The Phrases That Keep Us Stuck and What to Do About Them

Words can be quite polarizing and morph into reasons why change is not necessary.  Recently, on Unpacking the Backpack, I shared some thoughts on how TTWWADI (That's the way we have always done it) can be a culture killer after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

We often think the greatest obstacles in education are external—limited resources, shifting policies, or ever-changing standards. But sometimes, the most insidious barriers come from within. They hide in plain sight, embedded in our everyday language and mindsets. Harmless at first glance, these phrases quietly sabotage progress, limit potential, and preserve the status quo. If we want to transform education in meaningful ways, we must start by confronting the words that hold us back.

These phrases are more than just words—they're warning signs of fixed mindsets, low expectations, and a resistance to change. Left unchecked, they become part of the culture, quietly influencing decisions, limiting innovation, and undermining student success. To create schools that are responsive, equitable, and future-ready, we must identify and challenge the language that sustains outdated practices. Below are six of the most dangerous phrases heard in schools—and why they must be replaced with a mindset of growth, possibility, and purpose.

1. "That's the way we've always done it."

Why it's dangerous: This mindset resists change, stifles innovation, and prioritizes tradition over effectiveness. It discourages educators from examining whether practices are meeting current student needs or aligning with modern research.

2. "These kids can't..."

Why it's dangerous: This phrase reflects deficit thinking and lowers expectations. It places limits on student potential based on assumptions about background, behavior, or ability—often reinforcing systemic inequities. 

3. "We tried that already."

Why it's dangerous: Often used to dismiss ideas without evaluating whether they were implemented effectively or supported over time. Innovation requires iteration, adaptation, and reflection—not one-time trials.

4. "It’s not my job."

Why it's dangerous: This mindset erodes collective responsibility. In successful schools, everyone plays a role in student success—whether it's academic support, behavior management, or cultural responsiveness.

5. "They’re just not motivated."

Why it's dangerous: It shifts the blame to students instead of examining how learning experiences might lack relevance, challenge, or support. It ignores the educator's role in creating engaging and meaningful learning environments.

6. "That won't work with our kids."

Why it's dangerous: This phrase shuts down evidence-based practices by presuming local exceptionalism. It dismisses research and replicable strategies without trying to adapt them to fit the context.

Overcoming these limiting phrases begins with cultivating a growth mindset among educators and leaders. Dweck (2006) emphasizes that when educators believe all students can grow with effort and support, they are more likely to implement equitable and innovative practices. This shift requires professional learning environments where reflective dialogue, data-enhanced decision-making, and collective efficacy are prioritized. As Hattie (2012) found, collective teacher efficacy—when educators believe in their shared ability to positively affect students—has one of the highest effect sizes on student achievement. Eliminating phrases that reflect doubt, blame, or resignation helps create a culture where high expectations and continuous improvement are the norm.

Intentional leadership also plays a crucial role in disrupting these harmful narratives. Leithwood, Harris, and Hopkins (2020) argue that transformational leadership—marked by vision-setting, fostering collaboration, and challenging the status quo—is key to school improvement. Leaders who model curiosity, openness to feedback, and a willingness to challenge traditional norms help create conditions where innovation thrives. By replacing passive or defeatist language with solution-oriented thinking, schools become learning organizations where students and staff alike are empowered to take risks, grow, and succeed.

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

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.

Why True Success Demands Discomfort

The secret to unlocking genuine achievement lies not in avoiding challenges, but in embracing their inherent discomfort. Recently, on Unpacking the Backpack, I shared some compelling reasons, backed by research, to move beyond our comfort zones and embrace failing forward after revisiting a blog post I wrote in 2019. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

We’re often sold a vision of success as a smooth, upward trajectory – a highlight reel of achievements and accolades. But the reality for most is far bumpier, more challenging, and frankly, more uncomfortable. The truth is the path to significant, meaningful success is rarely paved with ease. It’s in navigating the discomfort – the fear, the uncertainty, the stretching of our abilities – that true growth and lasting achievement are forged.

Think about it: stepping outside your comfort zone is, by definition, uncomfortable. Yet, this is precisely where learning and growth thrive. Whether it's the knot in your stomach before a crucial presentation, the frustration of grappling with a new skill, or the vulnerability of implementing an innovative idea, these moments of unease are not roadblocks, but rather signposts indicating you’re pushing boundaries.

One of the first uncomfortable truths we often encounter is the fear of failure. This isn't just a fleeting worry; it can be a significant psychological barrier. Research by Conroy, Willow, and Metzler (2002) identified various dimensions of this fear, including fears of experiencing shame and embarrassment and devaluing one's self-esteem. The anxiety associated with potential failure can be paralyzing, tempting us to stick to the familiar and avoid challenges. However, success often lies on the other side of confronting these fears, learning from setbacks, and developing resilience. Each time we push through this fear, even in small ways, we build our capacity to handle greater challenges.

This ties directly into the concept of a growth mindset, a term Dr. Carol S. Dweck popularized. Individuals with a growth mindset believe their abilities can be developed through dedication and hard work. This inherently involves embracing challenges and persisting in the face of setbacks – activities that are often uncomfortable. A seminal study by Blackwell, Trzesniewski, and Dweck (2007) demonstrated that students holding a growth mindset showed an upward trajectory in grades over two years of junior high school, precisely because they were more likely to embrace challenging coursework and persist despite difficulties. The discomfort of tackling hard problems was a catalyst for their academic success.

Another layer of discomfort arises from honestly appraising our own competence, or lack thereof. The Dunning-Kruger effect, a cognitive bias described by Kruger and Dunning (1999), highlights how individuals with low ability at a task often overestimate their ability. The uncomfortable journey here involves moving from blissful ignorance to a more accurate, and perhaps humbling, self-assessment. Recognizing our incompetence is a crucial, albeit uncomfortable, first step towards genuine skill development. Only when we acknowledge what we don’t know can we truly begin to learn and improve.

Even when success begins to materialize, discomfort can persist in the form of impostor syndrome. First identified by Clance and Imes (1978), this psychological pattern involves a persistent internalized fear of being exposed as a "fraud," despite external evidence of competence and achievement. High achievers, paradoxically, are often plagued by these feelings of inadequacy. The discomfort of feeling like an impostor, worrying that one's successes are due to luck rather than ability, can be profound. Overcoming this requires an uncomfortable level of self-reflection, acceptance of one's accomplishments, and a willingness to internalize success.

The journey to success is not about avoiding discomfort, but about learning to navigate it, grow from it, and even seek it out as a sign of progress. It’s about understanding that the butterflies in your stomach, the sweat on your palms, and the nagging voice of doubt are often indicators that you’re on the right track – the uncomfortable, but ultimately rewarding, path to achieving your potential.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.

Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional fear of failure measurement: The Performance Failure Appraisal Inventory. Journal of Applied Sport Psychology, 14(2), 76-90.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.

Why School Leaders Need a Coach: The Critical Role of Job-Embedded and Ongoing Professional Learning

Professional learning is an embedded element of every district and school, but the focus is usually on teachers.  Leaders deserve support as well.  Recently, on Unpacking the Backpack, I discussed the value of job-embedded and ongoing coaching for administrators backed by research after revisiting blog posts I wrote in 2018 and 2021. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.

Effective school leadership is pivotal in shaping successful learning outcomes and creating an enriching school culture. However, the complex responsibilities inherent in school leadership often demand continuous skill development, reflective practice, and adaptive leadership approaches. Increasingly, educational research underscores coaching as a highly effective form of professional learning, essential for empowering school leaders with the capabilities required for impactful, sustainable leadership.

The Case for Coaching in School Leadership

School leaders today face unprecedented challenges, from navigating diverse educational needs to managing organizational change effectively. Coaches provide critical support, enabling leaders to build essential skills, reflect critically on their practice, and apply adaptive strategies in real-time scenarios (Aguilar, 2013). According to Wise and Cavazos (2017), leaders who engage in coaching report increased self-efficacy, enhanced problem-solving skills, and a heightened capacity for effective decision-making. Effective leadership is about people and how their collective actions align with new thinking, ideas, and tools to help build cultures primed for success (Sheninger, 2019). Coaching helps leaders get to where they need and want to be to improve outcomes.

Job-Embedded Coaching as Continuous Improvement

One of the defining characteristics of successful leadership coaching is its job-embedded nature, meaning the learning occurs within the actual work context. This approach ensures relevance, practicality, and immediacy, directly connecting coaching sessions to daily challenges and responsibilities (Drago-Severson & Blum-DeStefano, 2018). It also avoids having to miss time to attend presentations and workshops.  Job-embedded professional learning through coaching allows leaders to immediately apply new insights, receive timely feedback, analyze evidence, and refine their practices iteratively, which is imperative in a disruptive world (Sheninger, 2021). 

Research Support for Ongoing Professional Learning

Research consistently highlights ongoing, sustained professional development as significantly more effective than isolated training events (Darling-Hammond, Hyler, & Gardner, 2017). Ongoing coaching supports deep, reflective learning processes, allowing leaders to progressively build and reinforce leadership competencies over time. The sustained nature of coaching contributes to deeper internalization of effective leadership practices, ultimately enhancing organizational outcomes and student achievement (Goff, Guthrie, Goldring, & Bickman, 2014).

Promoting Reflective Leadership

Coaching promotes reflective practice, a cornerstone of effective school leadership. Reflection facilitated by a skilled coach helps leaders critically analyze their actions, decisions, and outcomes, driving continual growth and learning (Robertson, 2016). Through guided reflection, leaders develop a deeper understanding of their strengths and areas for growth, enhancing their overall leadership capacity and effectiveness.

Building Capacity for Adaptive Leadership

Adaptive leadership, crucial in today's educational environments characterized by complexity and constant change, is significantly enhanced through coaching (Heifetz, Grashow, & Linsky, 2009). Coaches support leaders in developing adaptive strategies, resilience, and flexibility, ensuring they are equipped to lead effectively amidst changing contexts and challenges (Sheninger, 2015).

Creating Sustainable Leadership Growth

Ultimately, coaching contributes to the sustainability of leadership growth by embedding continuous learning within the leader's professional practice. This sustained engagement supports immediate performance improvement and long-term leadership capacity building, benefiting the broader educational community and fostering school-wide improvement (Killion & Harrison, 2017).

The evidence supporting coaching as an essential component of professional learning for school leaders is compelling. Job-embedded, ongoing coaching helps leaders develop the reflective capacity, adaptive skills, and sustained effectiveness necessary to meet contemporary education's dynamic demands. As schools continue navigating complex educational landscapes, investing in coaching for school leaders remains a strategic imperative (Sheninger, 2019). 

Want to learn more about the Aspire Change EDU coaching model? Reach out today to set up a complimentary thirty (30) minute Zoom - AspireChangeEDU@gmail.com

Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. Jossey-Bass.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Drago-Severson, E., & Blum-DeStefano, J. (2018). Leading change together: Developing educator capacity within schools and systems. ASCD.

Goff, P., Guthrie, J. E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching. Journal of Educational Administration, 52(5), 682–704. 

Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.

Killion, J., & Harrison, C. (2017). Taking the lead: New roles for teachers and school-based coaches. Learning Forward.

Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through coaching partnerships. Leading and Managing, 22(1), 26–38.

Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times (2nd Edition). Corwin: Thousand Oaks, CA. 

Sheninger, E. (2021). Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future. ConnectEDD Publishing: Chicago, IL.

Sheninger, E. (2015). Uncommon Learning. Corwin: Thousand Oaks, CA 

Wise, D., & Cavazos, B. (2017). Leadership coaching for principals: A national study. Mentoring & Tutoring: Partnership in Learning, 25(2), 223–245. 

Building Trust: Five Research-Backed Strategies for Meaningful Relationships

 "Trust isn't built through grand gestures—it's earned in the quiet moments where consistency, honesty, and empathy align."

Writer’s block is real, especially if you have been blogging for as long as I have (15 years).  Going back and reflecting on past posts through my podcast has enabled me to explore new angles on, in my mind, very important topics and concepts.  Recently, on Unpacking the Backpack, I discussed research-based ways to build trust after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

Trust is the foundation of all meaningful relationships, whether in education, leadership, or personal interactions. Building trust involves intentional practices supported by research to create reliability, openness, and mutual respect. Here are five research-backed strategies to effectively build and sustain trust:

Demonstrate Consistency and Reliability 

Trust develops when actions align consistently with words and commitments. According to Mayer, Davis, and Schoorman (1995), perceived reliability significantly enhances trust in leadership contexts, influencing the quality of relationships and organizational outcomes.

Promote Transparency and Open Communication 

Transparent and honest communication fosters trust by reducing uncertainty. Research by Tschannen-Moran and Hoy (2000) emphasizes that openness and vulnerability in interactions create an environment where trust can flourish, significantly impacting school leadership effectiveness and educator satisfaction.

Show Empathy and Emotional Intelligence 

Trust strengthens when individuals demonstrate empathy and understanding of others' perspectives and emotions. Mayer, Caruso, and Salovey (2016) found that leaders with higher emotional intelligence are more adept at building trust, as they effectively manage emotions to foster genuine connections and a supportive atmosphere.

Cultivate Authenticity 

Authenticity involves being genuine and true to one's values, promoting trust through predictability and sincerity. Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008) illustrated that authentic leadership positively correlates with trust in leaders, leading to improved organizational commitment and performance.

Encourage Mutual Respect and Shared Decision-Making 

Trust is deepened when individuals feel valued and included in decision-making processes. Bryk and Schneider (2003) highlighted how relational trust within educational institutions is significantly enhanced through inclusive leadership practices that emphasize respect and collaborative decision-making.

By intentionally integrating these research-based strategies, individuals and leaders can cultivate stronger, trust-driven relationships that positively impact their organizations and personal interactions.

Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–45.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. 

Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734. 

Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547–593. 

Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. 

The Professional Development Paradox: Why Good Intentions Go Astray in Schools

Who doesn't look forward to PD days? While some educators do, I have the feeling that many of you cringe at the thought.  Recently, on my podcast Unpacking the Backpack, I discussed the pitfalls of professional development (PD) after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic.  

PD is the cornerstone of district and school culture. The idea is sound: equip educators with new skills, knowledge, and strategies to better serve their students. Yet, for many teachers and administrators, the mention of PD evokes a sigh rather than excitement. Why does this crucial investment so often fall short of its potential? The answer lies in several common pitfalls that plague PD initiatives in schools.

One significant issue is the lack of relevance and personalization. Too often, PD is a one-size-fits-all affair, delivered en masse regardless of individual needs or subject-specific challenges. A high school science teacher might find little value in a workshop focused on early literacy strategies, just as a veteran educator might feel patronized by introductory sessions on classroom management. This disconnect leads to disengagement and a feeling that time is being wasted (Darling-Hammond et al., 2017). This is compounded even more when it comes to administrators, as they rarely receive any meaningful PD on scheduled days, let alone throughout the school year. 

Another major hurdle is the "drive-by" nature of many PD sessions. A single keynote, breakout, workshop, or a short series of presentations rarely translates into lasting change in practice. Teachers, in particular, are bombarded with information but lack the time, support, and ongoing coaching needed to effectively implement new ideas in their classrooms. The knowledge gained often fades quickly without opportunities for reflection, collaboration, and practical application (Joyce & Showers, 2002). Again, as it relates to administrators, they are often forgotten and deserve quality PD.

If the above pitfalls aren’t worrisome, they are more. Insufficient follow-through and accountability can undermine even well-intentioned PD. If there's no mechanism to observe, discuss, reflect upon, and refine the implementation of learned strategies, the impact remains minimal. Teachers may feel they've ticked a box by attending, but the true measure of PD – improved student outcomes – is rarely tracked or analyzed effectively (Guskey, 2000). The same holds true for administrators at all positions.  This is where ongoing and job-embedded coaching become the optimal professional learning pathway for leaders.  

The lack of voice and ownership in the selection and design of PD is another critical flaw. When teachers feel like PD is something imposed upon them rather than something they actively participate in shaping, their embracement diminishes. Including educators in the needs assessment and planning stages can ensure that PD addresses real challenges and fosters a sense of shared responsibility for professional growth (Villegas-Reimers, 2003).

Finally, the time commitment and logistical challenges associated with PD can create significant barriers. Pulling educators away from valuable classroom time can disrupt student learning and add to already heavy workloads. Finding suitable substitutes, covering administrative duties, and scheduling sessions that accommodate everyone's needs can be a logistical nightmare, sometimes leading to rushed or poorly executed PD. Again, this is where coaching cycles provide immense value. 

While the intent behind professional development is undoubtedly positive, its effectiveness is often hampered by a lack of relevance, insufficient follow-through, limited teacher input, and logistical hurdles. To truly unlock the potential of professional learning, schools need to shift towards more personalized, ongoing, and collaborative models that empower teachers and leaders while directly addressing students' needs. Only then can we move beyond the professional development paradox and create a culture of continuous growth that benefits everyone in the educational community.

Reach out to learn about the diverse professional learning options from Aspire Change EDU. 

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.   

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.   

Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO International Institute for Educational Planning.

Evolving Towards Impact-Driven Thinking

A great deal has been written on the topic of mindset, but I wanted to take a stab at providing some additional insight.  Some of you reading this might say the topic has been beaten to death, but I hope you will hear me out.  Recently, on my podcast Unpacking the Backpack, I discussed the shift to a transformational mindset in detail after revisiting a blog post I wrote in 2022. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic.  

In an era of disruptive change, shifting to a transformational mindset is not just an advantage—it’s a necessity. Educators, leaders, and learners alike must evolve their thinking to meet the challenges of an unpredictable, tech-driven world. The image “Transitioning to a Transformational Mindset” offers a compelling framework built on seven key practices: reflecting daily, developing routines, being future-focused, going beyond your comfort zone, acknowledging impediments, and embracing the sparks of innovation.

Make Time to Reflect

Transformation begins with self-awareness. Regular reflection allows educators and students to assess growth, recognize patterns, and make informed adjustments. Schön (1983) emphasized that reflective practice is crucial in professional development, fostering continuous learning and improvement. A daily habit of reflection enhances critical thinking, strengthens emotional intelligence, and aligns actions with long-term goals.

Routines Drive Success

While innovation often gets the spotlight, transformation is sustained through intentional routines. Establishing consistent practices cultivates a sense of safety and predictability, essential for deep learning. According to Marzano and Marzano (2003), clear structures and routines improve classroom management and create an environment conducive to academic success. Routines, paradoxically, provide the stability that enables risk-taking and creativity.

An Eye to the Future 

A transformational mindset demands a forward-looking vision. Educators must prepare students for jobs that don’t yet exist, technologies yet to be invented, and problems yet to emerge. This requires cultivating skills such as adaptability, critical thinking, and digital literacy. Voogt and Roblin (2012) argue that 21st-century competencies must be embedded across curricula to prepare learners for complex future challenges.

Get Uncomfortable 

Growth does not happen in the comfort zone. True transformation requires stepping into uncertainty and pushing personal and professional boundaries. Carol Dweck’s (2006) work on growth mindset highlights the importance of embracing challenges, persisting through setbacks, and viewing effort as a path to mastery. When educators model this, they empower students to do the same.

Identify Roadblocks

Transformation isn’t linear. Barriers—whether systemic, personal, or organizational—must be acknowledged and addressed. Ignoring them only reinforces the status quo. Leaders who recognize these impediments and facilitate open dialogue foster resilience and cultivate trust within learning communities (Fullan, 2007).

The Power of Small Moments

Small moments often ignite transformation—ideas, questions, or collaborations that light the way forward. Embracing these sparks means staying curious, open to inspiration, and willing to experiment. Innovation thrives when individuals are encouraged to explore and iterate, even when outcomes are uncertain.

Transitioning to a transformational mindset requires intention, courage, and consistency. Educators and learners can unlock powerful opportunities for growth, innovation, and impact by incorporating these principles into daily practice.

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

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. 

Reigniting the Spark: Boosting Morale in Modern Schools

"Morale isn't just a feeling; it's the engine of collective effort. A high-spirited team can achieve the improbable, while a disheartened one struggles with the routine."

The struggle is real, my friends, and when it comes to morale, it is up to us to work to ensure this remains positive.  Recently, on my podcast Unpacking the Backpack, I discussed this topic in detail after revisiting a blog post I wrote in 2022. Listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic.  

In demanding school environments, maintaining high morale is crucial for teaching, learning, innovation, outcomes, and overall staff well-being. Dispirited people can lead to decreased efficiency, increased turnover, and a toxic work culture. But how can leaders effectively boost morale? The answer lies in a multi-faceted approach prioritizing feedback, emotional intelligence, autonomy, the right rewards, and meaningful recognition.

The Power of Feedback and Feeling

One of the most potent tools for boosting morale is constructive feedback. Regular, specific feedback helps educators understand their performance and demonstrates that their contributions are valued. However, feedback should go beyond mere performance metrics. Inquiring about feelings and experiences is equally vital. A simple "How are you feeling about this lesson?" or "Is there anything you'd like to discuss?" can open communication channels and foster a sense of psychological safety. Research by Kluger and DeNisi (1996) underscores the importance of feedback interventions, particularly those focusing on task learning and improvement, which can significantly impact motivation and performance.

Moreover, leaders must actively listen and acknowledge concerns. Ignoring or dismissing feelings can lead to resentment and disengagement. Creating a culture where educators feel heard and understood is paramount. As Bakker and Demerouti (2017) highlighted in their Job Demands-Resources model, resources like social support and feedback can buffer the impact of job demands, leading to enhanced well-being and engagement.

Autonomy and Extrinsic Rewards

Providing educators with autonomy is another powerful morale booster. Allowing individuals to make decisions about their work, manage their time, and take ownership of their professional learning instills a sense of trust and empowerment. As principal, I did this by cutting non-instructional duties to create a Professional Growth Period (PGP) multiple times per week. Educators who feel trusted are more likely to be motivated and engaged.

While intrinsic motivation is crucial, extrinsic rewards can also play a significant role. Food, gift cards, covering classes, or even granting mental health days off can demonstrate appreciation and incentivize performance. However, it's essential to ensure that rewards are meaningful and aligned with staff and school values. For instance, teachers who value professional development might appreciate access to training or conferences more than a generic gift card.

Public Celebrations and Recognition

Publicly celebrating achievements is a powerful way to boost morale and create a sense of community. Recognizing individual and collaborative successes validates hard work and inspires others to strive for excellence. Public recognition can significantly impact morale, whether it's a group lunch, an award ceremony, or a simple shout-out in an email.

Recognizing the effort and not just the result is also important. As Deci, Koestner, and Ryan (1999) illustrated in their meta-analysis, extrinsic rewards perceived as controlling can undermine intrinsic motivation. However, rewards that are perceived as informational and supportive can enhance feelings of competence and autonomy. Celebrating effort and progress reinforces the idea that hard work is valued, regardless of the outcome.

Boosting morale requires a holistic approach that combines effective feedback, emotional intelligence, autonomy, meaningful rewards, and public recognition. By prioritizing these strategies, leaders can create a positive and supportive work environment where employees feel valued, motivated, and engaged.

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285.   

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.   

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.   

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.

Future-Proofing Learning: Preparing Students for an Uncertain Tomorrow

"The future doesn't need us to memorize its answers; it needs us to master the art of asking better questions."

The future won't wait for us to catch up; it will demand that we've already anticipated its needs, making future-proofing learning not a luxury but the very oxygen of survival. Recently, on my podcast Unpacking the Backpack, I discussed this topic in detail after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic. 

The world is changing at an unprecedented pace, something I discuss at great length in Disruptive Thinking in Our Classrooms.  As such, districts and schools must adapt to prepare students for the challenges and opportunities of the present and future. Simply memorizing facts is no longer enough. We need to cultivate adaptable, critical thinkers capable of navigating a complex and ever-evolving society. Don’t prepare learners for something. Prepare them for anything! Future-proofing learning requires a shift in pedagogy, focusing on higher-order thinking, authentic application, purposeful technology integration, personalization, and flexible learning environments.

One crucial aspect of future-proofing learning is developing critical thinking and metacognition. This can be achieved through scaffolded questions and tasks that progressively challenge students to analyze, evaluate, and create. Instead of asking "what happened?", educators should prompt students with "why did this happen?" or "how could this be applied in a different context?" This approach encourages deeper engagement with the material and fosters critical thinking abilities essential for problem-solving in the real world (Marzano & Kendall, 2012). 

Learning must move beyond theoretical concepts and embrace authentic application. Connecting knowledge to real-world problems allows students to see the relevance and value of their learning. Project-based learning, performance tasks, simulations, academy programs, and community-based projects offer opportunities for students to apply their knowledge in meaningful ways, mirroring the challenges they will face in their future careers and lives (Darling-Hammond et al., 2017). This approach not only deepens understanding but also cultivates the dimensions of disruptive thinkers. 

Technology plays a vital role in future-proofing learning, but its use must be purposeful and driven by the learner. It should be a tool that empowers students to explore, create, and connect, not simply a replacement for traditional teaching methods. Ask yourself, how can students use technology to learn in ways that they couldn’t without it?  Digital platforms, virtual reality experiences, and collaborative online tools can enhance engagement and provide opportunities for student voice to be amplified and demonstrate learning in ways that align with their preferences (Christensen et al., 2008).

Personalization, with a focus on equity and cognitive flexibility, is also a critical component of future-proof learning. Learning pathways, differentiated instruction, and MTSS/RTI practices ensure that all students have the opportunity to succeed, regardless of their background or learning differences. Artificial intelligence (AI) will have a growing role in this area.  Cognitive flexibility, the ability to adapt and switch between different thinking strategies, is essential in a rapidly changing world. Providing students with opportunities to explore different perspectives, engage in metacognitive reflection, and embrace challenges fosters this crucial skill (OECD, 2019). We must always prioritize the “personal” in personalization.  

Learning environments must reflect current and future contexts. This means creating spaces that are flexible, collaborative, and technology-rich. It is also imperative to consider temperature, lighting, acoustics, and types of furniture that afford comfort. Classrooms should be designed to promote interaction, creativity, and critical thinking. Learning should extend beyond the physical classroom, embracing online learning platforms and opportunities for students to connect with experts and mentors worldwide.

Future-proofing learning requires a fundamental shift in our approach to education. By focusing on higher-order thinking, authentic application, purposeful technology integration, personalization, and flexible learning environments, we can empower students with the skills and knowledge they need to thrive in an uncertain future. Our responsibility is to prepare them not just for the world as it is but for the world as it will be.

Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. John Wiley & Sons.   

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Implications for educational practice of the science of learning and development. Applied Developmental Science, 21(3), 97-140.   

Marzano, R. J., & Kendall, J. S. (2012). Designing a new taxonomy of educational objectives. Corwin.

OECD. (2019). OECD future of education 2030: Building our shared future. OECD.

Cultivating Efficacy: Leading with Impact

I love talking about leadership and am always intrigued to review what I have written on the topic over the years.  Recently, on my podcast Unpacking the Backpack, I revisited another 2019 blog post.  The focus was on efficacy, an often misunderstood topic in the education space.  Take a listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic. 

Leadership isn't just about holding a title; it's about driving meaningful change. Effective leaders are those who cultivate a strong sense of efficacy – the belief in their ability to impact their students, staff, and community positively. This belief isn't just wishful thinking; it's a cultivated mindset grounded in specific actions and strategies backed by results in the form of evidence. Here are some more detailed thoughts:

Accountability matters and is a reality in our work.  We are accountable first and foremost to our learners.  Statements and claims didn’t cut it, and this was more than fair.  The term efficacy kept finding its way into the conversation and my head. In the real world of education efficacy matters and it is important that this is part of the larger conversation when it comes to change. It is a word that, in my opinion, has to be a part of our daily vocabulary and practice. Simply put, efficacy is the degree to which desired outcomes and goals are achieved.

So, how do we, as educational leaders, build and maintain this crucial sense of efficacy? It starts with self-awareness. Reflect on your strengths and areas for growth. What are your core values as an educator? What experiences have shaped your leadership style? Understanding your own beliefs and motivations is the foundation upon which effective leadership is built.

Next, focus on building strong relationships. Efficacy isn't a solitary pursuit. It thrives in collaborative environments. Invest time in getting to know your staff, students, and parents. Actively listen to their concerns, celebrate their successes, and create a culture of mutual respect and trust. When people feel heard and valued, they are more likely to be engaged and invested in the shared goals of the school.

A key component of efficacy is setting clear, achievable goals. Avoid vague aspirations and, instead, focus on specific, measurable, attainable, relevant, and time-bound (SMART) objectives. Break down larger goals into smaller, manageable steps. This allows for consistent progress and provides tangible evidence of your impact, further reinforcing your sense of efficacy. Celebrate these milestones with your team, acknowledging their contributions and fostering a sense of shared accomplishment.

Embrace continuous learning. In this disruptive world, the landscape is constantly evolving. Stay informed about current research, effective practices, and innovative approaches to teaching and learning. Encourage professional growth opportunities for your staff and create a culture of ongoing learning within your school. By continuously expanding your knowledge and competencies, you'll be better equipped to navigate challenges and make informed decisions, boosting your confidence and efficacy. 

Remember that setbacks are inevitable. Efficacy isn't about avoiding challenges; it's about how you respond to them. View setbacks as learning opportunities. Analyze what went wrong, identify areas for improvement, and adjust your approach accordingly. Resilience and a growth mindset are essential for maintaining efficacy in the face of adversity.

Leading with efficacy is a journey, not a destination. It requires continuous effort, self-reflection, and a genuine commitment to the success of your students, staff, and community. By focusing on self-awareness, relationship building, goal setting, continuous learning, and resilience, you can cultivate a strong sense of efficacy and lead with impact, making a real difference in the lives of those you serve.

From Struggle to Success: Mastering the Stages of Innovative Change

Recently, on my podcast Unpacking the Backpack, I revisited a 2019 blog post outlining the stages of innovative change.  Take a listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE.  I have found great value in using the podcast to expand on ideas, concepts, and frameworks I have developed over the years. An unintended outcome has also materialized, which is using my blog to delve a little bit deeper by providing additional insight and thoughts.  Let’s dive into the intricacies of innovative change! 

Change is an inevitable part of growth, yet it is often accompanied by discomfort and resistance. When it comes to innovation in education or leadership, the process of transitioning from the familiar to the unknown can feel daunting. The Change Process resource I created for Digital Leadership (2nd Edition) offers a powerful visual and conceptual tool to help individuals and organizations understand and navigate the stages of transformation.

At its core, the Change Process is cyclical, illustrating how ideas evolve over time before becoming part of a new status quo. It begins with the status quo, the comfortable, familiar baseline from which we operate. Innovative ideas challenge this baseline, introducing a sense of disruption. This initial phase is exciting, but it often meets resistance as the idea tests the limits of established norms. 

The next phase is struggle, where implementation begins. As new practices are introduced, the process often feels messy and overwhelming. Mistakes are made, challenges arise, and the temptation to revert to the old ways can be strong. However, this is the tipping point of the process. Resilience, persistence, and support are critical to navigating this stage. Leaders and teams must stay focused on the long-term vision, knowing that meaningful change is rarely linear or smooth.

As the change progresses, individuals and teams may enter the stage of dissonance. Here, doubt, fear, and uncertainty emerge as the gap between the old and the new becomes apparent. This stage is crucial—it forces reflection and lays the foundation for growth. While uncomfortable, dissonance encourages us to confront the barriers preventing progress. Leaders should view this phase as an opportunity to foster open dialogue, address concerns, and build trust.

The development of an innovative idea begins as a spark of possibility—a bold vision that challenges the status quo and offers a solution to existing problems or unmet needs. However, an idea alone isn’t enough; it requires nurturing to evolve into a practical and actionable concept. This involves collaboration, brainstorming, and testing to refine the idea into something feasible and scalable. During this phase, leaders must foster an environment that encourages creative thinking and risk-taking, allowing team members to experiment and explore without fear of failure. As the idea takes shape, early adopters and champions play a critical role in validating its potential, providing feedback, and building momentum for broader acceptance. These steps are crucial for transforming a fleeting concept into a robust initiative that can survive the challenges ahead.

Finally, through sustained effort, the process reaches assimilation. The new idea begins to take root, becoming a natural part of the organization’s culture and practice. Over time, what was once innovative becomes the new status quo, paving the way for future cycles of growth and change. Keep in mind that the key to innovation is a willingness to innovate and the inherent change this has brought to our learning. 

The Change Process is a reminder that transformation is not an overnight journey—it requires time, patience, and adaptability. Always remember that innovation is more than an idea or tool. It also behooves us to know when to innovate or not. By understanding and embracing the stages of change, educators and leaders can navigate the challenges of innovation with confidence and clarity. As you reflect on your own change journey, remember that struggle and discomfort are not signs of failure but essential steps toward progress.

Leading with Versatility: The Swiss Army Knife Mindset

Recently, on my podcast Unpacking the Backpack, I discussed the Swiss Army Knife as an analogy for effective leadership.  Take a listen on Spotify or wherever you access your favorite podcasts.  Inspiration for this episode came from a past blog post, which you can read HERE. I thought it might be a good idea to expand on the topic a bit more, as leadership groups I have been working with love the concept. 

In a disruptive world, effective leadership necessitates more than just authority or charisma. It demands a multifaceted approach, a "Swiss Army Knife" mindset, where leaders possess a diverse toolkit of skills and can seamlessly adapt to ever-changing circumstances (Avolio & Gardner, 2005). This versatile approach requires leaders to be agile, resourceful, and able to navigate ambiguity with confidence.

The Swiss Army Knife, with its compact design yet remarkable functionality, serves as a powerful metaphor for effective leadership. Just as the knife's various tools can be deployed to address various challenges, effective leaders must possess a broad repertoire of skills and competencies. This includes strong communication and interpersonal skills, the ability to think strategically and solve problems creatively, emotional intelligence to understand and manage their own emotions and those of their team, and a deep understanding of their industry and the competitive landscape (Northouse, 2022).

Furthermore, the Swiss Army Knife emphasizes the importance of adaptability and resourcefulness. Leaders must be able to quickly assess situations, identify the most appropriate tools to use, and effectively deploy them. This requires a degree of flexibility and the ability to think on their feet. For instance, a leader might need to shift from a directive style to a more collaborative approach depending on the team's needs and the specific challenges they are facing (Yukl, 2010).

Cultivating a Swiss Army Knife mindset requires continuous learning and development. Leaders must be proactive in identifying and acquiring new skills, whether through formal training, mentorship, or self-directed learning. This might involve developing strong analytical skills, improving public speaking, or gaining a deeper understanding of emerging technologies. By constantly expanding their repertoire of skills and knowledge, leaders can better equip themselves to navigate the complexities of the modern business world and inspire high-performing teams (Avolio & Gardner, 2005).

The Swiss Army Knife provides a valuable framework for understanding the multifaceted nature of effective leadership. By embracing a versatile approach, developing a diverse skillset, and cultivating a continuous learning mindset, leaders can enhance their adaptability, increase their impact, and ultimately achieve greater success.

Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership1 Quarterly, 16(3), 321–338.

Northouse, P. G. (2022). Leadership: Theory and practice. Sage Publications.

Yukl, G. (2010). Leadership in organizations. Pearson Education.

New Year, New You: Strategies for Goal Achievement

“Without goals, and plans to reach them, you are like a ship that has set sail with no destination.” — Fitzhugh Dodson

It’s 2025 and we all know what that means.  The new year often brings a wave of renewed motivation and a desire for positive change. Whether improving fitness, launching a new business, or simply cultivating more mindfulness, setting and achieving goals can significantly enhance our lives, both personally and professionally. However, the road to success is rarely linear. This year, consider and approach to goal setting with a focus on realistic strategies and sustainable habits.

Set SMART Goals

Let’s begin with a tried-and-true strategy. One of the most effective frameworks for goal setting is the SMART method (Locke & Latham, 2002). Below are the specifics, which many of you probably already know:

• Specific: Clearly define your objectives. Instead of "get in shape," aim for "run a 5k in under 30 minutes by June."
• Measurable: Track your progress with quantifiable metrics.
• Achievable: Set challenging but attainable goals to maintain motivation.
• Relevant: Ensure your goals align with your values and overall life vision.
• Time-bound: Establish deadlines to create a sense of urgency.

Break Down Large Goals

While ambition is a good thing, we must take a practical approach to succeed. Overwhelming goals can quickly lead to discouragement. Divide significant objectives into smaller, more manageable steps (Bandura, 1997). This creates a sense of accomplishment as you tick off each milestone, boosting motivation and momentum. Remember, a win is a win, no matter how small it might seem at the time. 

Build Sustainable Habits

Stephen A. Brennan said, “Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act.”  Actions need to be sustained. Focus on creating lasting habits rather than quick fixes. Small, consistent actions are more likely to lead to long-term success than drastic, unsustainable changes (Lally, van der Merwe, Potts, & Wardle, 2010).

Cultivate Self-Compassion

We all need to be realistic. Setbacks are inevitable, so mentally plan for them now. Instead of dwelling on failures, practice self-compassion (Neff, 2003). Acknowledge your challenges, learn from your mistakes, and adjust your approach as needed.

Find Support

Surround yourself with a supportive network of colleagues, friends, family, or a mentor. Sharing your goals with others can increase accountability and provide encouragement along the way (Uchino, 2009). Having someone to talk to about your challenges can help you manage stress and maintain a positive mindset. It can make the journey more enjoyable, manageable, and ultimately, more successful.

Achieving goals requires dedication, perseverance, and a realistic approach. By setting SMART goals, breaking down large objectives, cultivating sustainable habits, practicing self-compassion, and seeking support, you can increase your chances of success and create a fulfilling and meaningful year. You got this now go slay 2025! 

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Lally, P., van der Merwe, N., Potts, H. W., & Wardle, J. (2010). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40(6), 998-1009.   

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task performance. American Psychologist, 57(9), 702-717.   

Neff, K. D. (2003). Self-compassion: An alternative conceptualization of self-regard. Self and Identity, 2(1), 85-101.

Uchino, B. N. (2009). Social support and health: Overview. Current Opinion in Psychiatry, 22(1), 48-51.