working harder; it's about working smarter, using evidence to guide decisions and refine practices.

The Collective Effort: Collaboration as a Catalyst for Change

The "how can we?" philosophy thrives in a strong Professional Learning Community (PLC). Instead of a teacher lamenting, "I can't seem to reach this student," a PLC asks, "How can we, as a team, pool our expertise and resources to ensure this student succeeds?" This collective approach acknowledges that a single teacher shouldn't have to solve every challenge alone. When teachers regularly collaborate to analyze student work and share successful strategies, the group's collective intelligence becomes a powerful engine for improvement. Effective PLCs focused on learning, rather than simply on teaching, develop a shared responsibility for student outcomes. This collaborative environment transforms individual struggles into shared challenges, encouraging a spirit of teamwork and innovation that can tackle even the most persistent problems.

The Path Forward: A Commitment to Iteration and Resilience

Cultivating a "how can we?" culture requires a commitment to continuous learning and iterative improvement, something I discuss in detail in Digital Leadership. It accepts that not every solution will be perfect on the first try. When an initiative faces initial difficulties, the mindset shifts from "It didn't work" to "How can we refine this approach based on what we've learned?"

This resilience, combined with a willingness to experiment and reflect, is foundational to genuine progress. Black and Wiliam (1998) famously demonstrated the power of formative assessment and feedback in improving student learning, highlighting that continuous adjustment based on evidence is key. By embracing this ethos of inquiry, leaders and teachers can unlock an unprecedented potential for growth, transforming their school community into a place where student success isn't just a hope, but a systematic outcome.

Shifting from "we can't" to "how can we?" isn't a silver bullet, but it is the essential mindset for navigating the complexities of education today. It's about empowering every member of the school community to be an active agent of change, fostering innovation, and ultimately, building a school where student success is not just hoped for, but systematically engineered.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. The Wallace Foundation.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development.

Strong, M. (2009). Effective teacher induction and mentoring programs: A review of research literature and implications for policy. Review of Educational Research, 79(1), 173-201.

Moving Beyond the Leadership Checklist

noreply@blogger.com (Eric Sheninger) — Sun, 17 Aug 2025 13:42:00 +0000

Leading for impact isn't about implementing a shiny new initiative or checking off boxes on an observation form. It’s about developing a culture of meaningful change where the learning is deep and the outcomes are tangible. As leaders, our role isn't just to manage; it's to model, inspire, and empower others to do their best work. This is how we move from simply being present to truly making a difference. Recently, on Unpacking the Backpack, I shared some thoughts on the topic. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded reflections, along with relevant research.

Many leaders fall into the trap of focusing on compliance and control, but this approach stifles innovation and disempowers staff. True impact comes from a commitment to people, pedagogy, intentionality, and accountability. We need to shift our mindset from "What do I need to do?" to "How can I help others succeed?" This means building strong relationships, building trust, and creating an environment where risks are welcomed and mistakes are seen as learning opportunities.

Checklists can be a great tool for getting things done, but driving meaningful, positive change rather than just managing tasks should be the ultimate goal. It starts with a clear vision and purpose, defining what success truly looks like and communicating that "why" to everyone involved. Impactful leaders are also deeply self-aware and emotionally intelligent, understanding their strengths, managing their emotions, and connecting empathetically with their teams. They build a culture of trust and psychological safety, fostering open communication and empowering others through effective delegation, coaching, and genuine recognition.

Ultimately, leading for impact requires continuous learning and adaptability in a changing world, seeing setbacks as opportunities for growth. It's about focusing relentlessly on results and accountability, using data to inform decisions and holding both yourself and others responsible for achieving shared goals. By consistently leading with integrity, resilience, and passion, you inspire action and create a ripple effect of positive change that extends far beyond your immediate team.

In my experience, effective leaders for impact are lead learners. They are unafraid to explore new ideas, experiment with technology, and share their own learning journey. This vulnerability builds credibility and shows our staff that we are all in this together. Research by Fullan (2014) highlights that moral purpose—the commitment to making a difference in the lives of students—is a key driver of effective leadership. It's the "why" that fuels the "what." This aligns with the findings of Leithwood et al. (2004), who found that leadership has a significant, albeit indirect, effect on student learning.

Leading for impact also requires us to get out of our offices and into the classrooms. We must be visible, engaged, and present to truly understand the needs of our school community. This isn't about "gotcha" moments; it's about being a resource, a coach, and a supporter. It’s about asking probing questions and co-constructing solutions. When we do this, we empower our teachers and students to become agents of their own growth, a concept reinforced by Robinson et al. (2009), who emphasized the importance of instructional leadership that is focused on what happens in the classroom. This is the essence of my work on Digital Leadership (Sheninger, 2019) – using our platforms not just to manage but to inspire and connect.

Below is a list of thirteen (13) specific actions I took as a principal to be a more impactful leader:

Five (5) learning walks a day by each building administrator for non-evaluative feedback
Collecting assessments instead of lesson plans two weeks in the future
Creating an equitable grading philosophy and holding staff accountable to it
Three (3) unannounced formal observations for every teacher
Development of shared norms for every lesson (standards-aligned learning targets, relevance, high-effect strategies, rigorous questioning/tasks, closure)
Creation of quarterly benchmarks aligned to standards and standardized tests
Dedicated PLC time connected to benchmarks and common formative assessments (CFA’s)
Monthly principal’s report sharing teacher successes and building capacity (read more HERE)
Flipped our faculty meetings where agenda items were pushed out for feedback, comments, and additions using Google Classroom and discussed asynchronously. Staff meeting time was then focused on one (1) question: How do we improve learning for our students?
Transparent action plans for our building that had quantifiable metrics to support building goals, where progress and expectations were reviewed each month.
Creation of a steering committee to elicit feedback from staff and students on how we could improve school culture and achievement.
I led professional learning after school to model.
Admin PLC to analyze walk-through data and present feedback at faculty meetings (this was done to model effective PLC's for our staff)

Leading for impact is a continuous journey. It’s about consistently reflecting on our practices and asking ourselves, “Is this truly serving our students?” As Hattie (2009) reminds us, the goal is to see learning through the eyes of the student. By focusing on people, embracing a growth mindset, and staying connected to our purpose, we can move beyond simply managing to truly leading for lasting impact.

Fullan, M. (2014). The principal: A moral imperative. Corwin Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.

Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand Ministry of Education.

Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times (2nd Edition). Corwin Press.

Your Mindset is Your Masterpiece

noreply@blogger.com (Eric Sheninger) — Sun, 03 Aug 2025 14:07:00 +0000

Your mindset isn't just a perspective; it's the invisible architect of your reality. It determines not what you see, but how you interpret and act upon it, ultimately shaping your experiences, your resilience, and your growth potential. Cultivate it wisely, for it holds the key to unlocking everything you aspire to be. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, along with relevant research.

In my years working with educators and leaders, I’ve consistently observed a fundamental truth: our beliefs are powerful architects of our experiences. What we deeply hold to be true, whether consciously or unconsciously, significantly influences our actions, perceptions, and ultimately, the outcomes we achieve. This isn't some abstract philosophical concept; it's a tangible force that shapes everything from classroom culture to organizational success. Understanding and harnessing the power of belief is crucial for anyone striving to create positive change.

Think about the concept of self-efficacy, an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977). Research has consistently shown a strong correlation between a teacher's self-efficacy and their effectiveness in the classroom, impacting student achievement and motivation (Ross, 1998). If an educator believes they can reach even the most challenging students, their approach, persistence, and ultimately, their results are likely to reflect that conviction. Conversely, a lack of belief can create a self-fulfilling prophecy, limiting potential before it's even explored.

This principle extends beyond individual capabilities to encompass our beliefs about others and our environments. Consider the Pygmalion effect, where higher expectations lead to an increase in performance (Rosenthal & Jacobson, 1968). While the original study has faced some methodological critiques, the underlying principle remains powerful: our beliefs about the potential of those around us can significantly influence their growth and development. As leaders, our beliefs about our teams, our students, and our communities set the stage for what is possible.

The impact of belief also manifests in how we interpret challenges and setbacks. A growth mindset, as popularized by Dweck (2006), posits that individuals who believe their abilities can be developed through dedication and hard work tend to persevere through difficulties, view failures as learning opportunities, and ultimately achieve greater success. This contrasts with a fixed mindset, where abilities are seen as innate and unchangeable, often leading to avoidance of challenges and a sense of helplessness in the face of obstacles. Cultivating a belief in our capacity for growth and adaptation is essential in today's rapidly evolving educational landscape.

Our collective beliefs shape organizational culture. If a school community believes in collaboration, innovation, and continuous improvement, those values will permeate the daily interactions, decision-making processes, and overall climate. Conversely, beliefs rooted in scarcity, blame, or resistance to change can stifle progress and create a toxic environment. Leaders play a critical role in shaping these collective beliefs through their communication, actions, and the stories they amplify (Schein, 2010). By intentionally fostering beliefs that align with our vision for the future, we can cultivate more resilient, effective, and thriving organizations.

Reflecting on your own practices, I encourage you to consider the underlying beliefs that drive your decisions and interactions. What do you truly believe is possible for your students, your colleagues, and yourself? Are there any limiting beliefs holding you back from reaching your full potential or fostering the growth of those around you? Take some time this week to critically examine your internal narratives and identify one belief you can actively work to shift towards a more empowering and growth-oriented perspective. The power to shape your reality truly begins within. This can result in a reformed mindset, which becomes your masterpiece.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Ross, J. A. (1998). Antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-73). JAI Press.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart and Winston.

Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass.

The Art of Adaptation: Navigating and Justifying Change

noreply@blogger.com (Eric Sheninger) — Sun, 20 Jul 2025 14:00:00 +0000

Justifying change isn't just about presenting an idea; it's about building the bridge from current challenges to future possibilities, making the journey clear and compelling for everyone involved. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting a blog post I wrote in 2024. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, along with relevant research.

Change is a constant in education, driven by evolving student needs, new pedagogical research, technological advancements, and shifting societal expectations. Justifying these changes effectively within a school or district requires a clear articulation of the "why," backed by evidence, and a commitment to inclusive communication. When stakeholders, from teachers and parents to students and community members, understand the rationale and benefits, resistance can transform into enthusiastic support.

The Imperative for Change

In a disruptive world, change is a constant. New research emerges on how children learn best, technology offers innovative teaching tools, and societal demands require schools to prepare students for an ever-changing world. For instance, the shift towards personalized learning into the curriculum isn't arbitrary; it's a response to research indicating better student outcomes (Durlak et al., 2011). Ignoring these shifts can lead to stagnant educational practices that fail to serve students effectively, potentially leaving them unprepared for future challenges (Fullan, 2015).

Building a Data-Enhanced Justification

Effective justification for change in K-12 relies heavily on data and evidence. This isn't just about standardized test scores; it encompasses a broader range of qualitative and quantitative indicators. For example, suppose a school is considering a new literacy program, presenting data on current reading comprehension levels. In that case, student engagement in reading or teacher feedback on existing resources provides a strong case. A decline in student motivation or an increase in behavioral issues may justify a new approach to classroom management or professional learning that focuses on engagement.

Benchmarking against successful schools or districts can also provide powerful evidence. If a new teaching methodology has significantly improved student outcomes in similar settings, this data can be compelling. Educational leaders often employ action research or pilot programs to gather localized data, demonstrating the potential impact of a change before implementing it more widely (Mills, 2018).

So why am I suggesting a move away from a data-driven mindset? Data-enhanced change recognizes that while data provides crucial insights, human judgment, experience, and qualitative factors are equally vital for successful implementation, fostering a more nuanced and adaptable approach. Unlike purely data-driven change, which can sometimes overlook contextual complexities and human elements, data-enhanced change integrates quantitative evidence with stakeholder input and practical wisdom to guide decisions.

Communicating the Vision and Benefits

Once the need for change is established, it's crucial to articulate a clear vision of the improved future state and the tangible benefits it will bring to students, staff, and the wider school community. For instance, if a district is moving to a new grading system, the communication should explain how it will provide more accurate feedback to students and parents, reduce teacher workload, or better reflect student mastery. For teachers, the benefits might include more effective teaching tools, reduced stress, or enhanced professional learning opportunities. For parents, it could be clearer communication about student progress or improved safety protocols.

As I shared in Digital Leadership, active and transparent communication, including town hall meetings, dedicated websites, and regular updates, is paramount. Addressing potential anxieties and providing professional learning opportunities for staff are essential to mitigating resistance and fostering a sense of shared purpose (DuFour & DuFour, 2012).

Overcoming Resistance and Building Embracement

Resistance to change often stems from comfort with the familiar, concerns about increased workload, or skepticism about the benefits. Acknowledging these concerns openly and creating channels for genuine feedback are critical. Engaging stakeholders in the change process itself significantly increases embracement. This could involve forming committees with teacher and parent representation, piloting new programs in a few classrooms before scaling, or providing ample training and support. Empowering "change champions" – respected teachers or staff members who embrace the new initiative – can also be highly effective in influencing peers (Kotter, 2012). By developing a collaborative environment where voices are heard and concerns are addressed, leaders can transform potential obstacles into opportunities for collective growth and improved student learning.

Justifying change is crucial for growth, driven by evolving student needs, research, and technology. This requires a data-enhanced approach that combines evidence with human judgment, clearly articulating the vision and benefits to stakeholders. By prioritizing open communication and active engagement, educators can transform resistance into widespread support for necessary reforms.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

DuFour, R., & DuFour, R. (2012). Learning by doing: A handbook for professional learning communities at work (2nd ed.). Solution Tree Press.

Fullan, M. (2015). The new meaning of educational change (5th ed.). Teachers College Press.

Kotter, J. P. (2012). Leading change. Harvard Business Review Press.

Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). Pearson.

Future-Proofing Education: Why the AWS Imagine Conference is a Must-Attend for School Leaders

noreply@blogger.com (Eric Sheninger) — Thu, 10 Jul 2025 13:25:00 +0000

I remember when I got my first Blackberry phone in 2007. Things sure have changed a great deal since then. The pace of change in our world is relentless, and education is no exception. As leaders, we are constantly tasked with preparing learners for a future that is volatile, uncertain, and complex. I share the following in Disruptive Thinking in Our Classrooms:

“To prepare students for the present and future they need to become disruptive thinkers where they can replace conventional ideas with innovative solutions to authentic problems.”

Sticking to the status quo is no longer a viable strategy; it’s a recipe for irrelevance. The real question we must ask ourselves is not if we should innovate, but how we can do so effectively to create future-ready schools in a cloud-based world? That’s why I’m urging every forward-thinking leader to attend the AWS Imagine Conference in Chicago July 29-20, 2025. Best of all, it’s FREE! Below are some important facts:

The event will be in-person, in Chicago.
There is no cost to attend.
Registrations must be made with a business email (i.e. .edu, .gov, or .org).
You can register to attend HERE.

I am grateful that AWS partnered with me on this sponsored post to share about this game-changing event.

This isn't just another tech conference. It's a critical gathering for leaders focused on the strategic work of genuine transformation. One of the core themes, "future-proof your organization," gets to the heart of what we do. This is about more than just buying new devices; it's about fundamentally rethinking our operating models. Researchers define digital transformation as a holistic process that involves changes to an organization's core, its processes, and its service models, all triggered by new technology (Mergel et al., 2019). The Imagine Conference provides a roadmap for this deep, structural work, moving beyond buzzwords to showcase real-world strategies from public sector and education leaders who are successfully navigating this path.

However, the most powerful technology is useless if it isn’t embraced by the people it’s meant to serve, something I address in great detail in Digital Leadership. The best-laid plans for innovation often fail at the human level. This is why the conference's focus on aligning people, processes, and cloud-based technology is so vital. It acknowledges a truth I’ve seen throughout my career: successful implementation hinges on embracement. Research on digital acceptance consistently shows that for any new tool to be adopted, users must perceive it as both useful and easy to use (Al-Emran et al., 2018). The sessions and hands-on demos at Imagine are designed to help us lead this change, providing the insights needed to create a culture where innovation is not just mandated, but welcomed.

Ultimately, leading this shift is our greatest challenge. Meaningful educational change is a complex, dynamic process that requires more than a vision; it requires a deep understanding of the mechanics of implementation and the culture of schools (Fullan, 2007). The AWS Imagine Conference is an unparalleled opportunity to connect with peers, learn from experts, and gain the practical knowledge needed to lead this charge effectively, especially when it comes to cloud-based technology. It’s where we can move from abstract ideas to concrete action plans.

If you are serious about leading change that matters, this is an event you can't afford to miss. Connect there and work together to build the future of learning for all students.

Learn more about the event HERE.

Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Students’ perceptions of using m-learning for knowledge sharing: A structural equation modeling approach. Knowledge Management & E-Learning: An International Journal, 10(3), 263–279.

Fullan, M. (2007). The new meaning of educational change. Teachers College Press.

Mergel, I., Edelmann, N., & Haug, N. (2019). Defining digital transformation: Results from expert interviews. Government Information Quarterly, 36(4), 101385.

The Silent Killer of Innovation and Change

noreply@blogger.com (Eric Sheninger) — Sun, 06 Jul 2025 16:36:00 +0000

Idea voodoo is the paralyzing belief that a brilliant idea is a substitute for the methodical, and often difficult, work of execution required to make it a reality. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting a blog post I wrote in 2017, which you can read HERE. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.

We all struggle with a tug-of-war of sorts when it comes to ideas. In many situations, we are asked to either implement or embrace the ideas of others, particularly those to whom we are accountable or so-called experts in the field. This can be problematic at times if the groundwork explaining the what, why, when, and how has not been clearly articulated. Then there are those ideas that we develop on our own. Throughout my career and even up to this point, ideas have constantly flowed through my mind. There tends to be a bias towards the ones that we come up with, a phenomenon where our own labor leads us to disproportionately value our own creations (Norton et al., 2012). This throws another wrench into the process of moving an idea into actionable change.

Being open to new ideas is extremely important in these disruptive times. If we continue to employ the same type of thinking, then the chances are that we will probably have to settle for the same old results, or worse. Great ideas are the seeds of change. Many of them don’t have the opportunity to germinate because of our fixed mindsets. For the most part, nobody likes change. This is just how our brains are wired, unfortunately, for many of us. Research has long shown that a powerful status quo bias often leads individuals to prefer current states over uncertain alternatives, even when the change offers potential benefits (Kahneman et al., 1991). I can tell you that this was the case for me early in my administrative career. It is important not to fall victim to idea voodoo.

“Idea voodoo” is the insidious belief that a powerful, innovative idea is sufficient on its own to manifest change. It’s a form of organizational superstition, treating a concept not as a starting point for hard work, but as a magical incantation that should effortlessly reshape reality. This mindset is one of the most significant yet subtle inhibitors of genuine progress, as it fundamentally misunderstands that change is not a revelation, but a process. It conveniently divorces the glamour of the "eureka!" moment from the grueling, unglamorous labor of execution. An organization captured by idea voodoo will celebrate the brainstorming session but fail to allocate the resources, create the project plans, or assign the accountability necessary to bring the vision to life.

The primary way idea voodoo inhibits change is by fostering passivity. The proponent of the idea, believing in its inherent power, presents it and then waits for it to be adopted, as if the concept itself will persuade dissenters, secure funding, and devise its own implementation strategy. When the idea inevitably falters, its champion doesn’t blame the lack of a plan; they blame the organization’s “resistance to change” or colleagues who “just don’t get it.” This creates a toxic cycle of perceived brilliance followed by disappointing inaction. Over time, this pattern breeds widespread cynicism. Employees learn to see new ideas not as exciting opportunities but as the beginning of another frustrating, dead-end initiative. They become conditioned to ignore the "next big thing," knowing it will likely vanish without a trace.

Ultimately, idea voodoo stalls momentum by treating the catalyst as the entire chemical reaction. It fixates on the noun (the idea) while ignoring the verb (the work). True, sustainable change requires a culture that values execution as much as, if not more than, ideation. It requires acknowledging that the best idea is worthless without a practical, step-by-step plan to navigate obstacles, persuade stakeholders, and integrate the new reality into existing systems. Escaping idea voodoo means trading magical thinking for methodical effort, understanding that successful change depends on a strong implementation climate where the new behavior is expected, supported, and rewarded (Klein & Knight, 2005). Change isn't summoned—it is built, brick by painstaking brick.

Kahneman, D., Knetsch, J. L., & Thaler, R. H. (1991). Anomalies: The endowment effect, loss aversion, and status quo bias. Journal of Economic Perspectives, 5(1), 193–206.

Klein, K. J., & Knight, A. P. (2005). Innovation implementation: Overcoming the challenge. Current Directions in Psychological Science, 14(5), 243–246.

Norton, M. I., Mochon, D., & Ariely, D. (2012). The IKEA effect: When labor leads to love. Journal of Consumer Psychology, 22(3), 453–460.