Tammy Tutterow

The longer I teach, the more I realize how deeply elementary school teachers shape students. When students have strong teachers in their early years, it shows—in their writing, thinking, confidence, and everything they do.

We talk a lot about student outcomes. Test scores. Data. Growth. But we ignore the one thing driving all of it. The teacher’s experience. If teachers feel supported, trusted, and valued, they are 6 times more engaged. Thats makes for a dynamic learning environment

Great principals do a thousand things in a given week. They solve problems, support teachers, calm worried parents, guide students, analyze data, and keep a school moving forward. It’s complex work. But when you step back and look closely, the most effective principals tend to get a few foundational things consistently right. Here are ten of the habits that set great principals apart: 1. They recognize the value of every adult in the building. From teachers to custodians to office staff, great principals know that schools succeed because of people. They notice the work others do, and they make a point to say thank you often. 2. They support their teachers—especially when it matters most. Whether the challenge is a difficult student, a frustrated parent, or a tense situation with a colleague, great principals stand beside their teachers. They trust them. They believe in them. And their staff knows they have someone in their corner. 3. They lead from the halls, not just the office. Great principals understand that leadership happens where learning happens. You’ll find them in classrooms, hallways, the lunchroom, the bus line, and at carpool—engaging with students and connecting with staff. 4. They involve others in decisions. Great principals know they don’t have all the answers—and they don’t try to. They seek input, invite perspectives, and empower others to help shape the direction of the school. 5. They stay focused on learning. Student achievement is always on their radar. They spend time in classrooms, encourage strategic instruction, and ensure assessments are meaningful. Most importantly, they help teachers use data to better meet the needs of their students. 6. They cultivate collaboration. Great principals know that teaching can’t be a solo sport. They intentionally create structures and expectations that help teachers learn from one another and grow together. 7. They refuse to settle for the status quo. The best principals hold high expectations—for themselves and for everyone in the building. They articulate a compelling vision and challenge their school community to keep getting better. 8. They protect staff morale. Great principals know that culture matters. They work to create an environment where teachers feel respected, supported, and proud to work. 9. They bring positive energy every day. Schools are emotional places, and leadership energy is contagious. Great principals understand that positivity isn’t optional—it’s essential. 10. They always keep students at the center. Every decision, every conversation, every initiative ultimately comes back to one question: What’s best for kids? Great principals build relationships with students and make sure their well-being and success drive the work of the school. None of these practices require perfection. But when principals commit to these habits day after day, they create schools where teachers feel supported, students feel valued, and learning thrives. Cheers, Danny

Teacher: Plans a great hands-on, fun lesson! Student: Slept for 2 hours the night prior because they’re addicted to TikTok Administrator: Comes in and notices uninterested, tired student and comments ‘’What do you think you can do for that student to make them more interested?”

Much of professional development in education is built on the illusion that teaching is more complicated than it truly is. Instead of simply asking students to read, write, think, and discuss, we bury ourselves in jargon, acronyms, data charts, and endless protocols.

A formal evaluation should never be your first visit to a classroom. If it is, skip the evaluation. Leave a Post-it of Praise note instead. Notice something good. Name something specific. Let the teacher know you saw the work, the heart, and the effort before you ever try to score it. Because trust has to be built before feedback is ever received.

At what point did standardized testing take over education? Nearly two months of the school year now revolve around it. Every year teachers spend about 14 days preparing students for state tests and another 12 days preparing for district benchmark tests, according to reporting on teacher survey data from the Education Writers Association. That’s 26 days already. Then add the days students actually spend taking the tests. In many schools that’s another 5–10 days. Do the math. That means roughly two months of the school year are now dedicated to standardized testing. And it wasn’t always like this. By the time students graduate, they may have taken more than 100 standardized tests. Twenty years ago most students mainly took one major state test each year. For example, I think I took 2 standardized test in high school. At some point we have to be honest about what that means. Education is no longer primarily about learning. It has slowly become a system of collecting data on children. Standardized testing was supposed to measure learning. Instead, data collection has replaced education.

If we invested in teacher morale with the same intensity as we do in chasing the next great curriculum or initiative, our schools and students would be far better off.

We don’t have a classroom management problem. We have an emotional regulation crisis that teachers are being asked to handle. Somehow, “classroom management” has turned into: • de-escalating trauma • supporting anxiety and depression • calming panic attacks • being the counselor, social worker, and crisis team • carrying emotional loads no one sees And then we remove the very things that help like recess, movement, art, play, connection. Teachers aren’t trained for that. They shouldn’t have to be. Classroom management is about relationships, structure, routines, and connection. It was never meant to replace what families, communities, and systems failed to provide. And until we stop offloading every societal failure onto schools, teachers will keep drowning under expectations no human can meet.

Snoop Dogg Lainey Wilson and Andrea boccelli feel like the most random assortment for a halftime show. Not complaining though #NFLonNetflix

Too many in education pity the child whose trauma drives their misbehavior. Fewer notice the silent child beside them, potentially also experiencing trauma at home but subjected daily to a classroom where violence and disruption are endlessly excused because the person in charge feels good about giving second chances (and third, and fourth, and fifth).

When I observed teachers, if there was no obvious room for improvement, here’s the thing: I DIDN’T NITPICK There doesn’t have to be a “grow” for every “glow” (barf) More often than not, your experienced teachers just need to be reminded that they’re doing great.

Admin, embrace your strong, outspoken teachers. If you respect them and give them a voice, you may just find they have great ideas. And even when they challenge the process, it’s not a personal attack—it’s a sincere desire to do what’s best for students. Embrace their passion. amazon.com/Becoming-More-…

After going 3-for-5 with his 26th HBP, 43rd stolen base and his third homer of the year in the @DiamondHeels opening Super Regional victory over Arizona, there are no better words. Kane Kepley is one of a kind.

Kane Kepley is a 𝙥𝙧𝙤𝙗𝙡𝙚𝙢 in center 🤯 Toooo smooooth sliding catch.

Lion King gets the people going 🙂‍↕️

What most people don’t realize about teachers: They’re often the most consistent non-family adult in a child’s life— and sometimes, the most consistent adult, period. Kids don’t just want consistency. They need it. And teachers quietly show up—every single day.