Stay up to date with the latest guidance for aspiring, emerging and accomplished educational leaders!
Featured BLOG POST
The educational landscape of 2025 presented administrators with a critical challenge: harnessing the transformative power of educational technology while safeguarding student well-being and data privacy. Recent research reveals both promising opportunities and serious concerns that demand immediate attention from educational leaders.
Recently, I had a conversation with a colleague concerning AI. He said, “As I walked through classrooms last week, the contrast was striking. In one room, students were deeply engaged with an AI-powered writing assistant that provided real-time feedback on their essays. Down the hall, a veteran teacher expressed valid concerns about maintaining meaningful connections in an increasingly digital world.” This tension between innovation and human connection sits at the heart of education’s AI revolution.
How can school leaders effectively integrate emerging technologies while ensuring student privacy and meaningful learning experiences in today’s rapidly evolving educational landscape?
I’ll never forget the day a colleague shared this troubling story. Her school had just received its state rankings; it’d climbed ten spots. Yet that same week, three teachers resigned, citing burnout, and parent satisfaction surveys hit an all-time low.
I will never forget the moment a principal in a previous district contacted me. She informed me she had her resignation letter in her hand. She’d been named Principal of the Year just eighteen months earlier. “I can’t lead anymore,” she told me. “Every decision requires three approvals, two reports, and a justification memo. My teachers are frustrated. I’m frustrated. We’ve lost our spark.”
Every Principal and district leader knows the feeling: you’re preparing for a critical curriculum adoption meeting when a state legislator tweets about your district. Your phone erupts. District leaders or Principal Supervisors want answers. Parents demand responses. And somewhere in the chaos, you remember, students need you to lead well tomorrow morning.
As an Assistant Principal, I had the opportunity to participate in a state-sponsored school improvement program. I remember sitting in a principal’s office, watching her pull a thick binder from her shelf. “Here’s our school improvement plan,” she said, blowing dust off the cover. “Required it for our accreditation visit last year.” She opened it to reveal pages of detailed goals, action steps, and timelines; none of which her teachers could recall.
Page [tcb_pagination_current_page] of [tcb_pagination_total_pages]