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

PMP495: The Fierce-Hearted Leader with Leanne Nicol

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 am an AP, and I’ve been invited to apply for a principal position. What should I keep in mind as I step into a series of upcoming interviews? Listen in to hear their response! MEET LEANNE NICHOL: Leanne Nicol is a Sydney educator, experienced principal, and certified master coach who supports education leaders in culture, strategy, and wellbeing. She has led in Catholic primary schools and worked with Sydney Catholic Schools on review and improvement processes. [https://williamdparker.com/wp-content/uploads/2026/04/PMP-Template-19-1024x1024.png] As founder of Fierce Hearts, she helps leaders align purpose and practice to create flourishing school communities. She’s also the author of the upcoming book, The Fierce-Hearted Leader: Living, Learning and Leading from Love — a guide to leading from the inside out. THE FIERCE-HEARTED LEADER: Leanne describes being a fierce-hearted leader as someone who leads with both strength and tenderness. She expresses that she considers being a school principal as the best gig in the world; it brings joy to her soul. At the same time, it can be a really challenging role. Leanne shares how it breaks her heart to be people struggling at a human level. Being a fierce-hearted leader means remembering what brought you to the education space to begin with. This type of leader can deal with the challenges of their jobs while still finding joy in their work. Embodying the mindset of a fierce-hearted leader is hard, and requires you to really know who you are on a deep level. Leanne talks about how fierce-hearted leaders have to actively choose peace, serenity, and calmness throughout their day. NURTURING CULTURE AND HUMAN FLOURISHING: Today’s educational leaders often feel pulled into compliance and crisis management. Leanne talks about how leaders can balance accountability requirements with nurturing culture and human flourishing. She shares that leaders who do this best in the practice of gathering themselves and their work into their mission. Leanne challenges listeners to spend some time reflecting on their vision for their life and their passion. Leaders can balance accountability requirements with human flourishing by figuring out their passion and being loud and bold about it. STAYING CONNECTED: You can stay connected to Leanne Nichol via Linkedin [https://www.linkedin.com/in/leanne-nicol-1b786678/]. The post PMP495: The Fierce-Hearted Leader with Leanne Nicol [https://williamdparker.com/2026/pmp495-the-fierce-hearted-leader-with-leanne-nicol/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – The Expectation Conversation

This week on Monday Matters, Jen Schwanke and Will Parker take some time to talk about building trust through communication. Specifically, they focus on how school leaders can build trust with other leaders on their team. In leadership teams, there is a high need for trust and clarity among team members because they are handling a lot of hard situations together. They talk about the importance of having an expectation conversation with your team members and emphasize that it should be an ongoing, continuous conversation. Through conversations about role expectations and figuring out how to handle disagreements among team members, a trusting relationship can be established. School leaders should also have conversations with their supervisors about feedback, and ask for clarity between suggestions and non-negotiables. Trust between team members is essential to the success of that leadership team. This episode was inspired by a newsletter from Jen Schwanke. If you would like to read that post, you can find it here [https://jen-newsletter-c4287d.beehiiv.com/p/the-expectation-conversation?utm_source=jen-newsletter-c4287d.beehiiv.com&utm_medium=newsletter&utm_campaign=the-expectation-conversation&_bhlid=d9b61721f64dd156c7b1e15f42a41964caeb0567]. Listen in to hear the full conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – The Expectation Conversation [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-the-expectation-conversation/] appeared first on Principal Matters [https://williamdparker.com].

PMP494: Rethinking Walkthroughs with Mark Shellinger

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 are some rules of thumb I should keep in mind if I’m on an interview committee? Listen in to hear their response! MEET MARK SHELLINGER: Mark Shellinger is a returning guest to Principal Matters. He is the founder and director of the National SAM Innovation Project, a nonprofit helping school leaders reclaim their time for what matters most: teaching and learning. Mark began his career as a teacher, later serving as a principal and superintendent before developing the SAM process in 2005, a system designed to help principals shift from managing tasks to leading instruction. Under his leadership, NSIP now supports more than 1,200 schools across the country, giving leaders the tools and coaching they need to spend less time on paperwork and more time with people. Mark’s passion is simple but powerful: helping every educator and every student thrive. Mark was a guest on the podcast back in September of 2024. You can check out that episode here [https://williamdparker.com/2024/pmp414-managing-your-priorities-with-mark-shellinger/] to learn more about the SAM process. WALKTHROUGHS WITH A PURPOSE: Mark shares what leaders tend to misunderstand about the purpose of walkthroughs and how to make them more meaningful. He talks about how school leaders often make the assumption that merely being in the classroom improves teacher practice. However, research shows that classroom presence doesn’t improve teaching practices unless it is paired with feedback or rich conversation to help the teacher figure out how to be better. Many principals confuse teacher observation or the formal observation system with improving teacher practice. Mark recommends that principals consider their intention when going to see teachers teach. One example he gives of a way to spend time in classrooms that improves teacher practices is by working with students while in classrooms. Working with students allows the principal to see the lesson in a different way and gives the principal something real to talk with their teachers about during follow-up. POST-WALKTHROUGH CONVERSATION: Teachers improve the most after walkthroughs when their principals have an effective post-walkthrough conversation with them. Many teachers walk away from conversations with their principals feeling confused because of a lack of clarity. When using the SAM system, principals can utilize the tools available to them to ensure clarity in their post-walkthrough conversations. After a walkthrough, the SAM encourages the principal to reflect on the walkthrough and think about what kind of feedback they want to give the teacher. The SAM system provides four different walkthrough types and four different feedback types. They are able to track the feedback and walkthrough types used with each teacher to help the principal find different ways to reach teachers.  WORK WITH STUDENTS: SAM principals are encouraged to use a work with students approach in which leaders step in as a teaching assistant. Mark talks about how building relationships with students can be used to help teachers improve. An example he gives is that some SAM principals will give students lunch tickets during their walkthrough. The students then sit with their principal at lunch and talk about their experiences in the classroom. The principal can then use that feedback to find ways to help teachers improve their practices. STAYING CONNECTED: You can learn more about Mark Shellinger and the SAM project by visiting samprocess.com [https://www.samprocess.com/?gad_source=1&gad_campaignid=22909204710&gbraid=0AAAABA3IWwBbS749XTds7dtp8SAGmTx80&gclid=Cj0KCQjw4a3OBhCHARIsAChaqJMEoc9JqyAo7i35AFUiNZai8rJsAW5u9_jxCZfECOh_kqbDkD1MrykaAkuIEALw_wcB] The post PMP494: Rethinking Walkthroughs with Mark Shellinger [https://williamdparker.com/2026/pmp494-rethinking-walkthroughs-with-mark-shellinger/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – Why Your Mindset Matters

Why Your Growth Mindset Matters William D. Parker, March 19, 2026 I’ve been thinking about growth a lot lately. Maybe it’s because it’s spring, and the past two weekends I’ve found myself kneeling in the dirt, pulling weeds, trimming back perennials, and hoping for the burst of life that comes into gardens and trees. Another reason I’ve been thinking about growth is that I’ve been revisiting the idea of growth mindset, made popular by the work of Dr. Carol Dweck. Recently, while meeting with a group of leaders, we watched a short summary video of her findings. I asked them to write down words or phrases used to describe “fixed mindsets” versus “growth mindsets.” We created lists that looked like this: Fixed Mindsets * My skills are innate and unchangeable. * This condition is permanent. * Negative feedback is a personal attack. * I should choose the easy or minimal-effort option. * Why not give up, since I can’t change this? * My accomplishments only matter if they’re measurable. * I’ll take fewer risks since I have little chance of succeeding. Growth Mindsets * This is a chance for me to improve or change. * Maybe this problem is an opportunity to pivot or experiment. * Perhaps we can design a better system for a better outcome. * The harder or more challenging task will help us grow stronger. * If I try, perhaps I’ll have a better outcome. * The lessons learned in the journey—not just the outcome—matter. * I’ll take creative risks because I have the chance to improve. I don’t know about you, but when I read those lists side by side, my head hurts. I quickly realize that I can fall into either mindset depending on the day or the season. For instance, I think all of us yearn for days of peace or stability in our work and lives. We do a lot of executive-function work to make that happen. We set schedules, exercise accountability, develop others toward collective outcomes, and measure growth — all in pursuit of better results. At the same time, what happens when the systems we create or the stability we achieve cause us to believe we’ve arrived? It only takes one day for that illusion to crumble. And when the next conflict or difficulty comes, we often run back to the idea that the goal is simply to calm the storm and stabilize the situation. But what if the goal is different? What if the goal is to see each challenge as an opportunity to learn something new? What if we allow curiosity to drive us toward new ideas, actions, or experimentation? Let me make this practical. All of us want to work in schools where students are well-behaved, teachers are prepared, and the culture is strong — where student learning and achievement are evident. But how do we define those outcomes? By quiet, orderly, compliant behavior? Or by welcoming difficult, challenging moments that push our thinking and experimentation toward deeper understanding? You could walk into classrooms that are quiet or boisterous and still not know if real growth is happening — until you look closely at whether the teaching and learning are rooted in a fixed mindset or a growth mindset. I think every student and teacher struggles with their mindset, just like you and I do. So how do we recognize which mindset we’re seeing? When I asked Carol Dweck similar questions in an interview exchange from my blog in 2013 [https://williamdparker.com/2013/interview-with-carol-dweck/], she shared the following: * Embrace failure as part of success: Failing early and often accelerates learning and leads to better outcomes over time. * Adopt and model a growth mindset: Believe abilities can be developed through effort, strategies, and support from others. * Step outside your comfort zone: Growth requires taking risks, facing challenges, and stretching beyond what feels safe. * Let go of the need to always appear “smart”: Fear of failure limits progress; prioritizing learning over image unlocks potential. * Actively seek feedback: Honest criticism is one of the most powerful tools for continuous improvement. * View success as an ongoing journey: Leadership is not about “arriving,” but about continually growing and helping others thrive. These commitments can be heard in the way we talk and reframe challenges. For example, if a child says, “I’m not good at math,” a teacher might respond, “I see you haven’t figured out how to solve that problem yet. Let’s try it again like this.” Or instead of saying, “That person is impossible to change,” we might ask, “What could we try next that we haven’t tried before?” This isn’t positive toxicity, as some might argue. It’s an invitation to rethink the way we think. Let’s Wrap This Up So, where do you want to see growth as you step into this new season? Maybe you’re simply hoping for a little peace — a few days of spring break to rest and recharge. If so, I hope you get that. But when your next challenge comes, how will you face it? Will it tempt you to believe that nothing you do really matters — that the situation is unchangeable? Or will you see it as an opportunity to grow? For the interview exchange with Carol Dweck: https://williamdparker.com/2013/interview-with-carol-dweck/ [https://williamdparker.com/2013/interview-with-carol-dweck/] The post MONDAY MATTERS with Jen Schwanke and Will Parker – Why Your Mindset Matters [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-why-your-mindset-matters/] appeared first on Principal Matters [https://williamdparker.com].

PMP493: Building, Designing, and Leading with Ann Cummins Bogan

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’ve been invited to apply to a school but the time available to interview is not when I’m able to be there. Should I go around the person who is doing the scheduling? Here is a link [https://williamdparker.com/2015/great-lessons-from-jimmy-casas-on-hiring-for-excellence/] to a resource Will mentions from Jimmy Casas, on tips for Hiring for Excellence. Listen in to hear their response! MEET ANN CUMMINS BOGAN: Ann Cummins Bogan began her career as an elementary school teacher, spending 20 years in both urban and suburban schools. During that time, she took every opportunity to learn and grow, and to take on leadership roles to advance teaching and learning. She saw firsthand the challenges teachers face — limited time for planning and collaboration, limited resources, frustration, burnout, and a sense of being undervalued.  Through her collaborative work with district and school leaders, she realized the power of the teacher voice and experience, and realized the system needed reimagining. [https://williamdparker.com/wp-content/uploads/2026/03/PMP-Template-17-1024x1024.png] In 2012, she founded ACB Consulting [https://www.acbconsulting.org/], and since then, she’s partnered with more than 250 schools nationwide. Her consulting work has ranged from support with instructional practices at the classroom level, to strategic planning at the district level.   At the heart of her work is the belief that, for schools and school districts to be successful, engaging teacher voice in decisions about teaching and learning is critical. Ann works with a system to design and build collaborative teams at all levels (district, school, grade level/department, and classroom) focused on a common vision of excellence and accountability, through shared commitments to ensure that all students thrive. In this episode, Ann Cummins-Bogan, veteran educator and founder of ACB Consulting, discusses how school systems can better align leadership, teacher voice, and student learning. Here are some takeaways: BRIDGING THE TEACHER–LEADER GAP: Ann explains that tension between teachers and administrators often stems from hierarchical structures and siloed roles. While accountability differs at each level, the shared purpose—student success—remains constant. Building trust, clarity, and shared ownership helps close this gap. CLARITY AROUND CORE PRIORITIES: Ann centers systems around three foundational practices: high-quality instruction, a culture of belonging and rightful presence for all students, and effective systems and teams. Collaborative leadership teams that include teacher voice are essential to defining and advancing these priorities. REFRAMING “DATA”: Because “data” can feel like judgment, Ann encourages schools to treat it as a shared story—identifying what’s working, what needs refinement, and what actions should follow—rather than as a compliance measure. ALIGNMENT BETWEEN DISTRICT AND SCHOOL PRIORITIES: When initiatives are disconnected, principals become “air traffic controllers,” juggling mandates. Ann advocates for parallel structures where district and school improvement plans align clearly, while still allowing schools discretion based on student needs and staff capacity. THE IMPORTANCE OF TIMING: New initiatives often arrive when educators’ plates are already full. Effective systems account for school calendars and protect limited “thinking time” for teachers and principals, rather than overwhelming them midstream. STUDENT-CENTERED LEADERSHIP: Drawing from Charlotte Danielson’s Framework for Teaching, Ann emphasizes that students learn through active engagement. All leadership decisions and professional development efforts should ultimately connect back to improving student learning experiences. THE PRINCIPAL AS “SHOCK ABSORBER”: Because central office departments often operate in silos, principals absorb and translate multiple directives while managing daily school demands. Strengthening communication systems and the “connective tissue” of the organization helps reduce overload. DOING LESS, BETTER: Schools often chase the next new idea instead of refining what already works. Ann argues that sustainable improvement comes from focus, coherence, and continuous refinement rather than adding more initiatives. Ultimately, the episode reinforces a powerful message: strong systems and strong people are not opposing ideas—they are mutually reinforcing. When leaders clarify priorities, align structures, respect timing, and elevate teacher voice, schools can reduce overwhelm and focus on what matters most—creating classrooms where students learn, belong, and thrive. Staying Connected: You can stay connected with Ann Cummins Bogan via her website [https://www.acbconsulting.org/]. The post PMP493: Building, Designing, and Leading with Ann Cummins Bogan [https://williamdparker.com/2026/pmp493-building-designing-and-leading-with-ann-cummins-bogan/] appeared first on Principal Matters [https://williamdparker.com].