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

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:  Do I HAVE to appease parents? How can I shut down a cycle of unproductive conversation?  (I’m referring to the most unreasonable situations) Listen in to hear their response! MEET DR. BRANDI KELLY: Dr. Brandi Kelly is an award-winning educator, leadership coach, and author of Lead with H.O.P.E.: Building a System of Self-Efficacy. With over 20 years of experience in education and mental health, she has served as a school social worker, principal, and superintendent. As a Licensed Clinical Social Worker and Maxwell Certified Coach, Dr. Kelly is dedicated to empowering leaders to inspire growth, create positive change, and cultivate environments where success thrives.  Her H.O.P.E. framework—Habits, Optimistic Outlook, Purpose, and Excellence—offers a holistic approach to leadership rooted in self-efficacy. Through her work, Dr. Kelly helps leaders build resilience, foster purpose, and pursue excellence.  Dr. Kelly is also the founder of Spark HOPE Edu and hosts the Lead with HOPE podcast, where she shares insights on leadership and resilience. Her mission is to ignite hope and empower individuals to lead with purpose and passion. To learn more about Dr. Brandi Kelly and her work, visit sparkhopeedu.com. [https://sparkhopeedu.com/.] CURRENT WORK AND CELEBRATIONS:  When asked about the district she serves, Dr. Kelly shares that she is stepping away from her role as superintendent and focusing on her work at Spark HOPE Edu, LLC. Still, she is proud of her former school district and the work she and others put in to build systems. Teachers and staff members often get burnt out because they are asked to carry so much weight. Putting those systems in place as a method of burn out prevention is something the Dr. Kelly celebrates about her former school district. She also celebrates students that stepped up into leadership roles through the creation of a student CEO program and a See You at the Pole program.  H.O.P.E. FRAMEWORK: In her book, Lead with H.O.P.E., Dr. Kelly explains why it is important for leaders to have a system for reaching their goals. H.O.P.E. stands for Habits, Optimistic Outlook, Purpose, and Excellence. Through utilizing that framework, school leaders can build a system that helps them meet their goals. Dr. Kelly states that it is only through the intentional practice of self-reflection that a person can grow as a leader. She then gives Principal Matters listeners a brief overview of her book. Listen in to learn more! HOLDING OUT HOPE FOR SOMEONE ELSE: One story that Dr. Kelly tells in Lead with H.O.P.E. is the story of a student named Reagan who taught her how to hold out hope for someone else. This student was one who had previously been to counseling and did not think it would help her. She had fallen in with the wrong crowd, abused drugs, and struggled to maintain relationships. Through encouraging Reagan when she was struggling and showing her that she was seen and valued, Dr. Kelly was eventually able to reach Reagan. Brandi states that Reagan taught her that sometimes there are people in life that we want to help, but we are not yet able to. Instead, we must hold out hope for them. If you show up for students and consistently show that you believe in them, you may eventually be able to help them.  POST-TRAUMATIC STRESS VS. POST-TRAUMATIC GROWTH: In the final part of her interview, Dr. Kelly shares that the difference between Post-Traumatic Stress Disorder and Post-Traumatic Growth makes a difference in the way she reflects on leadership lessons. She states that a traumatic event is a wound, and how we carry that wound in our body is what makes the difference. In her own words, we can either operate in fear mode or in love mode upon suffering from a traumatic event. Growth after a traumatic event is possible, but it is something that requires an active choice. In striving towards post-traumatic growth, Dr. Kelly tells listeners that they have to remember the importance of rest and asking for help. STAYING CONNECTED: Listeners can stay connected with Dr. Brandi Kelly via her website [https://sparkhopeedu.com/] or her Linkedin page [https://www.linkedin.com/in/brandi-kelly-ed-d-lcsw/]. You can also check out her book [https://roadtoawesome.net/brandi-kelly#:~:text=Dr.-,Brandi%20Kelly%20has%20been%20in%20the%20field%20of%20education%20for,Olive%2C%20IL.] to learn more about leading with H.O.P.E. The post PMP471: Lead with H.O.P.E with Dr. Brandi Kelly [https://williamdparker.com/2025/pmp471-lead-with-h-o-p-e-with-dr-brandi-kelly/] appeared first on Principal Matters [https://williamdparker.com].

Welcome back to another episode of Monday Matters! This week, Jen Schwanke and I are talking about a post [https://jen-newsletter-c4287d.beehiiv.com/p/staff-meeting-glow-up] Jen wrote for her newsletter about staff meetings. Running a staff meeting can be a daunting task! We hope that this episode will provide principals with ideas to run staff meetings in a way that makes sure all staff members are engaged. Listen to the episode to hear all of our takeaways and read Jen’s post [https://jen-newsletter-c4287d.beehiiv.com/p/staff-meeting-glow-up] to learn more! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Staff Meeting Glow-Up [https://williamdparker.com/2025/monday-matters-with-jen-schwanke-and-will-parker-staff-meeting-glow-up/] appeared first on Principal Matters [https://williamdparker.com].

A 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 tips do you have for someone transitioning to a support role without specifically defined responsibilities? Listen in to hear their response! MEET TIM VILLEGAS: Tim Villegas is the Director of Communications for the Maryland Coalition for Inclusive Education. He is also the founder of Think Inclusive, which is the blog, podcast, and social media handle of MCIE. He has 16 years of experience in public education as a teacher and district support specialist, and has spent 6 years at MCIE. His focus now is on how media and communications can promote inclusive education for all learners.  LIGHTBULB MOMENT: When Villegas was in college, a professor challenged him to create an inclusion plan for a high needs student. Tim thought the project would not end well. Still, he collaborated with a fifth grade teacher who was planning a topography map lesson. This teacher had a high needs student who loved to cut and tear bits of paper, so Tim and the teacher decided this student would help cut the cardboard out for the topography maps. Because of the advance planning and leaning into the student’s strengths and interests the project went really well. Tim describes this as a lightbulb moment for him in which he realized that it is possible to serve all students, you just need to plan.  STAYING COMMITTED TO INCLUSIVITY: Tim offers up a strong argument for why school leaders and teachers should stay committed to inclusivity. Learners deserve to be included in classrooms and experience curriculum just like everyone else. When you have the mindset that everyone belongs, you are going to do whatever it takes to make sure everyone is included. He argues that both curriculum and classrooms should be designed with everyone in mind. Villegas also argues that it is important for special needs students to be placed in general education classrooms in order for them to succeed after graduation. The longer a high needs student is segregated from their peers, the higher the likelihood is that they will have to be separated from their peers outside of school. It is much easier for students to enter society and function if they have spent time among their peers.  THOUGHTS ON RFK JR.’S RHETORIC: The post that led to Tim Villegas being a return guest on Principal Matters was one written in response to comments made by Robert F. Kennedy Jr. You can read the post here [https://mcie.org/think-inclusive/ive-seen-the-future-rfk-jr-says-isnt-possible/]. In his conversation with Will Parker, Villegas says that Kennedy’s rhetoric is fear based, and parallels the rhetoric of people who say that we shouldn’t include high needs support individuals in general education. Ultimately, the comments by RFK Jr. spread a false narrative around autism. Tim projects that in the near future, we will begin to see more schools that are dedicated specifically to educating learners with autism. He states that he thinks this is a mistake, because it is hard for autistic learners to integrate into a system they do not know when they are done with school. The evidence is clear; students learn best when they learn in natural environments.  STAYING CONNECTED: Listeners can stay connected to Tim Villegas via the MCIE website [https://mcie.org/resources/] or by listening to the Think Inclusive podcast [https://mcie.org/think-inclusive/].  The post PMP470: Staying Committed to Inclusivity with Tim Villegas [https://williamdparker.com/2025/pmp470-staying-committed-to-inclusivity-with-tim-villegas/] appeared first on Principal Matters [https://williamdparker.com].

This week on Monday Matters, Will Parker and Jen Schwanke discuss the article below written by Will about left brain and right brain leadership. Listen in to hear their conversation! LEFT BRAIN AND RIGHT BRAIN LEADERSHIP, BY WILLIAM D. PARKER There’s an old ad from Mercedes-Benz that shows an illustration of the human brain divided left and right. On the left side, the image is black and white. It has images like graphs and scaffolding. It contains words such as science, facts, linear, and process. On the right side, the image is full of splashes of color. It contains words like passion, dreams, singing, and love. The advertisement is apparently trying to convince us that owning a Mercedes complements both sides of the human brain. Brain science is much more complex than a simple division between the left and right sides of the brain, but the simple illustration is making a point about human behavior. Just as certain parts of our brain activity are activated by different thoughts (like computation versus dancing) people tend to find themselves gravitating toward one side or the other in their style or decision-making. In David Yeager’s book 10-20: The Science of Motivating Young People, he presents research on how the most highly effective teachers use a mentor mindset with students. He shows how teachers committed to both high expectations and high support tend to see higher student outcomes than teachers who emphasize one without the other. In other words, if a teacher has high expectations without high support, students feel stifled and unmotivated to engage in learning. If a teacher has high support without high expectations, students view them as a pushover and perform at lower levels. The key seems to be “using both sides of the brain” in our styles of teaching as well as inviting “both sides of the brain” in student learning. The same is true for school leaders. For the school leader, the entire campus is his or her classroom, and the question is: How do we hold our school community members to both high standards and high support at the same time? Recently, I asked a group of Assistant Principals to tell me how their best teachers use both sides of their brains, and they gave me very specific responses. I share them in two columns: Column 1: Left Brain Teaching * Analyzing data * Teaching to standards * High rigor * Curriculum mapping * Alignment * Reaching mastery * Commitment to process * Structured classrooms * Clear behavioral and academic priorities Column 2: Right Brain Teaching * Active learning * Engaged students * Collaborative settings * Facilitating inquiry * Guided “chaos” or curiosity * Applying lessons to real life * Creativity and expression * Whole child development * Individualized or differentiated learning When I asked these same leaders to apply what this looks like in their own roles as leaders of learning across an entire campus, they added the following: Left Brain Leadership * Setting expectations * Modeling behaviors * Sharing and following policies * Establishing structures * Intentionality * Data-driven decision-making Right Brain Leadership * Encouraging freedom and autonomy * Openness to “What if” scenarios * Environments that encourage suggestions * Inviting voice among all stakeholders * Facilitating buy-in * Improving engagement One example I shared for maintaining strong definitions of roles and responsibilities is knowing your own Key Responsibility Areas, as well as helping define those roles for team members. When we are clear on the division of responsibilities among our administrators, counselors, support staff, and teachers, we are able to divide tasks in ways that allow leaders to do what only leaders are able to do. If your goal is to spend more time in teacher observation and feedback, this cannot happen if you take on responsibilities that distract you from those priorities. Mark Shellinger, from the SAM National Innovation Project, has done years of research around principal time management. He suggests principals engage in the following practices to build structures that lead to more engagement in classrooms: 1. Schedule your management and instructional tasks in advance. 2. Have a follow-up meeting with someone you trust for accountability. 3. Create a first-responder structure. 4. Train people to use you the way you’d like to be used. Let’s Wrap This Up Your school is not a Mercedes-Benz car, but people are choosing today whether or not they believe in, and are committed to, the learning happening in your school. So, in a sense, your school is a brand, like it or not. More importantly, though, it is a learning community. Good brands appeal to both sides of the brain, and good learning does too. So does good leadership. How are you committed to both the structures (head) of high expectations, while also providing the supports (heart) of engagement and relationships that encourage the kind of learning environment every teacher, student, and parent wants to experience at school? Sources: PMP420: Mentoring Mindset with David Yeager (October 30, 2024) https://williamdparker.com/2024/pmp420-mentoring-mindset-with-david-yeager/ [https://williamdparker.com/2024/pmp420-mentoring-mindset-with-david-yeager/] PMP414: Managing Your Priorities with Mark Shellinger (September 18, 2024) https://williamdparker.com/2024/pmp414-managing-your-priorities-with-mark-shellinger/ [https://williamdparker.com/2024/pmp414-managing-your-priorities-with-mark-shellinger/] The post MONDAY MATTERS with Jen Schwanke and Will Parker – Left Brain and Right Brain Leadership [https://williamdparker.com/2025/monday-matters-with-jen-schwanke-and-will-parker-left-brain-and-right-brain-leadership/] appeared first on Principal Matters [https://williamdparker.com].

MEET CRYSTAL WILLIAMS: Crystal Williams is a dedicated instructional leader with 20 years of experience, currently serving as a District Literacy Coach in Houston, Texas. Originally from Albuquerque, NM, she holds a BA in Psychology and MA in Elementary Education. Now in her sixth year as an instructional coach, Crystal is passionate about equity, justice, and the transformative power of education. She has led data-driven coaching, modeled effective instruction, and facilitated meaningful feedback conversations. A seasoned presenter, she has designed and delivered equity-focused professional development. In 2024, a school she supported was recognized with a Superintendent’s Impact Award for instructional leadership. When she’s not advocating for justice in education, Crystal enjoys reading books on everything from open-hearted relationships to astrophysics and spending time with her Boxer Shepherd, Bernice. This week’s episode of Principal Matters podcast features Dr. Jen Schwanke interviewing Crystal Williams, a dedicated district literacy coach with 20 years of experience in Houston, Texas. Dr. Schwanke found Crystal on LinkedIn after being struck by a post about the often-misunderstood role of instructional coaches. The conversation delves into common misconceptions principals might hold, such as viewing coaches as unnecessary or as “spies.”  Crystal emphasizes that coaching is about instructional leadership, not just support, and highlights the importance of principals introducing coaches properly to build trust and credibility. She also shares insights on how principals can empower coaches by directing teachers to them for instructional inquiries. She explores the distinction between support and leadership in coaching, with support asking “what do you need?” and leadership asking “what will move us closer to our shared goals?” Crystal shares a powerful anecdote about witnessing a shift in a campus-based professional learning session when an instructional specialist began to relinquish control and allow teachers to engage in deeper dialogue.  Here are some of the most effective ways coaches build teacher capacity that Crystal highlights: * Observing without judgment: Coaches watch classroom dynamics and student learning to identify patterns without making immediate evaluations. * Analyzing student work collaboratively: Getting into the “weeds” with teachers to understand student thinking and inform next steps. * Taking low inference notes: Recording specific observations rather than interpretations to maintain teacher trust. * Focusing on strengths: Identifying and building upon existing positive practices. * Asking guiding questions: Facilitating teacher reflection and leading them to their own understanding and solutions. * Planning side-by-side: Collaborating with teachers to anticipate student misconceptions and design targeted instruction. Key indicators of coaching impact include changes in teacher language, increased student engagement, and improved instructional decision-making, alongside quantitative data like improved exit ticket accuracy and progress on standards. Crystal also candidly discusses the emotional toll of coaching, emphasizing the need for clear protocols and support for coaches who often become confidants for teachers. She concludes by sharing her philosophy of “leading like it matters,” focusing on purposeful interactions and connecting daily actions to broader goals. STAYING CONNECTED: You can stay connected to Crystal Williams via LinkedIn [https://www.linkedin.com/in/crystal-williams-b120ab186/]. The post PMP469: Instructional Coaching with Crystal Williams [https://williamdparker.com/2025/pmp469-instructional-coaching-with-crystal-williams/] appeared first on Principal Matters [https://williamdparker.com].