A few days ago, I spent nearly an hour on the phone with a former student I had more than twenty-five years ago. During our conversation, he shared something that caught me off guard. He and his friends still tell stories about their teachers and coaches; stories about the moments that shaped them, challenged them, and helped them see themselves differently.
As we talked, I reminded him of things he had accomplished that he had almost forgotten: his discipline in the classroom, the leadership he showed with teammates, and the determination he brought to difficult moments. He was a champion on and off the field. Listening to him reflect on those memories reminded me of something every educator should consider:
Schools tell stories about students every day.
Some stories inspire belief. Others limit possibility. Either way, those stories shape how students see themselves and how others see them too.
That conversation stayed with me when I recently met with a group of five students participating in an action research project through a state university. When we first sat down together, they were frustrated. They felt like their project lacked direction and weren’t sure how to move forward. As we talked through their work, however, a different story began to emerge. Their project didn’t lack purpose; it reflected perseverance. These students were trying to solve real problems for their classmates, and their willingness to keep working through uncertainty said more about their character than any polished presentation ever could.
By the end of our conversation, the students hadn’t completely redesigned their project. They simply adjusted their approach and walked away with renewed clarity. What changed most wasn’t the project itself, but the narrative surrounding it.
Too often, educators unintentionally fall into deficit narratives. Phrases like “these kids just don’t care” or “they lack motivation” surface in moments of frustration. While those comments may reflect real challenges, they can also quietly shape expectations and beliefs about what students are capable of becoming. When those narratives take hold, struggle begins to define identity.
Changing the story does not mean ignoring reality. Students face real obstacles, and schools work through complex challenges every day. However, telling strength-based stories ensures that struggle does not become the final chapter. It allows us to recognize perseverance, growth, creativity, and leadership that might otherwise go unnoticed.
Years ago, the rise of social media and other digital tools gave schools new ways to share student accomplishments in real time. Educators began posting photos of robotics competitions, performances, service projects, and classroom achievements. These moments helped reshape the public narrative about schools by showing what students were capable of accomplishing every day. In many ways, those stories reminded communities that schools are places of opportunity, growth, and possibility.
In today’s climate, when public trust in institutions often feels fragile, the stories we tell about students matter more than ever. Schools are often criticized during difficult social or economic moments, and those criticisms can overshadow the incredible work happening in classrooms, labs, gyms, and studios across the country.
That’s why educators must be intentional about the narratives we share.
Every school has students whose stories reflect resilience, curiosity, kindness, and determination. These stories don’t deny the challenges students face; they highlight the strengths students bring with them. When we tell those stories, whether in conversations with colleagues, families, or community members, we reinforce a simple but powerful belief: our students are capable of more than the labels sometimes placed on them.
The question for us is simple:
What stories are we telling about our students?
Because those stories have a way of lasting much longer than we might imagine.
School Climate
What is the temperature of your school? If you don’t know, ask the teachers, students, and parents. A positive school climate leads to positive academic progress and achievement.
Three Stories That Remind Us Why We Teach
By the time winter break arrives, many educators aren’t just tired, but they’re carrying things. Heavy decisions. Hard conversations. Students we can’t stop worrying about, colleagues we want to reach but don’t quite know how.
This season invites rest, but it also invites remembering.
Stories matter because they reconnect us to purpose without pretending the work is easy. They remind us that meaning is often found not in the outcomes we measure, but in the people we continue to show up for. Here are three stories that continue to remind me why teaching and leading in schools still matter deeply, even in the hardest seasons.
Story One: “Every Kid Needs a Champion”
Years ago, I watched Rita Pierson deliver her now-iconic TED Talk, Every Kid Needs a Champion. I’ve revisited it many times since, and it still tugs at my heart.
Her message wasn’t about instructional strategies or school improvement plans. It was about belief. About adults choosing to stand in the gap for students, even when those students push back, shut down, or test every boundary. Her talk reminded me of a student I met in his freshman year of high school.
About twenty-three years ago, a young man stopped by my office and was pretty distraught. I was his ninth-grade Global Studies teacher, and then I became his assistant principal. I had a strong relationship with him and his family. His mom also called me to let me know he might stop by because “things are pretty bad.” So, I wasn’t surprised by his visit, but I was surprised by what he shared.
He was done: done with school, done with home, done with everything. We talked for about half an hour, and he seemed to feel better, but when he left my office, he didn’t return to class; he left the building…
I called his mom to let her know how our conversation went, and she told me she’d let me know if he shows up. A few minutes later, she called to let me know he was home.
Thankfully, he returned to school the next day and finished the year. Before summer break, he gave me a handwritten note thanking me for taking the time to listen. In that note, he shared that he had considered harming himself and that our conversation helped him see things just a little differently.
Stories like this remind me that we may never fully understand the impact of a single conversation, but students remember who showed up when it mattered most.
Years later, on April 6, 2024, I ran into his parents at Home Depot. They shared incredible news: their son was thriving and nearly finished with his doctoral studies. We shared a long hug and a few tears!
Story Two: The Student Who Didn’t Give Up
A couple of years ago, I watched a student in one of our Career-Technical Education programs struggle academically, behaviorally, and emotionally. The CTE lab instructor tried everything to help this young man: tough love, coaching, peer mentoring, parental involvement, you name it. To say he was frustrated with this student is an understatement.
However, instead of labeling the student, he chose persistence.
He didn’t lower expectations; he increased support. He created notecards to help him learn parts. He asked the student to come to the lab during study hall for additional help. He allowed a couple of test retakes after some further review sessions, and he partnered with an Intervention Specialist to learn about other accommodations.
The young man drove a beater of a car that needed a lot of work. The instructor helped him fix his car, which reinforced the skills he was trying to teach him, and he helped him land a job in his chosen industry. Months later, he graduated from his school and earned an industry credential, which helped him get a promotion.
What stood out most wasn’t just the outcome, but the educator’s refusal to separate skill-building from dignity.
Story Three: Choosing Connection When Convenience Would Be Easier
This story isn’t about students, it’s about adults.
One of my executive team leaders consistently chooses conversation over avoidance, growth over comfort, and trust over tension. Whether addressing curriculum concerns, procedural challenges, or personnel issues, her approach is steady: listen to learn, seek the back story, and collaborate toward solutions.
When she first arrived in our district, she heard many negative comments about our application process, which was pretty new. Since it fell under her supervision, she met with those who had concerns, met with members of our Business Advisory Council, and gathered feedback from our building leaders. After months of information gathering, we created a new application process that was much more widely accepted and, most importantly, better for students.
Because of her approach, difficult conversations that could have fractured trust instead became opportunities for alignment and growth.
As you head into break, give yourself permission to rest. Disconnect where you can. Refill what the semester has drained. When you return, recommit to one student or one colleague you’ve been struggling to reach.
Rest now. Then carry one name with you, and begin again.
Wishing you and your family a Merry Christmas, Happy Holidays, and a Happy New Year.
Be Great,
Dwight
Three Ways to Talk About Representation Without Losing Your Audience
After my post in October, The Power of Representation: Why CTE Needs More Black Male Leaders, several colleagues reached out with a question:
“How do we talk about representation in our current political and cultural climate?”
It’s a fair question, and a necessary one. Representation is an important conversation, but how we talk about it often determines whether people lean in or tune out.
If we want to create schools and workplaces where everyone feels seen, valued, and supported, we must engage hearts before habits. Here are three strategies to help you keep the conversation productive and inclusive.
Start With Shared Values, Not Statistics
When conversations begin with data or disparities, some listeners feel defensive or fatigued before they even hear the heart of the message. Instead, start by grounding the discussion in shared goals: trust, belonging, and student success. Respond with something like, “We all want students to feel seen and supported. Representation is one of the ways we help make that happen.”
This reframing moves the focus from difference to connection. It helps colleagues see that talking about representation isn’t a political issue, but a professional one rooted in care and belonging.
In my district, we’ve had several cohorts over the last few years to discuss this topic and related topics, which have fostered greater understanding, openness, and a change in mindset among some participants.
Use Stories That Humanize, Not Generalize
Stories build bridges faster than statistics. Sharing a real moment, like when a student said, “I’ve never had a teacher who looks like me before,” or when you noticed a colleague light up after being recognized, reminds people that representation is personal, not theoretical. Human stories invite empathy and lower defenses. They transform abstract ideas into human impact. Representation isn’t about who’s in charge, it’s about what students see as possible.
Extend Curiosity Instead of Correction
When someone says, “I don’t see color,” resist the urge to correct immediately. Instead, get curious: “That’s interesting, can you tell me what that means to you?”
That question opens a door instead of closing one. Most people mean they value fairness or equality. You can affirm that intention and gently expand it:
“I love that you want all students treated fairly. I’ve found that recognizing our differences actually helps us do that more effectively.”
Curiosity communicates respect. It keeps dialogue alive long enough for reflection and growth to happen.
Final Thought and Challenge
Representation conversations don’t have to divide, but they can deepen understanding when led with empathy, clarity, and courage. We can’t change minds by silencing voices. We change them by listening, connecting, and telling better stories.
This month, talk with one colleague about why representation matters, and focus on what you both value for your students. Because progress begins with one respectful, honest conversation at a time.
Be Great,
Dwight
Leading Through Loss and Uncertainty
In education, uncertainty has become the norm, with budget cuts, shifting expectations, and community pressures. Loss is real: of staff, resources, and sometimes even trust. For leaders, these seasons can feel overwhelming. By leader, I’m not only referring to positional leaders, but also to any adult who serves students and/or staff, regardless of position or title.
But here’s what I’ve learned about navigating these challenges: the measure of leadership isn’t avoiding uncertainty; it’s choosing how to respond in the midst of it. When we can’t control circumstances, we can control our presence. There are many opportunities for leadership to rise to the occasion. During one of my most challenging years as a principal, we had to inform twenty-five people in my building that they would be laid off at the end of the year, but we had to do so mid-year. Morale sank. Students felt the tension. Parents wondered what was happening. Uncertainty, insecurity, and survivor’s remorse impacted culture and climate.
I wanted to fix everything, but I couldn’t. Instead, I focused on what was still in my hands: how I showed up each day. I made it a point to be visible in classrooms, share gratitude notes, and listen to staff concerns without rushing to solve them all. Over time, the mood shifted. We acknowledged the reality of the situation. We didn’t erase the loss, but we regained trust and steadiness. I won’t pretend this was easy or that I had extra time. Most days, I was stretched thin like everyone else. But small, intentional actions, even two-minute hallway check-ins, made a difference.
As I reflect on that experience, I think about the steps we took to provide stability and regain trust. We weren’t perfect; we made mistakes, but we acted with intention. As I share the strategies we implemented, consider what you’ve done and experienced, and what you would do differently.
We focused on showing up steady. Even when we didn’t have the answers, we did our best to remain a calm presence by communicating clearly, listening empathetically, and managing our emotions. It wasn’t until summer that we were able to address the toll managing others’ emotions took on us. When we showed up steady, we could be an anchor in rocky waters.
Beyond showing up steady, name the loss honestly. Avoiding the truth erodes trust; acknowledging it builds it. I remember one of my veteran teachers stopped by to chat after school and provided some sage advice. She said she understood what I was trying to do, but it wasn’t landing because some felt I was ignoring the reality of job loss. She encouraged me to honestly acknowledge the reality and let people lean into their grief. Great advice.
While acknowledging difficulty, it is crucial to celebrate resilience. Point out examples of staff and students adapting with courage. We carved out just five minutes at staff meetings for shout-outs, including verbal praise, written praise, and whole-staff recognition. Sometimes it was the only positive moment in a tough week.
Finally, in the midst of all the uncertainty, remind people what remains unchanged. The one thing that is certain during uncertainty is change, so it’s essential to communicate and remind others what things remain the same: which classes people will teach, the schedule, job responsibilities, your vision and mission, for example.
As you think about what you’ve experienced, how do you want your staff, colleagues, and students to experience your leadership during uncertain times?
Be GREAT,
Dwight
Attitude in Action: Five Strategies to Shape Your Mindset
“Control the controllables.”-Viktor Frankl
I’ve thought about this quote often since the start of the 2025. With so much going on around us, we can get easily swept into an emotional tornado, flailing and hopelessly fighting to get out. However, that is a choice. It’s controllable.
We can control our attitude: how we show up and respond. In the first chapter of my book Be GREAT: Five Principles to Improve School Culture From the Inside Out, I wrote:
Our mindset determines how we respond to life. Our mindset determines how we engage with, and interact with others. Our mindset determines how we react to life. Our mindset determines our everything. Unfortunately, our feelings often hijack our mindset based on past experiences, unfulfilled dreams, heartache, disappointment, regret, fear, and my personal default feeling, frustration.
Educators face what feels like insurmountable challenges; however, we have successes and create wins every day! We just need to recognize them! So, how can we shift our mindset when challenges arise? Here are five strategies that can help reshape attitudes and impact actions:
Model Positive Attitudes Daily
Actions speak louder than words, so we can demonstrate a positive and growth-oriented attitude in the classroom. When challenges come up, model emotional control and a constructive response. “More is caught than taught.” By controlling our emotions, we can create a culture that teaches students that their mindset is a choice they can control.
Encourage Reflective Practices
Reflection is the heart of our practice, and we reflect throughout the day. To move reflection to action, incorporate journaling, group discussions, blogging, podcasting, or vlogging to make the learning visible and action-oriented. Reflect on questions like, “How did my attitude impact my behavior or decisions?”
Teach How to Understand and Manage Emotions
Develop and model strategies, such as mindfulness exercises and stress-relief techniques, to assist others in managing their emotions. Emotional regulation is a skill that must be sharpened daily. It begins with awareness of why and how we respond the way we do. This helps prevent negative feelings from overwhelming one’s mindset. Slow down, fix one’s face, remain calm, and respond according to the situation. Again, control the controllable.
Create Space for Goal-Setting and Prioritization
Help students and staff identify clear goals and prioritize their tasks while maintaining an attitude of flexibility. Encourage them to revisit these goals daily to ensure their focus remains on personal growth rather than being overwhelmed by to-do lists. More importantly, share your goals with them and allow time for them to reflect on their progress with each other, which will create a culture of accountability.
Celebrate Effort Over Outcome
Shift the focus from performance-based results to participation and effort. No, I’m not saying everyone gets a participation trophy. However, I acknowledge that recognizing and rewarding the mindset and behaviors that lead to improvement, fostering a sense of accomplishment, and encouraging positive attitudes toward learning and challenges will garner positive results.
Maintaining a positive attitude doesn’t mean ignoring challenges; it means refusing to be controlled by negativity. What we focus on and think about is what we become. Which of these strategies resonates most with you? Pick one and commit to applying it this week. Share it with a colleague and hold each other accountable for a mindset shift.
Be Great,
Dwight
Accountability
When you think of accountability, what comes to mind?
For some, it may be a reprimand or negative consequence for falling short of an expectation or goal. For others, it may be viewed as a coaching opportunity. Either way, accountability is a good thing when creating a positive culture.
According to whatis.com, accountability is an assurance that an individual or an organization will be evaluated on their performance or behavior related to something for which they are responsible. According to leadership coach and college professor Jack Slavinski, there are eight principles of accountability, so it’s a very complex skill to learn. Yes, accountability is a skill that is developed with consistent practice. The eight principles are:
I work in the Eastland-Fairfield Career and Technical School District, and we have four core values:
Our leadership team constantly talks about and works hard to model our core values to ensure they are more than just words on a poster. We infuse them when developing new systems, some of our teachers use them to create shared expectations with students in classrooms, and our PBIS Team has designed lessons to teach them to students.
A few years ago, we collaboratively described what our values look like in action, but since then, we have several new leaders, teachers, and other staff members, so we are in the process of redefining each value to ensure organizational understanding and alignment. The more alignment, the stronger our culture will be.
Thinking about the importance of accountability reminds me of a video about a custodian at a middle school who had to find a way to solve a complex problem that cost him time and effort. As you watch the video, think about the eight principles of accountability and consider which ones he applied. Then, ask yourself, “Which of the principles am I strongest at, and which one is an area of improvement?” Then, decide what you will do about it to improve your classroom, department, or building culture.
Be GREAT,
Dwight
Get your copy of Be GREAT: Five Principles to Improve School Culture From the Inside Out here!
The Trusted Adult
I am the Director of Student Support Systems for the Eastland-Fairfield Career and Technical School District. It’s my second year in this role, and I absolutely love my team, the work, and our focus on the whole child.
We have a laser-like focus on creating the best conditions to engage, enrich, and equip students every day in every experience, and one of the best ways to do that is for each of us to be a trusted adult for at least one student.
Trusted adults provide psychological safety, so students feel safe, procedures as consistent, and routines and behavior are predictable. When that occurs. students thrive!
In the movie Man of Fire, Creasy (played by Denzel Washington) was a down and suffering officer who lost his purpose in life until he met Pita. Pita was a young girl who lacked confidence and was a bit timid. Together, they formed a bond that allowed Pita to improve her self-esteem, gain confidence, and improve her performance as a swimmer. One of my favorite scenes is Pita’s swim meet. To prepare Pita for the meet, Creasy identified what she needed and used specific strategies to help change what she experienced in the water and life.
Watch the video clip below and focus on what the nun says to Creasy and what you notice about the relationship between Creasy and Pita. We don’t have to be our students’ world to have an impact; we just have to show we care for them, believe in them, and want the best for them.
How will you establish trusting and positive relationships with your students this year? How will you do the same with your colleagues? Better relationships lead to a more profound commitment to the work and more positive outcomes.
I discuss the importance of positive relationships and other guiding principles in my latest book, Be GREAT: Five Principles to Improve School Culture From the Inside Out. Get your copy today!
Be Great,
Dwight
Our Most Important Relationship
When I walked into my first education class during the first semester of my freshman year at Wittenberg University, in the middle of the expansive black chalkboard was a large white post-it paper was the following quote: No significant learning occurs without a significant relationship.” -Dr. James Comer
His words pierced my heart. Instantly I was certain about my career choice. His words made everything so clear for me. I understood why I connected with some teachers and coaches and not others. It all made sense, and those words clearly and concisely described why I wanted to become an educator. I wanted to be relational so that I could positively change lives and impact others’ futures.
To be relational describes how two or more people are connected. Relational is an action word indicating that it’s an ongoing process that requires intentionality. It’s a service, and for some, it’s a way of life. Meaningful relationships are transformational, not transactional. In a transactional relationship, one party is seeking to gain from another at a cost. Someone is giving up something with the expectation of getting something in return. While this relates to a monetary/service exchange, it often exists with an actual product being sold. It’s a balance of power and may be an uneven exchange. One of the people involved is acting out of self-interest, and little value is placed on the relationship.
It is no secret that creating and maintaining positive relationships contributes to overall success and growth. Our work’s foundation has little to do with content knowledge, pedagogy, and understanding of assessment. Those things are important to becoming a better and effective educator. Still, without having positive relationships, you can be the best technical educator and have no significant impact on your students and colleagues. Our work’s foundation is the types of relationships between educators, students, families, and communities. You show me a school with toxic or negative relationships; I guarantee it is not a successful school. While we often focus on relationships and connections with others, we cannot neglect the relationships we have with ourselves.
The most important relationship we have is the relationship with ourselves. How we treat ourselves can lead to success or sabotage. There is a growing body of research about the importance of self-care, primarily because our culture has glorified busyness and glamorized “the grind.” We wear busyness as a badge of honor and work ourselves to the point of exhaustion. We engage in conversations about how busy we are and “story top” to ensure we are the busiest in our group. We equate busyness with productivity and develop a martyr mindset. It’s self-destructive and models to our students, family members, and communities that what we do is arduous, burdensome work. Is that the message we want to send? Do we want to work ourselves to exhaustion and eventually burnout?
We often say that students are the most important people in the building. We also say that we must always do what is best for students, especially when making decisions about curriculum, instruction, assessment, and culture. Our students are why we do what we do, but they are not the most important people in the building. We are.
Our attitude and mental well-being affect the climate and culture of our schools. There’s so much pressure to be the best, and we can sabotage ourselves because of self-destructive thoughts. Sometimes our greatest enemy or barrier to success is ourselves. Past experiences, negative emotions, or even replaying others’ negative words that have been spoken to us can sabotage our ideas, goals, and dreams.
If you neglect yourself for the sake of your work, consider this: you cannot give your best if you have very little to give. Consider ways to make your health a priority. Start by making small, subtle changes like going to bed earlier just one night this week. Turn off all notifications on your phone when you get home. Do not send or respond to emails after a specific time that is relevant to you. For example, make 6:00 or 7:00 pm when you shut down email until you get to school the next day. Write down a few positive experiences about your day and reflect on how they made you feel. Share some good news with someone close to you. Move your body by going for a walk, run, or ride. Review and re-establish boundaries around work so you can protect yourself and be your best. Know when to say when and call it a day. You deserve it.
Be Great,
Dwight
Find Ways to Use Your Strengths
Have you ever questioned why you do what you do? Have you questioned your excitement or passion for what you do? I hesitate to use the word “passion” because it’s overused and misunderstood. It’s at a point where some may believe that they have to find something else to do if they are not passionate about their work. One can be passionate about something apart from one’s career. Many are and are living successful, fulfilled lives.
Instead of questioning your passion, I encourage you to examine if you are using your strengths. Are you operating in your character strengths regularly, or are you stifled by your title or job description?
Several years ago, I began speaking and coaching while I was also a building principal. I loved the work. I made connections with others who do the same who I am blessed to call my friends. I enjoyed helping other leaders and educators work through challenges or inspire them to try new things. After a presentation or coaching session, I’d return to my building on fire and ready to take on the day. I noticed it, and others saw it as well. Soon after, I would become bogged down with the minutiae that are just a part of the job. Over time, I became discouraged and somewhat disheartened. It was a struggle. I decided to change districts, thinking that I would find my joy in the job with a fresh start.
While I enjoyed working in another district, I quickly learned that it wasn’t the district. My issue was internal. I still got a charge from many parts of being a building principal, especially creating the conditions for students to succeed and staff to teach and grow professionally. There were also parts that I just couldn’t stomach any more. After many months of reflection, talk therapy, and soul searching, I learned that the one thing I enjoy most is teaching. I continued to coach and speak, and I decided to leave the principalship to coach, present, and consult full-time.
Teaching can occur in many forms: coaching, using staff meetings as learning opportunities, speaking, and presenting. I love the entire learning process and found myself unable to do it as much as a building principal because the principalship is multi-faceted and layered.
A few years ago, I worked with a leadership coach named Jack Slavinski (@jackslav) to identify my strengths. Through the process, I learned why I succeeded in some principalship areas and struggled in other areas. Regardless of your position, you can still learn to use your strengths to help yourself, others, and your school or district. After a year as a full-time leadership and effective coach and presenter, I returned to building leadership as an assistant director at a career and technical school. My transition back to the building was not easy, but I learned to lean into my strengths and find ways to use them to have a positive impact on my team, staff, and students. I have a better work/life balance, my mind is clearer, and I can support our director because of my experience in the position. Here are three things I did to find more fulfillment in my career:
1. Use a research-based assessment to learn more about your character strengths and reflect on what you enjoy most about your job. I highly recommend the VIA Character Strength Assessment. I’ve taken it twice in the last two years, and my top five character strengths have remained pretty consistent, which is consistent with the research. Putting words and descriptions to my strengths has allowed me to be more intentional about my daily work.
2. Share your strengths with others and let them know how you use them to serve others. Take it a step further and share your plan on how you will better operate within your strengths to add value to others and your school. For example, I am now in my second year as an Assistant Director at Eastland Career Center. I am relatively new to CTE and have found many ways to use my strengths to help my district. I help facilitate staff meetings, collaborate with district staff to plan our professional development, and find ways to lead up, meaning helping our leaders lead better. The John Maxwell Company shares nine ways to lead up:
● Lead yourself exceptionally well. The key to leading yourself well is to learn self-management. In order to be successful, we must make the right decisions early and manage those decisions daily. Then, we are prepared to follow through on them with consistency.
● Lighten your leader’s load. When the boss succeeds, the organization succeeds. Conversely, it is almost impossible for you to win if your boss fails. Be a team player and lift the load on your boss’ plate. By helping your boss in a great way, you are a part of something bigger and will have the chance to celebrate success in the end.
● Be willing to do what others won’t. Few things gain the appreciation of a top leader more quickly than an employee with a whatever-it-takes attitude.
● Do more than manage – lead! Managers work with processes – leaders work with people. Think within a broad context about how your decisions will impact the entire organization. You’ll prove you can move past management to leadership.
● Invest in relationship chemistry. People won’t go along with you if they can’t get along with you. As a leader, our job is to connect with people. We must connect with those we lead, our peers, and those who lead us. In order to lead up, be a champion of what your leader desires.
● Be prepared every time you take your leader’s time. Time is the one commodity that cannot be increased, no matter what a leader does. Take steps and research to prepare yourself and your leader for your time together. Preparation paves the way for both leaders to add value to each other.
● Know when to push and when to back off. Successful leaders make the right move at the right moment with the right motive. Knowing the right time to push and when to back off will determine if you get pushed right out the door. As leaders, we must read the atmosphere of the workplace to determine appropriate next steps.
● Become a go-to player. All leaders are looking for people who can step up and make a difference when it matters. When they find such people, they come to rely on them and are inevitably influenced by them. To be a go-to player, we must always produce excellence. Leaders will trust us and count on us in moments that count.
● Be better tomorrow than you are today. The key to personal development is being more growth-oriented than goal-oriented. Goals are valuable, but growth helps you achieve those goals. Focus on growth every day, and your leadership journey will be life-long and fulfilling. Ultimately, you’ll benefit your entire organization when you aim for personal growth.
3. Work on your strengths as you plan, prepare, and practice while doing your daily work.
If you are frustrated, disenchanted, discouraged, and questioning your effectiveness as a leader, teacher, coach, or whatever, take some time to identify your areas of strength. Reflect on the moments you experience joy in your work and consider why. Then do something about it. Take the VIA Character Assessment and examine your profile to identify ways to find more purpose in your career. Your colleagues, staff, and team will experience the difference, and thank you for it. Feel free to share your results and reflections in the comment section or email me at mrdwightcarter@gmail.com.
Be Great,
Dwight
Accessible
When he entered my office, we greeted each other in our standard and affirming manner, and then he sat down. His reason for coming in was hidden behind a logistical request, which I could discern by his body language and the way he slumped down in the chair in front of me. Through a masked mouth, he asked, “How’s your mental health?” I was shocked by his question but took it as a hook. He wanted to talk about how HE was feeling, so I gladly accepted the bait. I responded to his request by sharing a little bit about my weekend and how I felt at the moment and pivoted to asking about him: “How are you doing? What’s going on?”
He shook and dropped his head while rubbing his forehead with his right hand. He said, “Man, Mr. Carter. I’m struggling…” I turned my chair to make sure I was directly facing him and leaned in to let him know that he has my undivided attention.
He opened up about his life, the real obstacles he’s trying to overcome, and how overwhelmed he’s feeling. The more he talked, the straighter he sat in his chair, and the more animated he became.
He talked about his future goals, and I assured him that we would do whatever it takes to help him get there. We shared a few stories, and I gave him the information he came for. After about 20 minutes, I sent him a class pass, and he went about his day. We were both fulfilled. I took away three reminders from our chance meeting:
Be Accessible– I had a few things I felt that I needed to get done before the first-period bell rang, but it was more important to meet with my student than to tackle my to-do list.
Be Available– I was open to listening to his story and available to provide emotional support and tangible help, at least at the moment. I also let him know I am available to help anytime.
Be Accountable– Earlier in the school year, I noticed this young man seemed to be carrying a heavy burden, so I stopped him in the hall to check on him. He wasn’t in the mood to talk much but assured me he was okay. I let him know that I’d be checking on him from time to time and that he could stop by the office anytime he needed to talk. Well, yesterday he did just that. To be accountable is to deliver on one’s commitment. I made sure I was accessible and available, thus responsible.
We must never lose sight of why we became educators, and for me, it is to positively change lives and impact futures. Be accessible today.
Be Great,
Dwight