Lessons from Beekeeping with Dr. Fernando Branch – PMP514

Lessons from Beekeeping with Dr. Fernando Branch – PMP514

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 joined a new team and I want to build trust without coming across as too eager to be accepted, if that makes sense. What’s the balanced way to do this? Listen in to hear their response! MEET DR. FERNANDO BRANCH: Dr. Fernando Branch is the principal of Robert F. Smith STEAM Academy in Denver, Colorado, where he leads innovative work focused on culture, instruction, and college- and career-ready pathways. With more than 25 years in education, he is a nationally recognized turnaround leader who has helped transform schools across multiple states by rebuilding systems and strengthening school culture.  [https://williamdparker.com/wp-content/uploads/2026/08/PMP-Template-40.png] His work emphasizes social-emotional learning, trauma-informed practices, and a whole child to whole family approach to education. In addition to his leadership in schools, Fernando is an author, consultant, and passionate beekeeper, often drawing powerful leadership lessons from the work of building and sustaining thriving hives. LEADERSHIP BEGINS WITH MINDSET AND PEOPLE: Dr. Branch explains that meaningful change begins with the right mindset and people. He emphasizes servant leadership as a foundation, where educators see their work as a mission rather than a job. Alongside this is a commitment to relentless relationship-building, which he describes as essential for trust, collaboration, and long-term success. He also highlights the importance of team design, describing his staff as a puzzle of diverse strengths that, when aligned, create a powerful and unified force for student success. VISION AND CONVICTION DRIVE CHANGE: At the core of turnaround leadership, Dr. Branch stresses the importance of clarity and conviction. Leaders must establish a clear and compelling vision, communicate it consistently, and take full ownership of outcomes. Most importantly, they must hold unwavering expectations. As he puts it, “The bar is the bar.” He challenges leaders to reject limiting beliefs and instead operate with the mindset that every student is capable of excellence, reminding us that “There are footprints on the moon—who are we to limit what students can achieve?” FROM WHOLE CHILD TO WHOLE FAMILY: One of the most impactful shifts in his work has been moving from a focus on the whole child to a broader whole family model. Dr. Branch explains that many students are not dealing with isolated trauma, but rather ongoing and generational challenges. Because of this, schools must extend their reach beyond the classroom by building partnerships with community organizations and offering supports such as financial literacy workshops, mental health resources, and career exposure opportunities. This approach strengthens not only students but entire families and communities. EXPANDING PERSPECTIVE THROUGH GLOBAL EXPERIENCES: A bold and innovative part of his leadership includes ensuring students gain global exposure. Dr. Branch has made it a priority for students to obtain passports and travel internationally, believing that exposure builds perspective and possibility. These experiences help students see themselves as global citizens and reshape how they view their futures. The impact has extended beyond students, as families themselves have begun engaging in travel and new opportunities as a result. TRAUMA-INFORMED LEADERSHIP MUST BE INTENTIONAL: He also challenges traditional approaches to social-emotional learning, emphasizing that trauma-informed leadership must be intentional and ongoing. One-time professional development is not enough; schools must build consistent systems that support both students and educators. Dr. Branch reminds listeners that trauma affects entire communities, and effective leadership requires a commitment to both teaching and healing. BEEKEEPING AND LEADERSHIP LESSONS: Drawing from his experience as a beekeeper, Dr. Branch offers a powerful metaphor for leadership. A hive thrives only when conditions are carefully monitored, threats are addressed, and every part of the system works together. The beekeeper must be observant, patient, and intentional. In the same way, school leaders must nurture environments where people can succeed. As he explains, “If the hive isn’t functioning… it won’t produce a good harvest.” This analogy highlights the importance of protecting and cultivating the systems that drive success. THE POWER OF TIME AND PURPOSE: He closes with a reflection on time and purpose, sharing a quote that has guided him since he was 18. “Every moment matters, and leadership is ultimately about how we choose to use the time we’re given.” By showing up fully for students, staff, and communities, leaders have the power to change lives in meaningful and lasting ways. STAYING CONNECTED: If you would like to learn more about Dr. Fernando Branch, you can email him or visit any of the channels listed below: * LinkedIn: linkedin.com/in/dr-fernando-branch-5763928 [http://linkedin.com/in/dr-fernando-branch-5763928] * Nonprofit: https://www.cmocc.org/about-us.html [https://www.cmocc.org/about-us.html] * Email: fernandobranch@gmail.com * CMOCC email: fbranch@cmocc.org The post Lessons from Beekeeping with Dr. Fernando Branch – PMP514 [https://williamdparker.com/2026/pmp514-lessons-from-beekeeping-with-dr-fernando-branch/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – Weather vs. Climate

This week on Monday Matters, Will Parker and Jen Schwanke discuss a recent newsletter from Jen, “Weather vs. Climate [https://jen-newsletter-c4287d.beehiiv.com/p/weather-vs-climate]”. Jen starts out the episode recounting a time that she got caught in an unexpected storm while on a run. She then goes on to talk about how sometimes unexpected storms pop up in leadership. Leaders don’t always know when people are going to push back against a decision, or when there’s going to be a lot of deep emotions. When this happens, it’s like a storm flaring up out of nowhere, but a storm is not indicative of the overall climate of a school.  Climate is what happens regularly at a school, it’s persistent and systematic. Shaping a school climate so that it can weather a storm is important, but we often rob our climates of the thing that is going to protect them during severe weather. Will asks listeners: “If we know crazy weather is going to happen eventually, how do we shape our climate to lower the stress of intense storms?”.  Jen also shares four questions to ask yourselves when a storm rolls into a school: 1. Is this pushback a sign that the work is wrong or is this just a natural symptom of change? 2. If I adjust this strategy, am I doing it because I want to improve its impact, or am I just trying to avoid the storm? 3. Six months from now, will I even remember this storm? 4. Six months from now, if I hold this line, will I see a lasting, positive impact for our students?  Listen in for more takeaways! And, as always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Weather vs. Climate [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-weather-vs-climate/] appeared first on Principal Matters [https://williamdparker.com].

Cornerstones of Effective Schools with Dr. Darin Thompson – PMP513

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 wanting to intentionally develop leaders on my team. Ideas or suggestions? Listen in to hear their repsonse! MEET DR. DARIN THOMPSON: [https://williamdparker.com/wp-content/uploads/2026/08/PMP-Template-38-1024x1024.png] Darin A. Thompson, PhD, is a veteran K–12 leader from Fairfax, Virginia, with nearly 20 years of experience and the founder of Pivotal Leaders Group. A two-time Outstanding Principal of the Year semi-finalist within his region, Dr. Thompson has led transformative school improvement efforts across multiple school divisions, resulting in double-digit gains in student outcomes and significant reductions in achievement gaps for historically underserved populations. A regular presenter at conferences such as NAESP/NASSP’s United Conference, Making Schools Work, and the Virginia Alliance of Black School Educators, Dr. Thompson has contributed to Education Week, the Journal of Urban Learning, Teaching, and Research, and other publications. He is the author of The Four Cornerstones of Effective Schools, [https://www.solutiontree.com/four-cornerstones-of-effective-schools.html] published by Solution Tree, and a proud member of Kappa Alpha Psi Fraternity, Inc. EFFECTIVE SCHOOLS & THE FOUR CORNERSTONES: Dr. Thompson’s framework centers on the belief that effective schools are built through intentional systems, not isolated initiatives. In The Four Cornerstones of Effective Schools, he outlines how culture, collaboration, and aligned structures work together to support improvement. Rather than chasing new programs, leaders are encouraged to focus on building systems that consistently reinforce high-quality teaching and learning. DR. THOMPSON’S EDUCATIONAL JOURNEY: Dr. Thompson shares that his path into education was anything but traditional. Initially interested in careers in law and financial planning, he discovered his passion for teaching and was later encouraged by a principal to step into leadership. That encouragement set him on a path that would eventually lead to the principalship and beyond, shaping his belief that leadership development often begins with someone recognizing potential in others. THE PIVOTAL LEADER MINDSET: A key takeaway from the conversation is the importance of developing a “pivotal leader mindset.” Dr. Thompson explains that school improvement begins with how leaders think. Growth-oriented beliefs, combined with a willingness to examine one’s own assumptions, allow leaders to better navigate complex challenges. Without this mindset, even the best strategies can fall short. LIMITING BELIEFS IN LEADERSHIP: As the discussion continues, Dr. Thompson highlights how limiting beliefs can quietly undermine progress. Under pressure, leaders may begin to question their own effectiveness or doubt the capabilities of their staff. He emphasizes the importance of confronting these beliefs with evidence and shifting the focus toward building skills and capacity. When leaders change how they think, they change how they lead. SCHOOL CULTURE & STAFF SUPPORT: The conversation reinforces that strong culture is foundational to any improvement effort. Dr. Thompson describes common barriers such as complacency, isolation, and command-and-control leadership, all of which can limit progress. He stresses that support must come before accountability—teachers need clarity, resources, and encouragement before they can be expected to perform at high levels. DIAGNOSING THE CULTURAL LANDSCAPE: Before implementing change, Dr. Thompson encourages leaders to pause and assess their current environment. He introduces three essential elements for a culture of support: clarity, trust, and readiness. Clarity ensures everyone understands the vision, trust builds confidence in leadership, and readiness equips staff with the skills needed to succeed. Skipping this diagnostic step often leads to frustration and failed initiatives. BUILDING INSTRUCTIONAL CAPACITY: Improving instruction requires more than one-time professional development. Dr. Thompson shares strategies for building capacity over time, including job-embedded learning, teacher-led sessions, and consistent feedback. He describes practical approaches like teacher-led “egg camps,” where educators share effective practices based on real classroom data, creating relevance and ownership in the learning process. PLCS & COLLABORATION: Professional Learning Communities play a critical role in sustaining improvement. Dr. Thompson explains that effective PLCs go beyond logistics and focus on meaningful collaboration around instruction and student outcomes. While resistance is common at first, establishing clear expectations and purpose helps shift teams toward deeper engagement and shared responsibility. SYSTEMS FOR SUSTAINABLE IMPROVEMENT: Throughout the conversation, Dr. Thompson returns to the importance of systems. Strong systems act as guardrails, helping leaders stay focused on priorities and avoid reactive decision-making. By aligning systems with the school’s vision, leaders create consistency and momentum, allowing improvement efforts to take root and grow over time. LEADERSHIP & WELL-BEING: The episode concludes with an encouraging message for leaders. Dr. Thompson reminds listeners that meaningful school improvement is possible without burnout. By focusing on systems, maintaining clarity, and prioritizing the right work, leaders can create lasting impact while also sustaining their own well-being. His message is both practical and hopeful—offering a clear path forward for those committed to leading effective schools. STAYING CONNECTED: You can stay connected with Dr. Thompson’s work via the following channels: * LinkedIn: https://www.linkedin.com/in/drdarinthompson/ [https://www.linkedin.com/in/drdarinthompson/] * Solution Tree contact: https://www.solutiontree.com/darin-a-thompson.html [https://www.solutiontree.com/darin-a-thompson.html] * Visit Darin’s website, www.DrDarinThompson.com [http://drdarinthompson.com/] * Follow Darin on Youtube @drdarinthompson [http://youtube.com/channel/UCvK9JNJnFWIHzU47IBsA6ZQ] * Follow Darin on Instagram @drdarinthompson [https://www.instagram.com/drdarinthompson/] Find Dr. Thompson’s new book, The Four Cornerstones of Effective Schools, here: https://www.solutiontree.com/four-cornerstones-of-effective-schools.html [https://www.solutiontree.com/four-cornerstones-of-effective-schools.html] The post Cornerstones of Effective Schools with Dr. Darin Thompson – PMP513 [https://williamdparker.com/2026/cornerstones-of-effective-schools-with-dr-darin-thompson-pmp513/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – What Kind of Day is It?

This week on Monday Matters, Jen Schwanke and I take some time to talk about decision making. Inspired by a newsletter [https://jen-newsletter-c4287d.beehiiv.com/p/big-decision\] Jen recently wrote, we talk about how it’s important to make decisions on an average day, not a really good day or a really bad one. School leaders make a lot of decisions each day, and sometimes it’s easy to let emotion drive your decision making. Even if you don’t realize it, the kind of day you are having can significantly impact your decisions. Taking the time to make sure that you are in the right mindset to make important decisions is the key to fair decision making. There’s no shame in taking a break and coming back to make your decision at a later time. Listen to the full conversation to hear all of our takeaways! We hope this conversation serves as a reminder to leaders to remain thoughtful and grounded in their decision making process, especially as you step into the new school year. As always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – What Kind of Day is It? [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-what-kind-of-day-is-it/] appeared first on Principal Matters [https://williamdparker.com].

PMP512: Forgiveness Looking Like Nachos  with Dr. Will Darter

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: How can I set the tone on Day #1? Listen in to hear their response! MEET WILL DARTER: [https://williamdparker.com/wp-content/uploads/2026/08/PMP-Template-37-1024x1024.png] Dr. Will Darter is a rural school superintendent, author, presenter, speaker, and national advocate for small school leadership. He is the host of the Rural Education Leaders Podcast that elevates and celebrates rural voices and focuses on impact for leaders. Will is the author of The Empowered Rural Education Leader [https://www.amazon.com/dp/B0GD4FVZH6?lv=shuf&bestFormat=true&social_share=cm_sw_r_ffobk_cp_ud_dp_8PZVV9V07AERF9NFX3JF&channelId=704&ref_=cm_sw_r_ffobk_cp_ud_dp_8PZVV9V07AERF9NFX3JF&plpRedirect=mhFallback], where he champions the belief that big things come from small schools. Will’s transformative leadership and service have had him recognized as the Emerging Superintendent by the Southwest Missouri Association of School Administrators, a Leader of Impact in Small Schools by the National Association of School Superintendents, and a member of the Springfield Business Journal’s 2026 40 Under 40 Class for his leadership, service, and impact in education. Will is passionate about equipping leaders with practical systems, clear vision, and a deep commitment to service. Through his writing, speaking, and podcasting, he empowers educators to build strong cultures, steward resources wisely, and create lasting impact in the communities they serve. LET’S GET INTO THE EPISODE: In this episode, hosted by Dr. Jen Schwanke, we challenge the “bigger is better” narrative that often dominates educational conversations. While urban and suburban districts frequently capture the national spotlight, the heart of American education beats strongly in its rural communities. My guest today, Dr. Will Darter, joins us to share his unique journey from a childhood in Orange County, California, to the rural heartland of Missouri, where he now serves as a dedicated administrator and advocate for small schools. We discuss the challenges and value of tight-knit communities, the shift from a “scarcity mindset” to one of stewardship, and why the most impactful leadership isn’t about a ladder of status, but about climbing a “wall of significance.” SIGNIFICANCE OVER STATUS: Rural leadership offers a unique level of visibility and impact. In a small district, leaders can’t hide; success is measured not by “flashy” facilities, but by the faithfulness of service and the depth of connection to every student and staff member. THE “SPEEDBOAT” ANALOGY: Unlike large “cruise ship” districts that take a long time to turn, small schools function like speedboats. With a clear, written plan and a driven team, rural leaders can implement change and see the direct impact of their vision almost immediately. STEWARDSHIP VS. SCARCITY: Rather than focusing on what they lack compared to suburban and urban districts, rural leaders are best served by focusing on the resources they do have. This includes building local partnerships where the community and students work together to improve their own schools. CONNECTION AS THE ANTIDOTE TO BURNOUT: Rural administration can feel like an island, but isolation is often self-imposed. Dr. Darter emphasizes that “connection beats burnout” and advocates for maintaining a tight inner circle of mentors and peers to sustain long-term passion for the work. STAYING CONNECTED: If you would like to learn more about Will Darter, follow any of these links below: * LinkedIn: https://www.linkedin.com/in/will-darter/ [https://www.linkedin.com/in/will-darter/] * Website: www.ruraleducationleaders.com [http://www.ruraleducationleaders.com/] * Podcast: https://open.spotify.com/show/7ujMABwGv0f1wWphLlBpVj [https://open.spotify.com/show/7ujMABwGv0f1wWphLlBpVj] * YouTube: https://youtu.be/8UDuM-eKFAo [https://youtu.be/8UDuM-eKFAo] * Book: https://a.co/d/0dn7kAZD [https://a.co/d/0dn7kAZD] The post PMP512: Forgiveness Looking Like Nachos  with Dr. Will Darter [https://williamdparker.com/2026/pmp512-forgiveness-looking-like-nachos-with-dr-will-darter/] appeared first on Principal Matters [https://williamdparker.com].