Principal Matters: The School Leader's Podcast with William D. Parker

PMP506: Hope Is A Strategy with Jamie Meade

A QUICK NOTE TO LISTENERS: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What is the difference between procedures and systems? Listen in to hear their response, and thank you for doing what matters! [https://williamdparker.com/wp-content/uploads/2026/06/PMP-Template-1-1024x1024.png] MEET JAMIE MEADE: With a career spanning over 35 years in education, Jamie Meade is dedicated to positive change and impact in our nation’s education systems, working to advance academic achievement, growth, and well-being for our nation’s youth. Jamie began her career as a high school English teacher in the rural Appalachian region of Ohio, and her passion led her to leadership roles in the school and district-level. Jamie has also served in regional school improvement services with the Ohio Department of Education and as Vice President at Battelle for Kids. For more than a decade, Jamie has done extensive research in the science of Hope—and why it matters for students, staff, education leaders, and communities. THE SCIENCE OF HOPE: Jamie has made herself a student of hope, and has learned a great deal how we can focus on hope as a tool for leading, teaching, and learning. In this interview, Jamie explains that hope is different from wishful thinking, and walks us through the science of the brain— and where hope actually lives in our minds. Unlike “wishing” (which is passive), real hope is an active, strategic cognitive process. Neuroscience shows that hope is a skill that can be practiced. The more we choose hopeful thoughts, the more we physically rewire our brains to build capacity for resilience. THE GPA OF HOPE: Jamie also introduces C.R. Snyder’s Hope Theory framework: * Goals: A vision for a future that is better than today. * Pathways: The ability to identify multiple routes to reach those goals and navigate obstacles. * Agency: The belief in one’s own ability and the mental energy to pursue those pathways. BUILDING HOPE AMONG STUDENTS: Students are often stuck in the downward spiral of losing hope, which often starts with anger , moves to despair, and ends in apathy. As Jamie says, “Don’t misdiagnose hopelessness as laziness. Apathy is the final stage of a depleted spirit.” Teachers and staff are key factors in increasing student hope. Look for staff who bring energy, share their power, and get students excited about the future. Hope is a gift that can be shared. A student who has lost hope can borrow it from a teacher, but only if that teacher has it to spare. This applies to leaders and their staff as well. STAYING CONNECTED: If you would like to learn more about Jamie Meade, you can connect with her via email at j-meade@outlook.com. The post PMP506: Hope Is A Strategy with Jamie Meade [https://williamdparker.com/2026/pmp506-hope-is-not-a-strategy-with-jamie-meade/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – Let Them Theory

Will Parker and Jen Schwanke spend this Monday Matters episode discussing one of Jen’s recent newsletters [https://jen-newsletter-c4287d.beehiiv.com/p/the-let-them-theory] about the “let them” theory. The central thesis of their discussion is that school leaders can’t control other people’s emotions. They talk about how leading sometimes means making decisions that people disagree with, and being okay with that. Whether you’re dealing with teachers, parents, or students, someone is going to be upset by your decisions. Let people be mad, sad, and frustrated for a little while, rather than trying to keep everyone happy.  Sometimes people just need to feel their emotions for a bit before they calm down and be okay with your decision. Still, it can be hard to gauge when someone’s reaction is worth responding to. Jen offers up a framework she calls the “four ten’s” to figure out how to respond. The “four ten’s” work like this: Ask yourself if this is going to matter in ten minutes, ten hours, ten days, ten months, or ten years. You can hear all of our takeaways by listening to the episode, or watch it on YouTube. The post MONDAY MATTERS with Jen Schwanke and Will Parker – Let Them Theory [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-let-them-theory/] appeared first on Principal Matters [https://williamdparker.com].

PMP505: A School Leader’s Playbook for Tough Conversations with Erika Bare & Tiffany Burns

A QUICK NOTE TO LISTENERS: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I want to say yes to new opportunities outside my building without neglecting my first commitments to my school. Is it possible to do both? Listen in to hear their response! MEET ERIKA BARE & TIFFANY BURNS: [https://williamdparker.com/wp-content/uploads/2026/06/PMP-Template-30-1024x1024.png] Tiffany Burns and Erika Bare are veteran educators and co-authors of Connecting Through Conversation: A Playbook for Talking with Students [https://www.connectingthroughconversation.com/our-book].  Tiffany brings more than two decades in education — from teaching at the elementary, middle, and high school levels, to instructional coaching and serving as an elementary principal before taking time to teach and support educators nationwide as part of the Connected Communicator movement.  Erika Bare has spent over 20 years in education as well, including roles as a special education teacher, administrator, and currently as a district leader committed to helping all students reach their potential. Together, they blend deep classroom and leadership experience with practical communication tools that help adults build stronger, more connected relationships with students.  They joined us on Principal Matters: The School Leader’s Podcast in Episode 369 [https://williamdparker.com/2023/pmp369-connecting-through-conversation-with-erika-bare-and-tiffany-burns/] to share insights from their work and strategies that empower leaders and educators to handle tough conversations with care and confidence. Now, they are authors of the new book, A School Leader’s Playbook for Tough Conversations [https://www.connectingthroughconversation.com/our-book]. UNDERSTANDING THE CHALLENGE OF TOUGH CONVERSATIONS: Tough conversations often create anxiety for school leaders, leading to sleepless nights and lingering stress. Tiffany Burns notes that, while most educators enter the profession to serve students, it is often the adult conversations — with staff, caregivers, and colleagues — that feel most complex and emotionally charged. In their book, Burns and Bare provide concrete strategies to help leaders prepare intentionally, reduce uncertainty, and approach conversations with purpose rather than avoidance. THE IMPORTANCE OF RELATIONSHIP-BUILDING: A central theme of the conversation is the importance of building relationships long before difficult conversations arise. Erika Bare emphasizes the need for leaders to systematize relationship-building by intentionally scheduling regular check-ins and informal connections with staff. Simple habits — such as dedicating the first part of the day to walking classrooms and engaging in brief conversations — help staff feel seen, valued, and supported. Will Parker reinforces this idea with the reminder: “Our systems support our habits.” When leaders prioritize relationship-building in their calendars, those behaviors become sustainable rather than reactive. STRATEGIES FOR EFFECTIVE COMMUNICATION: Burns and Bare share several practical strategies for reducing tension and increasing clarity during tough conversations. One example involves responding thoughtfully when someone seeks immediate feedback or resolution. Instead of dismissing the concern or rushing a response, leaders can say: “This conversation is important, and I want to give it the time it deserves. Let’s schedule a time to talk more.” This approach honors the person’s concern while creating space for a more focused and productive conversation. Another powerful strategy is the intentional use of supportive language. Bare highlights the impact of simple questions such as, “How can I support you?” This communicates empathy and helps leaders better understand what type of support is truly needed — whether emotional reassurance, problem-solving, or simply being heard. OVERCOMING OBSTACLES TO COMMUNICATION: Despite best intentions, school leaders often struggle to sustain these practices amid constant demands and crisis-driven work. Burns acknowledges how easily proactive relationship-building can slip as the school year intensifies. The solution, however, is not perfection — it is consistency and accountability. Leaders must protect their calendars, recommit to intentional habits, and recognize that meaningful connections are not optional extras but foundational leadership work. CONCLUSION: Tough conversations do not have to be overwhelming. When leaders invest in relationships, communicate intentionally, and build supportive systems, difficult moments become opportunities for trust, growth, and clarity. By applying these practices, school leaders can transform anxiety-producing conversations into meaningful moments of connection and leadership impact. If you want to connect with Erika Bare and Tiffany Burns, you can learn more about them at their website. [https://www.connectingthroughconversation.com/our-book] The post PMP505: A School Leader’s Playbook for Tough Conversations with Erika Bare & Tiffany Burns [https://williamdparker.com/2026/pmp505-a-school-leaders-playbook-for-tough-conversations-with-erika-bare-tiffany-burns/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – Learning From Asparagus

This week on Monday Matters, Will Parker and Jen Schwanke reflect on a story that Jen recently shared in her newsletter [https://jen-newsletter-c4287d.beehiiv.com/p/learning-from-asparagus]. She shares the story of watching the asparagus her father planted to see if it would grow, only for it to grow when she wasn’t watching it. Will and Jen take some time to apply this story to schools and talk about how change and growth happen over time, even when we’re not watching. So often, school leaders will want to see change happen immediately, and will get frustrated when it doesn’t. In these moments, it is important to remember how change happens gradually, over time, even when we’re not looking for it. Don’t fixate on the immediate; focus on the long-term. Listen in to hear the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Learning From Asparagus [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-learning-from-asparagus/] appeared first on Principal Matters [https://williamdparker.com].

PMP504: Ready to Lead with AI with Dr. Kip Glazer

A QUICK NOTE TO LISTENERS: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: I’m working hard, doing good work, of course not perfectly, but I’m beginning to feel stuck. How do I keep myself from becoming complacent as a leader? Listen in to hear their response! MEET DR. KIP GLAZER: [https://williamdparker.com/wp-content/uploads/2026/06/PMP-Template-29-1024x1024.png] Dr. Kip Glazer is a former classroom teacher, district technology coach, and current high school principal of Mountain View High School in Mountain View, California. She has more than 20 years of experience helping schools translate emerging technologies — including artificial intelligence — into practical, responsible practice. Her work includes leadership decision-making, understanding ethical AI, and building systems that strengthen teaching, learning, and student voice. Kip has advised districts, collaborated with national research organizations, and spoken nationally and internationally about what it really takes to lead in the AI era with clarity, credibility, and healthy skepticism. She’s been recognized as one of DA Magazine’s Top 100 Influential Education Leaders and is a CSTA Equity Fellow, Google Innovator, and EngageAI Practitioner Advisory Board member. Her new book, Ready to Lead with AI: A Practical Guide for School Leaders [https://www.amazon.com/dp/B0GL5NRHNN?&linkCode=sl2&tag=connectedd07-20&linkId=2d23230bd4ee66ba12bb33bfe0db6346&language=en_US&ref_=as_li_ss_tl], offers school leaders practical guidance for navigating AI in real schools.  DR. GLAZER’S BACKGROUND: In this episode of Principal Matters, we talk to Dr. Kip Glazer—author, high school principal, and longtime education technology leader—for a timely conversation on what it means to lead well in an AI era when the answers still aren’t clear. What makes this conversation especially powerful is Kip’s humility and candor: she argues that if anyone claims they fully understand AI right now—even tool builders—school leaders should be skeptical. The work is evolving in real time, and leaders are navigating an “iterative space” where staff often expect certainty simply because the principal has the title. Kip shares her personal origin story as an English language learner who moved to the U.S. from South Korea at age 23 without speaking English. That experience shaped her leadership lens: to look beyond what’s visible and honor what students already carry—culture, knowledge, and identity—even when they don’t yet have language to express it. She reminds leaders that a student’s limited English isn’t a measure of their intelligence, and that truly equitable leadership requires curiosity, empathy, and respect for what may not be immediately seen. THE CHALLENGES OF AI IN SCHOOLS: As the conversation turns to AI, Kip names an under-discussed challenge: identity disruption. For decades, educators have been the most knowledgeable people in the room, and AI changes that. Kip explains that this shift has an emotional toll for teachers and leaders alike, creating insecurity when students know tools the adults don’t. Her response isn’t to retreat into control, but to double down on pedagogy, collaboration, and communication, and to model the stance of learning with students instead of pretending to know everything. Kip also challenges schools to rethink what they assess. Traditional systems often measure what students know, but struggle to measure how students use knowledge to create. She argues that AI can open doors for deeper learning if schools strengthen pedagogy that supports collaboration, creation, and problem-solving. She shares an example from her own teaching, where she used game-based learning principles in an AP Literature classroom—an approach that looked unconventional to observers, but still resulted in strong outcomes for students. PRINCIPAL’S TECH INTERNSHIP PROGRAM: One of the most practical highlights of the episode is Kip’s Principal’s Tech Internship Program, created to elevate student agency while strengthening support across campus. Kip describes how she built a structure where tech-skilled students can serve their school community, gain internship experience, and even earn community college credit through a partnership. The program began small—helping teachers onboard students and solve everyday tech problems—but grew as students began proposing bigger ideas, hosting events, and presenting their work beyond the school. Kip’s approach is intentionally “hands off” in the best way: she asks questions, guides, and protects space for students to take ownership—while learning through real-world planning, setbacks, and reflection. LEADERSHIP GROWTH: Kip also shares an honest leadership growth edge: learning that staff often need more affirmation and personal connection than she realized—especially coming from a background where praise wasn’t expressed as directly. That insight has shaped how she thinks about culture, support, and presence. Finally, Kip offers a grounded model for leading through uncertainty: invite honest feedback, assume positive intent, and be explicit about your intentions—especially in the presence of power dynamics. She emphasizes that leaders can’t fix what they don’t know, and that openness is always healthier than suffering in silence. CLOSING COMMENTS: Kip closes with a message of solidarity: school leaders may have different contexts, but they share similar pressures and hopes. Her goal in writing Ready to Lead with AI: A Practical Guide for School Leaders [https://www.amazon.com/dp/B0GL5NRHNN?&linkCode=sl2&tag=connectedd07-20&linkId=2d23230bd4ee66ba12bb33bfe0db6346&language=en_US&ref_=as_li_ss_tl] was to create the book she wished she had—honest, practical, and rooted in real school life. STAYING CONNECTED: If you would like to learn more about Dr. Kip Glazer you can visit her website https://kipglazier.com [https://kipglazier.com]. Check out her new book Ready to Lead with AI: A Practical Guide for School Leaders. [https://www.amazon.com/dp/B0GL5NRHNN?&linkCode=sl2&tag=connectedd07-20&linkId=2d23230bd4ee66ba12bb33bfe0db6346&language=en_US&ref_=as_li_ss_tl] The post PMP504: Ready to Lead with AI with Dr. Kip Glazer [https://williamdparker.com/2026/pmp504-ready-to-lead-with-ai-with-dr-kip-glazer/] appeared first on Principal Matters [https://williamdparker.com].