MONDAY MATTERS with Jen Schwanke and Will Parker – Welcome to May-cember
May 04, 2026
Show notes
Welcome to “May-Cember”: 5 Steps for Closing Out the School Year (And Preparing for Your Next Launch) by William D. Parker
It’s the end of the school year, and the last month of school is often the busiest. My wife likes to call this month “May-cember” because, next to Christmas, there’s not a busier time for school leaders.
When people outside of education ask what you do at the end of the year and how you prepare for summer, you may want to smile, knowing that wrapping up a school year and managing summer to-do’s can be a heavy lift. There’s a common assumption that once the school year ends, school leaders simply step away for a couple of months. And while you may have opportunities for rest and time with family, you know the reality is more complex.
I like to use the cruise ship analogy. You’ve just finished a full voyage with your students and staff. The building begins to quiet, but your work shifts. The passengers have disembarked, and now you’re preparing the ship for the next journey.
Even in the summer, schools don’t fully stop. There are still students in the building, programs running, and responsibilities that continue. At the same time, these weeks give you a critical window to finish well and begin building momentum for the year ahead.
From my own years as a principal, and from watching other leaders navigate this season well, here are a few suggestions to consider. These aren’t meant to be prescriptive. Every school and team is different. But I hope they offer something helpful as you reflect on your own context.
1. Create a working list you can return to each year. You face many of the same responsibilities this time each year: reports, scheduling, hiring, budgeting, and communication. Instead of starting from scratch each year, consider building a running list you can revisit and refine.
Over time, that list becomes a reliable guide. It helps you stay organized, reduces decision fatigue, and ensures important details don’t get overlooked during a busy season.
2. Be intentional about sharing responsibility. You are not meant to carry this work alone. As you close out the year, take time to clearly define who owns which responsibilities.
When your team knows their roles, multiple priorities can move forward at once. Clear communication, shared documents, and regular check-ins help everyone stay aligned. This approach not only improves efficiency but also builds trust and develops leadership capacity in others.
3. Adjust your pace to protect energy. The end of the school year is demanding. If you move straight into summer at the same pace, burnout can follow quickly. Keep a sensible schedule where you can.
Consider how you might adjust schedules to create more focused work time and space for recovery. Shorter days, flexible hours, or intentional planning windows can make a difference. When you and your team have time to recharge, the work you do tends to be more thoughtful and effective.
4. Collaborate on the work that matters most. Some tasks can be completed independently. Others require deeper thinking and shared perspective.
When you’re working through complex challenges like staffing, master scheduling, or program decisions, invite others into the conversation. You will often find better solutions when you draw on the collective insight of your team.
5. Make rest part of the plan. It can be tempting to treat rest as something you’ll get to if time allows. In reality, it needs to be intentional.
As you plan the end of the semester and the summer ahead, think about how you can ensure coverage while also encouraging your team to truly step away. Give yourself permission to do the same. Time to rest and reset is not a luxury. It is part of what allows you to lead well when the new school year begins.
Let’s Wrap This Up As you move through these final weeks and into the summer, remember that how you finish this year will shape how you begin the next.
You may not complete everything on your list, and that’s okay. Leadership always involves more priorities than time allows. But with a clear sense of focus, shared responsibility, thoughtful pacing, collaboration, and intentional rest, you can position your team for a strong start.
You’ve already led through a full year of challenges and successes. This next phase of your journey is an opportunity to reflect, reset, and prepare for what comes next.
PMP498: Rethinking High School with Dr. Dominique Smith
Apr 29, 2026
Show notes
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:
Help! Our school construction project was supposed to be finished for the start of next semester, and we found out it won’t be completed till some time in late October. How do you lead a school through multiple classrooms being displaced in the middle of a semester?
Listen in to hear their response!
Meet Dr. Dominque Smith:
Join Dr. Jen Schwanke as she welcomes a very special guest, Dr. Dominque Smith, the driving force behind Health Sciences High and Middle College (HSHMC) in San Diego. HSHMC is a uniquely diverse school with a profound mission to be a “home away from home” for its students while preparing them for high-demand careers in health and healthcare. Dr. Smith shares his expertise on how to build a truly equitable, restorative, and mission-driven school culture. We dive into the core principles that guide HSHMC, the power of a social work lens in educational leadership, and the practical steps his team takes every day to ensure every student feels a powerful sense of belonging and leaves with “A Diploma That Matters.”
In today’s episode, you will learn about several different mindsets at HSHMC, including:
The Power of Belonging: Learn the specific, practical strategies HSHMC uses daily to foster a family-like environment, ensuring every student feels a sense of belonging in their diverse community.
Restorative Practices in Action: Dr. Smith shares a compelling rationale behind using a restorative approach—rather than a punitive one—and how it can fundamentally change a student’s path and trajectory. He does not see restorative practices as a lack of consequences; on the contrary, he sees it as an opportunity for students to accept consequences and own the aftermath of their decisions.
A Social Work Lens on Leadership: Discover how Dr. Smith’s Master’s in Social Work shapes his daily decisions as a principal, offering a unique perspective that prioritizes the holistic well-being and needs of students over a traditional educational leadership approach.
Theme Integration & Career Pathways: We explore how the “Health & Healthcare” theme is integrated across the curriculum at HSHMC—not just in science—and how HSHMC creates personalized pathways to ensure students leave with “A Diploma That Matters,” ready for college or a high-skill career.
Dismantling Barriers to Equity: Dr. Smith discusses what he sees as the single biggest barrier to creating truly equitable schools in America today and shares the active steps HSHMC is taking to cultivate a culture where every student is supported and successful.
The work being done at HSHMC, guided by Dr. Smith’s expertise in restorative practices and equity, offers a necessary and powerful model for school leaders everywhere. Don’t miss this conversation on building a truly mission-driven culture where every student is seen, supported, and prepared for a meaningful future. To learn more, check out Dr. Smith’s books at Corwin.com or Amazon.com, or visit Dr. Smith’s school’s website at hshmc.org.
MONDAY MATTERS with Jen Schwanke and Will Parker – Wayward Solutions
Apr 27, 2026
Show notes
Recently, Jen Schwanke shared a newsletter about wayward solutions. She and I spent this week’s episode of Monday Matters discussing solutions. Specifically, we talk about how solving a problem can sometimes lead to even more problems down the road. In school leadership, we are constantly trying to find solutions to problems, but we have to remember to look at the big picture and consider the impact of our solutions before implementing them. Jen also shares an amusing story from her childhood to illustrate the points we are making in this episode. Listen in to hear the full conversation!
PMP497: Magic Acronyms with Andrew Marotta
Apr 22, 2026
Show notes
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 a new principal and preparing for my first meeting to let a teacher know we won’t be renewing their contract for next year. Any tips on how to do this well? How do you control any damage to the culture of the school if it upsets other teachers?
Listen in to hear their response!
Meet Andrew Marotta:
Andrew Marotta is the Director of Communications and Academic Services for Port Jervis Schools in New York. After spending more than 20 years as a principal and assistant principal, he stepped into this role to champion his district in creative ways while expanding his work as an author, speaker, and podcaster.
Andrew is a husband, father, adjunct professor of school leadership, and the founder of the Surviving and Thriving movement. A master storyteller, he loves to energize others with authentic stories, memorable visuals, and engaging, thought-provoking activities — all rooted in his commitment to positively impact every person he meets.
He also officiated Division I men’s college basketball for nearly 20 years, balancing high-pressure moments on and off the court — lessons he brings to life for other leaders.
He is the author of seven leadership books, including his latest, The Magic Acronyms, Formulas & Impactful Stories of Leadership, a tribute to Dr. Rob Gilbert and the Success Hotline that explores leadership through hope, action, and timeless success principles.
Lessons from the Work:
Andrew spent years as both a principal and a college basketball official. Over the course of his career he learned many lessons from both fields that help him in his work with teachers and students, and he shares three with Principal Matters listeners. One lesson is that you have to show up and do the job, no matter how you feel. The second lesson is that sometimes all you have to do is be a great listener. The third lesson that Andrew shares is the importance of being authentic, and using your mistakes to better yourself. He tells listeners, “If you make a mistake, admit it. Then you make sure you go back and do better.”
The Success Hotline:
Andrew’s most recent book, The Magic Acronyms, Formulas & Impactful Stories of Leadership, a tribute to Dr. Rob Gilbert, tells the story Dr. Gilbert’s Success Hotline and how instrumental it has been to Andrew’s career. In it, he weaves his own experiences into the story and shares some of the acronyms he uses that contribute to his success as a leader. One thing Andrew learned from Dr. Gilbert is the importance of persistence and mental strength. He also talks about how a commitment that is greater than your feelings will get the results that you want.
Supporting Others:
Throughout the episode, Andrew talks at length about supporting others, whether that is school leaders, teachers, students, or other members of your community. He reminds listeners not to lose sight of the fact that leadership is about others. When you pour into supporting teachers, you will get the results you are looking for because people respect you. The same goes for students, parents, and other members of your school community. Andrew talks about when his mother passed away. He says that he made a memorial post for her on social media, and most of the comments on that post were from former students and parents, who talked about the impact he had on them. He shares this story to showcase how the impact you make through developing trust and relationships stays with you throughout your career.
Staying Connected:
You can learn more about Andrew Marotta at www.andrewmarotta.com & through his #ELBlog & podcast: Education Leadership & Beyond found on Facebook, LinkedIn, X @andrewmarotta21, and Instagram.
You can also contact him through email: andrewmarottallc@gmail.com
MONDAY MATTERS with Jen Schwanke and Will Parker – Staying Connected to the Work
Apr 20, 2026
Show notes
This week, Jen Schwanke and I talk about the importance of proximity and presence in our work with schools. I hope the ideas remind you of the power of being connected and visible with those whom you serve, no matter, what role you play. You read more thoughts in the short post I wrote below. Or listen in for more conversation and takeaways!
Staying Connected to the Work, Not Just the Ideas
I’ve been reading a lot of Wendell Berry this year. A friend recommended him years ago, and I finally picked up his books after spending time in rural Kentucky visiting schools I serve there.
Berry writes about a fictional farming community along the Kentucky River, spanning decades of change from the 1930s through the 1970s. He was not just an author and professor. He was also a farmer. Through his stories, he shows what happens when a way of life shifts under the pressure of growth, efficiency, and modernization.
Yes, tractors, highways, and large-scale farming brought progress. But they also brought loss. Small farms disappeared. Communities dispersed. Relationships changed.
In one scene, Andy Catlett, now an older man, attends a conference on agriculture. As he listens, he realizes something unsettling. The experts presenting no longer farm. They study it. They write about it. But they don’t live it. And yet they are the ones telling farmers to “go big or get out.”
That moment stuck with me.
Because it raises a question for all of us in education. What happens when we get too far removed from the work we’re trying to influence?
A few weeks ago, I attended an evening event at a local school. The principal opened the doors to the community. Students in JROTC uniforms greeted guests. The band performed. Students led us to classrooms where they shared how they had grown through clubs, internships, athletics, and college partnerships.
It was a powerful night.
Walking those halls, talking with students and teachers, and being present in the life of the school reminded me of something simple: Doing the work is different from talking about the work.
And I say that as someone who spends a lot of time talking about schools.
So I’m reminding myself of two things.
If I want to stay relevant in serving schools, I have to stay close to them.
Not just through research or conversations, but through presence. And there is always a danger, even for people like me, of pushing ideas that sound good in theory but don’t fit reality. The same “go big or get out” mindset can show up in education when we chase growth without purpose.
Growth for the sake of growth is just action without purpose.
I was reminded of that recently in a conversation with Dr. Fernando Branch (an upcoming guest on my podcast and principal of Robert F. Smith STEAM Academy in Denver). A few years ago, he made a decision to help students obtain passports because he believed exposure to the world could expand their thinking and opportunities.
Since then, students have traveled to Costa Rica. This year, they’re going to Italy. Families are getting passports too. Students are showing up differently because their view of what’s possible has changed.
That’s not growth for growth’s sake. That’s purpose-driven leadership.
It’s also a reminder that what works in one school is not a prescription for another. Every community is different. Every school has its own story. But every student deserves a school that expands their opportunities.
As I continue coaching, visiting schools, and having conversations with leaders, I’m reminded how easy it is to drift into becoming an “expert” who talks more than listens.
We have to resist that.
That’s why I encourage principals to bring teachers and even students to conferences. The smartest person in the room is the room. We are better when we learn together, not in silos.
Student-centered leadership looks like leaders regularly asking students what is working and what is not. It looks like inviting student voice into decisions that shape the school. It looks like prioritizing time for collaboration among teachers, leaders, and students.
As I think about what works in schools, I want to stay grounded in the real work happening in classrooms and hallways, not just ideas about it.
And I think that’s why you’re here too.
Leaders who care about growth are always looking to learn. But the goal is not just to learn more. It is to stay connected to the people and the purpose behind the work.
So as the year gets busy and your to-do list grows, don’t lose sight of this. The relationships you build with students, teachers, and your community are where the real impact lives.
Long after the meetings, the plans, and the initiatives are done, that’s what will last.
Now It’s Your Turn
How often do I intentionally seek input from students and teachers about what is working and what is not?
Am I pursuing growth with clear purpose, or simply responding to pressure, trends, or expectations?
What is one way I can increase authentic student voice in leadership decisions this month?
PMP496: Crisis-Tested Strategies with Lauren Berlin
Apr 15, 2026
Show notes
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 planning PD for next year and want to pour into my leadership team. Suggestions for making my good intentions a reality?
Listen in to hear their response!
Meet Lauren Berlin:
Lauren Berlin is an education leader with more than 20 years of experience helping schools navigate everything from daily challenges to real crises — including natural disasters and student tragedies.
As a school administrator, she managed million-dollar budgets and led community-wide crisis responses, learning firsthand what separates reactive managers from intentional leaders.
Today, she works as an executive and leadership coach, helping overextended school leaders break free from the constant urgency that leads to burnout. Lauren teaches how to tell the difference between what’s truly important and what just feels urgent, so leaders can focus on the meaningful work that brought them into education in the first place.
Her coaching emphasizes balance — staying calm in crisis, setting healthy boundaries, and leading with purpose instead of reaction. You can learn more or connect with her at https://www.laurenberlincoaching.com/.
Now Let’s Get Into the Episode:
In the world of education, leaders are often faced with unpredictable challenges that require not only quick thinking but also emotional resilience. In this episode of the Principal Matters podcast, host Will Parker engages with Lauren Berlin, an experienced education leader and coach, to explore crisis-tested strategies that can help school administrators navigate tumultuous times with grace and effectiveness.
Lauren’s Journey:
Lauren Berlin’s path to education leadership is anything but traditional. Starting her career as an educational psychologist, she worked with students with autism before taking on administrative roles that included managing a high school as an assistant principal and later as the principal of a continuation high school. Lauren emphasizes that there is no single route to leadership; rather, it’s essential to find your own passion and interest in the field.
Crisis Management:
One of the key topics discussed is the range of reactions to crises within school communities. Lauren recalls her experience in Santa Barbara, where she faced multiple crises, including natural disasters and student tragedies. She highlights how the best gift a leader can offer during such times is their presence—actively listening and supporting the grieving community rather than trying to fix problems immediately. This approach fosters a sense of solidarity and understanding among staff and students alike.
The Importance of Reflection:
Will and Lauren dive into the necessity of reflection for school leaders, especially when faced with overwhelming situations. They discuss the Eisenhower Matrix, a tool that categorizes tasks into four quadrants based on urgency and importance. Lauren urges leaders to spend most of their time focusing on quadrant two—tasks that are important but not urgent, such as strategic planning, relationship building, and instructional leadership.
Practical Strategies:
To help leaders shift their focus from urgent tasks that may be less impactful, Lauren suggests practical strategies such as reviewing calendars to identify unnecessary meetings or tasks that can be delegated. She emphasizes the importance of setting aside time for reflection and meaningful work. Additionally, she points out that email can be a productivity trap and encourages leaders to replace email communication with quick phone calls or scheduled check-ins to foster deeper connections and more efficient problem-solving.
MONDAY MATTERS with Jen Schwanke and Will Parker – Getting Through Hard Times
Apr 13, 2026
Show notes
This week on Monday Matters Jen Schwanke and Will Parker take some time to talk about finding solace in work during hard times. Every leader experiences bad days and hard times, and we respond to them in a variety of ways. Some people need to be alone when they grieve, while some people need to jump right back into their routines so that they can feel some kind of control. Jen shares the story of when she lost her dog. For her, going to work was a safe place to land during a hard time, and was a welcome distraction from her sadness. While they are not saying that all listeners need to continue working through grief, Will and Jen both talk about how the sense of community that comes along with working at a school helps them during hard times. Listen in to hear the full conversation!
This post was inspired by a newsletter from Jen Schwanke. You can check it out here!
PMP495: The Fierce-Hearted Leader with Leanne Nicol
Apr 08, 2026
Show notes
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.
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.
MONDAY MATTERS with Jen Schwanke and Will Parker – The Expectation Conversation
Apr 06, 2026
Show notes
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. Listen in to hear the full conversation!
PMP494: Rethinking Walkthroughs with Mark Shellinger
Apr 01, 2026
Show notes
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 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
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