What School Leaders Would Say to Themselves If They Could Go Back in Time

“Hit the ground running” is a common phrase for a reason: It invokes efficiency, forward momentum, and progress. It often signals a motivated attitude and an unbridled desire to get up to speed as soon as possible.

But “hit the ground running” is the opposite advice that many school leaders would offer to less-experienced peers.

“As a new leader, there’s a natural urge to prove yourself, to fix things quickly, and to implement change,” said Tony Cattani, principal of Lenape High School in Medford, New Jersey. “But real, lasting improvement comes from understanding the culture you’re stepping into, building trust with staff and students, and recognizing that meaningful change takes time and partnership.”

“Be patient” is one of a few universal pieces of feedback I’ve heard while interviewing and chatting with school leaders. In the hopes of collecting other useful reflections, I recently reached out to 10 principals from all over the United States—from South Carolina to Alaska—with one simple question:

If you could go back in time to when you first started as a school leader and offer yourself one piece of advice based on what you’ve learned since then, what would that advice be?

Many of the principals I contacted are National Association of Secondary School Principals (NASSP) and National Association of Elementary School Principals (NAESP) award winners:

• Belinda Averill is the principal of South Lake Middle School in Irvine, California. In 2024, she was a recipient of the Terrel H. Bell Award for Outstanding Leadership.
• Jean Berthiaume is the principal of Winooski Middle and High School in Winooski, Vermont. He was named Vermont Principal of the Year by the NASSP in 2024.
• Sherilynn Boehlert is the principal of Schoenbar Middle School in Ketchikan, Alaska. She was a 2025-26 NASSP National Principal of the Year finalist.
• Tony Cattani is the principal of Lenape High School in Medford, New Jersey. He’s the 2025–26 NASSP National High School Principal of the Year.
• Alexandria Haas is the principal of McMicken Heights Elementary School in SeaTac, Washington. She was named Washington Principal of the Year by the NAESP in 2022.
• Aaron Huff is the principal of Benjamin Bosse High School in Evansville, Indiana. He’s a former president of the NASSP.
• Stephanie Morrow is the principal of Annie Belle Clark Elementary School in Tifton, Georgia. She was named a National Distinguished Principal by the NAESP in 2020.
• Kyle Nix is the principal of Christiana Middle School in Christiana, Tennessee. She was named Tennessee Principal of the Year by the NASSP in 2024.
• Tracie Swilley is the principal of Fairfield Central High School in Winnsboro, South Carolina. She was named National Principal of the Year by the NASSP in 2025.
• Kristy Zaleta is the principal of Rogers Park Middle School in Danbury, Connecticut. She was named Connecticut Principal of the Year by the NASSP in 2024.

Don’t Rush

Almost every respondent noted how important it is to take a breath and adjust to your school environment. Six principals used variations of “slow down,” “take your time,” and “trust the process.”

It’s a difficult balancing act—principals don’t want to look like they’re not being proactive—but a highly necessary one. Tracie Swilley instead recommended focusing “on building a culture and climate where every student and every adult feels safe, seen, and supported,” she said. “You’ll be tempted to chase quick wins or jump into fixing what’s broken, but remember: Sustainable success starts with the foundation. When you prioritize a positive, inclusive environment where learning can truly thrive, student achievement will follow. It won’t happen overnight, but it will happen.”

Jean Berthiaume pointed out that “leadership isn’t about doing it all quickly—it’s about doing the right work well and building shared ownership.” In his opinion, “small, intentional steps taken with your community are more sustainable—and often more impactful—than sweeping, top-down changes.”

An indispensable part of exhibiting patience is being a “thoughtful observer,” said Aaron Huff, who mentioned getting to know the “culture, history, and rhythms of the school community,” a process that “allows for stronger, more empathetic decision-making,” he said. And patience isn’t just a virtue to embrace when starting out in a leadership role, said Sherilynn Boehlert—it applies to all sorts of day-to-day interactions and situations, too.

“School principals are making a thousand different decisions and often feel the need to have a quick answer or resolution so they can move on to the next task,” she said. “On occasion, a quick resolution is essential, but for the majority of decisions, time is on your side. Gather information, seek input, consider alternatives, sleep on it, then decide.”

Be Vulnerable and Authentic

Many respondents brought up two interrelated traits: vulnerability and authenticity. It might be tempting to put up a wall and project strength, they said, but it’s healthier and more effective to lead through relatability and openness.

“When your team knows what you stand for, it builds trust, clarity, and consistency—essential ingredients for leading a thriving school community,” said Belinda Averill. “You were chosen for your role for a reason, so let people see who you are. Be present, be human, and let staff, students, and families feel your authenticity.”

Vulnerability includes admitting you don’t have all the answers. That sentiment was expressed by Alexandria Haas, who suggested building in transparent and “meaningful ways of gathering feedback,” and acknowledging that despite not having an immediate resolution to every problem, “you have the know-how, commitment, and willingness to devise and seek solutions,” she said.

Added Huff: “It’s easy to be consumed by the pressure of proving yourself or rigidly sticking to a vision, but in practice, the most effective leadership grows from being true to yourself. Authenticity creates the space for others to also be themselves.”

Both Cattani and Swilley encouraged authentic, values-driven leadership through visibility—showing up early and often.

Cattani advocated for handwritten notes to let teachers know their work is noticed, as well as classroom visits and quick-but-sincere check-ins, which allow principals to show their “empathy and consistency,” he said. Swilley relayed that “every decision, every hallway conversation, every celebration—those are the moments that shape a culture of excellence. When students know they matter, when teachers feel valued, and when families feel connected, then success becomes the norm, not the exception.”

Lend an Ear and Find Your People

Respondents shared their deeply held belief that effective school leadership is only possible through listening and learning. That sounds simple enough, but it’s not achieved by going through the motions or employing symbolic gestures.

“Don’t underestimate the power of relationships—take time to truly know your people,” said Berthiaume. “Learn the stories behind your staff and students. At the same time, stay curious about the status quo—especially who holds power in shaping systems and outcomes. Often, long-standing structures concentrate decision-making among a few voices. As a leader, it’s important to examine whose perspectives are centered, whose are missing, and how to shift toward more inclusive, equity-driven practices.”

Stephanie Morrow noted that it’s not just experienced colleagues who have useful advice to impart: “Too often, we have intelligent young staffers who are not provided with the opportunity to share their gifts and talents,” she said. “Building staff capacity is the key to molding future teachers and leaders. We must learn to work alongside our teams. A schoolwide trust in the process comes when staff sees that we are truly investing in them.”

Additionally, it’s vital for school leaders to expand their networks beyond school grounds. Huff is a proponent of joining a professional organization (he cited the NASSP as a worthwhile example) to make leadership less isolating. “There’s incredible value in building a network of principals who have walked the path you’re on. Leaning on their wisdom, learning from their experiences, and sharing your own journey creates a powerful circle of support and insight,” he said.

Don’t Overthink the Minutiae—or Your Mistakes

School leadership includes sifting through, and responding appropriately to, issues and grievances raised by staff, students, and parents. There’s always going to be something to address or look into.

“You’re inundated with management tasks like scheduling, hiring, and discipline,” said Kyle Nix. “Management is necessary in our role, but leadership is critical. Be visible, involved, and hands-on, and don’t allow management tasks to take you away from providing strong support and guidance for those around you. Lead with purpose and passion, and manage where necessary.”

Passion, purpose, accountability—and also cutting yourself some slack. “It’s not realistic to be perfect all the time, but if you’re genuine in your relationships and have credibility with your follow-through, your community will trust you,” Haas said.

Boehlert took that a step further: Sometimes, you might make a decision, realize it was incorrect or unhelpful, and then change your mind. That’s OK: “If your decision has unfavorable outcomes, it’s important to consider other options and make changes as needed,” she said.

The difficulties of the job—its demands, the flexibility and patience it requires—were perhaps best summed up by Kristy Zaleta, who confirmed that all school leaders make big and small mistakes. You have to own those mistakes, she said, and then “reflect, learn, and move forward smarter and stronger,” because “leadership is not about perfection.”

She added, “You don’t have time to overanalyze every misstep or replay every conversation. The work is too important. There will be moments when parents yell, teachers vent, and kids say wild things you couldn’t make up if you tried. Remember that people are reacting from a place of stress, confusion, or pain. Don’t take it personally. Be the calm. Set boundaries, hold people accountable, but don’t absorb the anger as your own. It’s not about you. And when you feel like it might be, journal it. You’ll be amazed when you read it back someday, realizing how much you’ve grown, how much joy and chaos you’ve lived through, and how many priceless walkie-talkie moments you wish you remembered in full.”

Responses were received via email and edited/condensed for clarity.