I’ve been seeing a service online that helps educators leave the profession and find something new to do with their lives

While I know the grass often seems much greener on any other side during times of difficulty or the long stretch between January and March, I still hold that there is really nothing more sacred or worthy of one’s life than education

I have devoted my life and career to helping form human beings in their most critical stages of development, and it has been the most rewarding work

Now that I’m in my second decade of school leadership, I find leading adults who are called into education equally rewarding

My work is quite the opposite of those who want to give educators an out (and I do understand that for some, stepping away or even out is the right decision):

My work is to help educators and school leaders last for the long haul

In that vein, I offer some fresh thoughts on a topic I address quite often:

The pursuit of meaningful renewal

I hope these practices help you as much as they have me

First, I will acknowledge that education and school leadership are both extremely demanding work.

Classroom teachers face extremely high levels of stress, demand, and overwhelm. Lesson planning, grading, parent communication, classroom management, and the emotional labor of supporting diverse student needs, often with limited planning time and resources leave far too many feeling burnt out and exhausted (especially at this time of year)

Equally demanding, the work of school administration is overwhelming, isolating work. Managing staff, supporting students, navigating parent concerns, and meeting district expectations, leave leaders running from crisis to crisis with little time to catch their breath.

In this environment, the concept of renewal can feel like a luxury rather than a necessity.

That is why I've come to believe that the most effective educators and school leaders understand that renewal isn't optional—it's essential for sustained impact.

Without it, even the most passionate among us risk burnout, diminished decision-making capacity, and decreased effectiveness.

Most educators pride themselves on being accessible.

School leaders respond to emails at all hours, take calls during dinner, and keep their phones nearby on weekends "just in case."

Teachers grade papers late into the night, answer parent emails on Sundays, and bring work home every evening. Even holidays get swallowed up by the work

This constant availability feels responsible, even necessary.

After all, schools are communities, and communities need responsive educators.

The problem is that this approach is unsustainable.

Research consistently shows that the absence of recovery time between work demands leads to chronic stress and impaired cognitive function.

When educators are always "on," they never allow their nervous systems to fully rest, which ultimately compromises their ability to think clearly and be effective in the classroom or office.

Strategic boundary-setting doesn't mean becoming inaccessible or uncaring. It means creating structured communication windows that protect both your capacity and your students' learning environment.

In my first five years of school administration, I was available pretty much 24/7, answering every email, every text, every call no matter the hour or day. And before that, as a teacher, I was the same way—being the first one in the door (literally), coaching sports after school, bringing stacks of papers home, responding to every parent email immediately. That led to me being constantly "on" and constantly overwhelmed with everything coming at me all the time.

Allowing myself to set boundaries around my own time and mind changed everything for me. Giving myself permission to say NO to things during times that were mine gave me mental clarity and rest that I desperately needed both as a teacher and now as a leader

Practical approaches that help:

Educational work can be isolating.

School leaders are responsible for the adults in their building, which means they can't always be vulnerable with them about struggles or uncertainties.

Classroom teachers often feel similarly isolated—you close your door and face 25-30 students alone, and genuine collegial collaboration can be rare amidst the pressure to cover curriculum.

Yet without safe spaces for honest reflection and learning, educators often repeat the same patterns and miss opportunities for growth.

Many districts offer professional development, but these gatherings often focus on compliance updates or new initiatives rather than substantive pedagogical or leadership challenges.

What gets overlooked is the power of regular, ongoing peer learning communities with educators from other schools or districts.

People just like you doing the same work you are doing, facing the same concerns, navigating the same issues, dreaming the same dreams

These communities work best when they're small, meet regularly, and establish clear norms around confidentiality and mutual support.

I am fortunate enough to have several "Communities of Trust" with other school leaders from around the country that recenter me to the deeper purpose, meaning, and joy in the work.

I meet with these groups both in person and through Zoom, and they are not only life giving, they are often life saving!

This kind of peer learning serves as professional renewal by reminding you that you're not alone, exposing you to new possibilities, and creating space for the kind of reflective thinking that daily operations squeeze out.

It's also where some of the most innovative solutions emerge—not from consultants or research studies, but from practitioners solving similar problems in real time. In both groups, we set aside time to "chop up" problems or needs others are having in real time, and this has been some of the value-rich time I spend in personal and professional development.

For leaders and teachers: Consider forming a small group (3-5 teachers) from different schools who teach similar subjects or grade levels or lead schools at your level. Meet monthly—even virtually—to discuss real classroom challenges, share what's working, and support each other's growth. Unlike department meetings focused on logistics, these groups focus on the heart of teaching practice.

The real value of these circles of trust comes from collaborative problem-solving, exposure to different approaches, and the accountability that comes from articulating your challenges and commitments to peers who understand your context.

HINT FOR LEADERS: This is the work I do for school leaders! If you are longing for a circle of trust within a community of practice, the 2026 Flourishing School Leaders Cohort kicks off January 30th! It’s a gathering of school leaders leaning into community, collaboration, authenticity, trust, and hope!

Come join us!

Most of us think the only time we get renewal is on weekends, holidays or vacations

However, I have begun to integrate a practice into my leadership that has been invaluable to me: finding micro-renewal practices within the rhythm of the day and week

Micro-renewals are brief practices that help reset your nervous system and restore your capacity for focused attention. They might include a two-minute breathing exercise between meetings, a short walk around the building, stepping outside for fresh air, or even mindful transitions while moving from one location to another.

The key is consistency and intentionality. A five-minute practice done daily has far more impact than an hour-long yoga class you manage once a month. These small practices work because they interrupt the stress response before it becomes chronic, allowing your body and mind to return to baseline rather than operating in a constant state of activation.

For me, I make sure I get up from behind my screen at least once an hour to talk to someone, to check in on a faculty member, to do a walk, to just step outside

These little breather moments are not only refreshing, they get me up and moving and away from whatever is draining my time, energy, and attention

These three practices share a common thread: they all require intentional choices that may feel countercultural in environments that often equate busy-ness with commitment.

Implementing them means recognizing that your capacity to lead effectively depends on your ability to sustain yourself.

Education as both a classroom teacher and school leader requires tremendous energy, emotional resilience, and cognitive flexibility. None of these are infinite resources.

The resistance to these practices often comes from internal narratives about what good leadership looks like.

Many school leaders carry beliefs that accessibility equals caring, that struggling alone demonstrates strength, or that pausing means falling behind.

Challenging these narratives is itself an act of renewal.

Start small. Choose one practice and commit to it for a month. Notice what changes—not just in how you feel, but in the quality of your decisions, your relationships with staff, and your capacity to handle the inevitable challenges that arise.

The question isn't whether you can afford to prioritize renewal.

It's whether you can afford not to.

Let me know how these practices help you, and what you do to find sustainable renewal in education

Scott

I’m super excited to announce that I am going to start adding video of me sharing these thoughts directly with you! I’ve been doing the long form newsletter writing for a while now, and so many of you have been kind and generous in your feedback, letting me know how much these thoughts and insights have helped you

But I feel ready to make a deeper connection by hosting a conversation with you personally “face to face” rather than just through the “pen”

My next newsletter will incorporate my very first video chat with you and will be on a subject that is super close to my heart: “Care-full Leadership”: making sure those in our care feel truly cared for

If you don’t already subscribe to this newsletter, please do so now so you don’t miss this!

I’m playing around with the equipment and learning the ropes of making YouTube videos, all in the hope bringing more value to our dialogues

I cannot wait for January 30th!! That is the day the 2026 Flourishing School Leaders Cohort kicks off

I am spending the year with some amazing school leaders leaning into community, trust, vulnerability, strategy, purpose, meaning, collaboration and hope…and we would love to have you join us!

Check out the information here and come ready to pursue leadership development as pilgrimage!