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Agricultural education is sometimes treated as a specialized opportunity reserved for rural schools, career and technical education programs, or communities surrounded by farmland. In reality, every community is connected to agriculture through its food systems, land use, environmental conditions, local businesses, cultural traditions, workforce needs, and patterns of access. For school and district leaders, fostering agricultural education does not necessarily require buildi

The first article I ever had published was a really big deal to me. This was back in the day, when I was working as a Model Schools Staff Specialist at our "County" BOCES (Board of Cooperative Educational Services). I had written something; someone thought it was worthy of publishing, and there it was. My name. My words. My ideas. In print. When the editor asked for my byline, I included my name, title, and the organization I worked for. The article was published, and when I

Educational leadership rarely comes with the luxury of addressing one issue at a time. There are state mandates to interpret, reports to submit, initiatives to implement, budgets to monitor, meetings to attend, deadlines to meet, and emergencies that arrive without warning. Most days, nearly everything placed in front of us is important. Important and priority are not always the same thing. Something can be important without requiring our immediate attention. Something can be

Fall in Love with the Problem, Briefly “Fall in love with the problem, not the solution” is powerful advice. It reminds us to slow down, remain curious, and understand what is really happening before rushing to fix it. We should not live inside the problem forever. Give the problem your full attention for 90 seconds. Ask what is happening beneath the surface. Consider who is affected, what assumptions you may be making, and whether you are addressing the real issue or simply

Why are there mirrors in a dance studio? The obvious answer is that dancers need to see themselves. They need to check their posture, placement, alignment, timing, and technique. They need to see whether the movement they believe they are making is the movement they are actually making. The mirrors are not there so dancers can simply admire themselves. They are there to provide information. A dancer may feel that an arm is fully extended when it is slightly bent. A turn may f

My parents were watching a video of my daughter’s competition when they noticed something happening far in the background. Across the gymnasium, well behind my daughter, someone threw her arms up and cheered when my daughter’s name was announced. The moment was small enough that I had not noticed it at first, but my parents did. They wanted to know who she was because her joy was unmistakable. It was my friend. She and her athlete live in another state. They compete for anoth

Leadership can become surprisingly sedentary. The meetings pile up. The emails keep coming. Problems arrive at the office door. Before long, leaders can spend most of the day sitting behind a desk, responding to what is directly in front of them while becoming increasingly disconnected from what is happening around them. One of the most valuable leadership practices I developed was also one of the simplest: taking a walk. Whenever the weather permitted, I took a 20-minute wal

Thoughtful Thursday “It is nice to have valid competition; it pushes you to do better.” ~ Gianni Versace Competition has the power to bring out the best in us, but only when we allow it to inspire rather than intimidate us. Valid competition is not about hoping someone else fails so that we can succeed. It is about recognizing excellence, respecting the work behind it, and allowing it to challenge us to raise our own standards. The strongest competitors are often the ones who

When we are little, adults love to ask us, “What do you want to be when you grow up?” For a while, the answers are usually a mix of fantasy, imagination, and whatever feels exciting in the moment. Astronaut. Singer. Veterinarian. Teacher. President. Broadway star. Professional athlete. Sometimes all of them in the same week. For me, the answer did not really begin to solidify beyond fantasy until middle school, when I met Mr. Clausen, my 7th grade science teacher. He taught s

When you walk into an interview, you are not just answering questions. You are telling the story of who you are, what you bring, and why the people across the table should be able to visualize you in the role, thriving, contributing, and solving problems they may not even know how to name yet. That is the power of a well-told professional story. It helps people see beyond the resume, beyond the title, beyond the bullet points, and into the real human being who can lead, build

Sometimes the most difficult leadership moments are not about one behavior, complaint, meeting, email, or conflict we can see. They are about the pattern underneath it. The coercive cycle of interaction occurs when two people or two groups become locked in a repeated back-and-forth pattern in which behavior escalates, reactions intensify, and eventually someone gives in just to make the moment stop. In school leadership, this can happen between administrators and teachers, ce

Years ago, I was standing in line at the "happiest place on Earth" with my kids. We were away. We were together. We were supposed to be in one of those rare pockets of time where the outside world fades and your full attention belongs to the people right in front of you. My phone rang. It was the middle school principal calling about grant applications. Not a crisis. Not an emergency. Not something that needed to interrupt a family trip. I still do not know why I picked up th

“All means all” is easy to say. It fits on a poster. It sounds good in a mission statement. It belongs in a strategic plan, a welcome letter, a classroom doorway, and a graduation speech. The real question is whether it lives in our daily practice. During Pride Month, schools and communities have an opportunity to pause and ask a deeper question: When we say every child belongs, do we mean every child as they fully are? Not every child arrives at school feeling equally safe.

We Were Warned, Then We Were Blamed In 1983, the United States was handed a warning label. The report was called A Nation at Risk: The Imperative for Educational Reform. It was written by the National Commission on Excellence in Education, a commission created by U.S. Secretary of Education Terrel H. Bell and chaired by David Pierpont Gardner. The commission was directed to examine the quality of American education and report its findings to the Secretary and the American peo

There is a familiar phrase we use when someone does not seem to fit. We say they are a square peg in a round hole. It is meant to describe a mismatch. It is meant to explain discomfort. It is meant to name the tension between a person and a system that was not designed with them in mind. In K-12 education, we use softer language, of course. We talk about placement, programming, intervention, readiness, compliance, acceleration, remediation, enrichment, behavior plans, service

The hallway is quiet long after the last bus has pulled away. A principal sits at their desk, staring at a list that keeps growing no matter how much gets crossed off. Emails unanswered. Conversations unfinished. Decisions waiting. Leadership can feel like this. Isolating. Heavy. Relentless. The truth that changes everything is simple and often overlooked. The people who truly want to see you win will help you win. In K–12 administration, that is not a feel-good idea. It is a

There was a time when the memes felt accurate. The exhausted teacher. The eye roll in the staff meeting. The quiet countdown to Friday. Those “funny” posts about dysfunction are not harmless. They are cultural artifacts. They tell the truth about how people feel when systems are misaligned, when voices go unheard, and when purpose gets buried under pressure. Here is the harder truth. When those memes resonate, they are not jokes. They are signals. After stepping away from the

We like to believe the curriculum is neutral. It feels objective. Structured. Safe. It is not. Every curriculum reflects choices about whose knowledge matters. What we include and what we exclude sends messages about value and power. What is presented as “standard” or “core” is never accidental. “Neutral” curriculum often defaults to dominant narratives. It centers some voices while marginalizing others, even when that is not the intention. Students notice. Even when we do no

Curriculum is not a document. It is not a pacing guide, a binder, or a digital platform neatly organized by units and standards. Curriculum is what students become because of what we design. That shift matters more than we often admit. It moves us from coverage to transformation, from delivery to intentional design, from asking “Did I teach it?” to asking “Who are my students becoming as a result of this experience?” Every task we design is shaping something. Every question w

There is a moment in every career when the next step stops looking like a promotion and starts looking like a reckoning. The title may change, the influence may expand, but the weight shifts in ways no job description ever fully captures. I remember standing in a hallway after a long and grueling Board of Education meeting. The kind of meeting that drains every ounce of composure, where every decision is scrutinized, and every word feels political. What I saw next has stayed