Below are the books I read in 2021. Just like previous annual lists I’ve shared (2018, 2019, and 2020), I haven’t included books I didn’t finish due either to time restraints or because they were boring.

I read 19 books this year, which is lower than my average over the past few years. A wife who’s battling cancer, running an elementary school and opening a second, and raising two kids left little spare time, but I’m thankful for the moments I had to read, which was usually late at night.

The titles have been placed in reverse chronological order, so the first book listed is the last book I read this year. I hope there’s one waiting for you that enriches your life and inspires you to face the New Year with knowledge in your head and hope in your heart.

1. The Antisocial Network: The GameStop Short Squeeze and the Ragtag Group of Amateur Traders That Brought Wall Street to Its Knees by Ben Mezrich.

In one sense, the world is changing dramatically. In another, status quo reigns supreme. I’m not sure if this dichotomy was a major theme Mezrich considered while writing The Antisocial Network, but it certainly stood out to me .

2. Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates.

This is a helpful primer for differentiation in one’s reading instruction.

3. Dead Man’s Walk by Larry McMurtry.

A wonderful novel by Larry McMurtry that’s first chronologically in the Lonesome Dove saga. (It was the third book written.) Not as epic as Lonesome Dove, but what is?

4. This Is How You Lose the Time War by Amal El-Mohtar and and Max Gladstone.

I like the idea of this book, but I found the story impenetrable. I understood just enough to get the gist, but I didn’t fully enjoy the experience because of the constant uncertainty I felt regarding what was occurring on the page.

5. The Coffee Bean: A Simple Lesson to Create Positive Change by Jon Gordon.

A good reminder that we have control over our reactions.

6. The Choice: Embrace the Possible by Edith Eger.

My wife read this after me, and she loved it, which is high praise for this autobiography.

7. Exhalation by Ted Chiang.

The inventive short stories in this collection made me think of technology in a way I never had before, which I appreciate, but a few stories went on too long and lost my interest.

8. Noise: A Flaw in Human Judgment by Daniel Kahneman, Olivier Sibony, and Cass R. Sunstein.

Important ideas in a mediocre book that could have been an insightful article.

9. Freedom by Sebastian Junger.

I’ll read anything by Junger; he opens my eyes to a truth for which I’m thankful.

10. God’s Debris: A Thought Experiement by Scott Adams.

Interesting ideas that are fun to read in an undergrad sort of way.

11. PLC+: Better Decisions and Greater Impact by Design by Douglas Fisher, Nancy Frey, John T. Almarode, Karen T. Flories, and Dave Nagel.

The best thing about books written by Fisher and Frey is the consistency between them. They don’t focus on shiny new ideas and strategies but rather reveal how the same topics can be used within different situations at a school.

12. Beyond Order: 12 More Rules For Life by Jordan B. Peterson.

Peterson’s books are important to read because they remind us of our own personal responsibility in this world.

13. The Bitcoin Standard: The Decentralized Alternative to Central Banking by Saifedean Ammous.

The best argument for why owning Bitcoin is important.

14. Making Sense of Phonics: The Hows and Why’s by Isabel L. Beck.

This pairs well with the book I mentioned above entitled Shifting the Balance.

15. Kings of Crypto: One Startup’s Quest to Take Cryptocurrency Out of Silicon Valley and Onto Wall Street by Jeff John Roberts.

This book documents the genesis of Coinbase, which is a major platform people use to purchase crypto.

16. Connecting with Students Online: Strategies for Remote Teaching & Learning by Jennifer Serravallo.

This was helpful last year during distance learning… Time will tell as to whether the strategies will be needed in the future.

17. Seeking Wisdom: From Darwin To Munger by Peter Bevelin.

The best book I read this year.

18. Bitcoin Billionaires by Ben Mezrich.

A sequel of sorts to The Social Network (AKA The Accidental Billionaires).

19. The Stories of Breece D’J Pancake by Breece D’J Pancake.

A difficult book of short stories with which to begin the year because I found the narratives hard to track. I would love to discuss the stories with someone… Let me know if you ever read the collection.

That’s it! I hope you found this list helpful. As always, let me know if you have any questions. Here’s to a great year of reading in 2022!


The early hours of the day are important. I film the morning announcements in my office, send the link to the teachers, and walk outside toward the playground. I’m facing east, and the sun is peaking over the mountains. Light beams across the sky until the sun shows its full roundness. Water collects from the sprinklers on the grass, and these pools will fascinate the students. They’ll surround the tiny ponds until a yard aide says they must be careful or they’ll ruin their new shoes, and the children will laugh as they scatter.

The campus is brand new, and it’s these moments before students and adults arrive that I can think about what I’ve learned opening Highgate Elementary School as a principal. Below are twelve of those reflections. Of course, the year has just began. There will be triumphs and hard lessons learned, but there are already takeaways I can share that might be helpful to future leaders at brand new school sites.

1. Understand the implications of a blank slate.

As you can imagine, a new school is completely empty. Schools in existence for a year or more have historical knowledge embedded within them. When you’re a new principal at these established schools, you can spend your first year learning the answers to questions such as: Which gates are used for arrival and dismissal? How do parents approach the school? Where are the best places for them to park? How will the kindergarten students leave the cafeteria? Who will walk with them? What locations should the supervision aides monitor in the morning and afternoon?

And those are just logistics. At a new school you must develop answers to the above questions, but the blank slate includes so much more: supplies that haven’t yet arrived (thanks, COVID). Incomplete kindergarten cumulative files. Teams that must get to know each other and build trust. Parents with important questions. Students who have never stepped foot on the campus. Instructional systems that need to be implemented, executed, and monitored.

A blank slate is difficult because paralysis can set in. When you can do anything, where should you begin? What’s the best first step? Whose questions should be answered first? Which system is most important to establish right off the bat?

On the flip side, a blank slate means there are no bad habits. The culture hasn’t been built, so there’s neither a pre-established positive or negative culture. It’s all up to you and the team you’ve assembled.

2. You may have to work two jobs.

For a new school to open properly in the fall, the principal must at least be hired the previous January. Work for the new school begins immediately, but that doesn’t mean you cease leading your current school. The new school requires communication, a mascot, furniture orders, supply orders, hiring, etc. At the same time, the principal must take care of the responsibilities at the current school. This includes moving forward with the vision, supporting students and staff, putting out fires, and implementing directives that are received (instructionally and COVID-related).

This is part of the deal. Unless you’re given a year to open the new campus without school site leadership responsibilities–which is rare–you’re doing two jobs. You have to be ok with this.

3. Build a team by determining who will work well together.

The hiring of teachers and staff members must begin immediately. Since you’re still leading your current school site, the temptation will be to rush through interviews and cobble a team together because of the other responsibilities you’re facing–especially if the pandemic is still raging. This must be avoided at all costs.

The team you build will create the culture and ultimately determine what students will experience on the new campus. This hiring phase is the most critical, but it can easily be treated as perfunctory if you’re not careful.

Most importantly, you must hire people who will work well as a team. I’ve interviewed approximately 150 people for the new school, and there have been amazing candidates. It’s easy to determine who’s good; what’s hard is determining who will work well with each other. You’ll have to say “no” to great candidates–people you’ll hopefully work with in the future–because they unfortunately don’t fit well with the teams that are forming. Saying “no” to good people is difficult; it may be the most difficult part of opening a new school.

4. Don’t let anything distract you from establishing a strong culture and purpose.

Once the team is assembled, you’ll receive directives and be expected to lead instructionally. There will inevitably be stumbling blocks while establishing an edifying culture. Expectations will be thrust upon you, and the pressure to perform will build. You’ll feel like this must be implemented… and that. It wouldn’t be a school without this program, and the teachers must receive professional development for this strategy. The to-do list will quickly grow, and if you’re not careful, you’ll shift from leading to managing as you delegate, train, and share the burden of your stress.

At a new school, the culture–which is fragile and has not yet been established–will suffer if this happens. Even though people will tell you to spend time developing the culture, there will be precious little time. You must also contend with COVID, which makes meeting in person difficult as you keep people physically safe while at the same time building relationships. This isn’t an easy task.

It’s also important to establish the school’s purpose and tie everything back to that purpose. At Highgate Elementary School, the purpose is “Empowering all learners.” We’re careful to make sure that whatever we commit to empowers our learners: children and adults. This means students owning their learning and teachers building collective efficacy are high on our priority list.

Culture can’t be built without communication. Clarity needs to be established for the staff, and it’s also extremely important that communication occurs with the future students and families right away. Providing students with a voice in choosing the mascot, colors, and purpose statement of the school is extremely important. This will foster early buy-in and help everyone become excited to be part of opening a campus.

5. Supplies are difficult–doubly so because of the pandemic.

COVID has been devastating for many reasons, and one of those is the supply chain. It’s late September, and there are still supplies that haven’t arrived, but that didn’t mean we postponed the start date of school. The teachers are invested in doing a good job, so they’ve begun Donors Choose projects, Amazon Wish Lists, thought outside the box, and spent their own money to furnish classrooms and ensure students have what they need.

Because this is the first year of the school, there aren’t supplies remaining from previous years in the workroom. There are no extra dry erase markers or construction paper. Reams of paper aren’t stashed away, and you’ll pray the toner that comes with the new copy machine lasts long enough for the next shipment of toner to arrive.

Being a non-Title I school, you’ll have to contend with a budget that’s on the smaller side. Teachers from Title I schools will wonder why you’re being stingy, and teachers from schools that had a laissez faire approach to supplies will wonder why you’re such a Scrooge. They’ll become frustrated, but they may not say anything, which is why the next reflection is so important.

6. If there’s no conflict, someone’s voice isn’t being heard.

This sentiment was said to me years ago, and it has stuck with me ever since. As a principal, I’ve repeated it multiple times because I believe it to be true.

When things are quiet, that’s when I’m most worried as a principal. Oftentimes, when leaders aren’t hearing complaints, they believe they’re doing a good job, but this isn’t necessarily the case. Quiet can mean something is stewing. That’s why it’s important to build relationships and seek out people’s true feelings to know what they’re actually thinking.

I’m not sure if this is a good thing, but I operate under the assumption that everyone is disgruntled about something, and it’s my job to stay positive and solve problems. If I’m wrong and people are happy, then I can be pleasantly surprised. If I’m right and people are indeed upset about something, then I’m mentally prepared to deal with the issues at hand, which leads me to the next lesson.

7. Take care of students by taking care of your staff.

Often I hear leaders say we need to be in this profession for the students and not the adults. It is without question that student learning is the priority and why we exist as an organization. I would just add that it’s a false dichotomy to say you have to be either for students or adults. Principals are not in the classroom on a regular basis. Because of this, we don’t have the same effect on students as teachers do. It’s the teachers and support staff who spend the most time with students, and so it makes sense (to me, at least) that a principal who takes care of the school’s employees is taking care of the students. This ties back to four of the previous items I’ve shared: focus on the team, establish a strong culture and purpose, work on getting people the resources they need, and welcome healthy conflict. If you accomplish these things, you’re on your way to supporting the adults on campus who work the closest with students.

8. Say “yes” more than “no.”

Start with yes. This should be the default mindset. If you’re opening a new school, it’s important to not squash ideas. If people want something, try to find a win/win situation. If you can’t give people what they want, it’s important they know why and let them express their frustration. Sometimes staff members will feel more comfortable going to a grade level lead, academic coach, or assistant principal with a concern. This is totally fine, and when you hear concerns secondhand, it’s important to address the need.

9. Say “no” more than “yes.”

You need to start with yes when it comes to people, but you must start with no when it comes to new initiatives. Steve Jobs famously said there should be a thousand no’s for every yes. As a leader, it’s so easy to say “yes” to items that should receive a no. I try to keep things simple, and I fortunately am surrounded by people who tell me when we need to scale back, or they remind me to not get us involved in something that will take too much time and stress the system. When people tell you what they think, that means they’re empowered, and that’s a good thing.

Saying “no” helps you skate to where the puck is going as opposed to where it is. All school site leaders know state and district directions change, so it’s important to stay light on your feet and not bog teachers down with tasks when the landscape shifts.

10. You have to live there for a while before you can make certain decisions.

It’s important to accurately determine what you’ll need at the new school site as soon as possible, but when you’re still a principal at one school, and you’re trying your best to fill the classrooms and the office at the new school with furniture, your forecasting isn’t going to be perfect. Even though you have the blueprints and know the sizes of the rooms, you don’t know precisely the best way to furnish each room; especially when it comes to such things as: number of file cabinets, where people will eventually want the furniture, the best places to house technology, where to put copiers, and more. It might be good to have a few different lists: a preliminary list of items you’ll know you’ll need, a second list for items that will be purchased once you’re functioning on campus, and a third (smaller) list for all other items that are necessary.

11. Aesthetics matter.

Clip art, comic sans, and images made in Google Slides have their places, but the branding of a school is important, which includes the mascot, logo, colors, typeface, online presence, spirit wear, and more. It’s important to collect feedback from the future students, families, and staff, and you must employ professional help in order to create vector files and high resolution images, which will be helpful in the future for a variety of reasons.

12. As much as possible, turn off work when you step through the front door of your home in the evening.

Life is short. Health is fragile. Good times don’t last long enough. Building a new school is thrilling at times, but if you’re still leading another school while opening the new school, you have to protect yourself and ensure you have time with your family and friends. Even if you’re not doing double duty, opening a new school is stressful. You must prioritize your health, which includes exercise, eating well, and attending health appointments–something principals skip far too often.

Your health is the most important thing you have. If you’re not healthy, then you can’t help others.

In conclusion

I’m thankful I have a part in the genesis of something that will outlast me and affect the lives of students for decades to come. Opening Highgate Elementary School has been one of the highlights of my career, and I’m so thankful for the hardworking team I’m a part of that empowers all learners.

I’ve written two previous posts about being a principal: What I’ve Learned After One Year As a Principal and What I’ve Learned As a Principal After One Year of COVID.


Last spring I wrote a post entitled What I’ve Learned After One Year As a Principal. Now that I’ve finished my second year, I thought it would be appropriate to reflect upon what I’ve learned as a principal during the “COVID Year.”

1. You’ve got to take care of your health first.

This is intuitive yet easy to ignore. Exercise, eating well, and adequate sleep are required to perform as a leader. If these items are pushed to the side, the result could range from lowered performance to significant health issues. It’s a cliché to state that you can’t help others until you help yourself, but it’s true.

The slow-carb diet, assembling a gym in my garage, Apple Fitness+, running outside, and tracking my sleep on my Apple Watch have all contributed to a healthier lifestyle for me this past year. My plan is to use the Calm app more often this summer and into next school year.

Also, now that I’m 40, when it comes to losing weight I’ve learned that diet trumps exercise. My time is better spent prepping for a healthy breakfast, lunch, and dinner rather than working out (if time is a factor).

2. The students want to see you.

When students returned to in-person instruction, I began doing morning announcements via Loom as opposed to over the loudspeaker, and I was shocked by the response. I thought that sending a link to teachers every morning to share with their classes would quickly get old for everyone, but students have overwhelmingly provided positive feedback. Even though they were learning remotely for a large portion of the year, they now feel connected to me in a way that wouldn’t be possible if they weren’t watching the announcements every morning.

3. Winning is the best way to improve an organization’s morale.

I’ve known this since my high school sports days, but I’ve come to greatly appreciate this truth over the past school year. An organization that experiences clear wins is going to function better than an organization that doesn’t. The best way, and possibly only way, to improve a culture is to reflect upon successes.

So schools should celebrate student growth on formative assessments. They should celebrate students’ behavior growth. They should recognize all the positive things their hard work is reaping. And if you can’t identify any wins, then the job of the team is to get a quick win right away so momentum can begin and morale can improve.

4. Humor solves or exacerbates problems.

My attempts at humor often result in lame dad jokes, but I have found some success injecting humor into situations that desperately need it. Saying a pun, even a well-timed and clever pun, will induce groans and eye rolls, but it can reset a conversation and bring levity to meetings that are either in-person or via Zoom.

Of course, this can backfire. Too many jokes, or coming across carefree while everyone else is in crisis, is a surefire way to kill culture. You’re walking a tightrope when using humor as a tool, which means it can work spectacularly or fail miserably.

5. Clarity is critical.

Learning progressions, learning intentions, success criteria… I’m learning about these important components of teacher clarity, and I’m realizing how important they are for student achievement. We want to be clear so students can own their learning–that’s the ultimate goal. Likewise, administrators must provide clear messages to team members. This means there is coherence and alignment in not just what is communicated, but also in what teachers are expected to accomplish.

6. COVID made everyone edtech experts.

Teachers learned so much over the past school year. Folks who rarely checked email began uploading assignments to Google Classroom and Canvas, communicating digitally with students and families, and replying to emails. I used to be in educational technology, and I worked hard to help teachers adopt digital tools and blended learning strategies. The pandemic forced all of us to adapt, and there’s nothing else in recent memory that spurred the same amount of professional growth within the field of education. Necessity truly is the mother of invention… and learning.

7. You will not make everyone happy.

People are divided. It’s a safe bet that whatever decision you make in our current climate is going to thrill half the people and upset the other half.

As leaders, our job is to understand that nothing is easy. Everything worth doing takes hard work–oftentimes painful work. And as we know, it’s during the hard times that we need solid leadership the most.

8. Family trumps all.

I wrote “family trumps all” at the end of last year’s post What I’ve Learned After One Year As a Principal, and I’ve relearned the importance of prioritizing one’s family. Here are some statements I think about regularly.

Life is short.

Life goes by way too fast.

Things disappear sooner than you think they will.

If everyone took care of their own family, the world would be a better place.

If you stopped working right now, your organization would continue. The wheel would continue turning. It’s important to remember this because oftentimes leaders mistakenly believe that everything would fall apart if they disappeared. This is definitely not the case, and we must remember why for two reasons: 1) It will keep us humble, and 2) It will help us keep our priorities straight.

In conclusion…

This has been a hard year, and to be honest, I don’t see the road getting easier anytime soon. That’s ok. There have always been difficult times, and it’s our duty to get out of bed every morning and try to make the world a better place.

Next year I’m opening a new school, so during the spring or early summer of 2022, I’ll write another post about what I learned throughout the process. Stay tuned.


Below are the books I read in 2020. Just like previous annual lists I’ve shared (2018 and 2019), I haven’t included books I didn’t finish due either to time restraints or because they were boring. I believe it’s important to discard a book if it bores you, and I did that a handful of times over the past twelve months. If I didn’t, I wouldn’t have been able to finish 25 books.

This was an interesting year–both in terms of the state of the world and what I read. I finished one of my all-time favorite American novels, which was a wonderful experience, but I admit my interests resulted in a random 2020 list.

The titles have been placed in reverse chronological order, so the first book listed is the last book I read for the year. I hope there’s a book waiting for you that enriches your life and inspires you to face the New Year with knowledge in your head and hope in your heart.

1. The Great Mental Models Volume 2: Physics, Chemistry, and Biology by Riannon Beaubien and Shane Parrish.

Super interesting and accessible. I found it fascinating to reflect upon how we can take scientific principles and apply them to everyday life.

2. Streets of Laredo by Larry McMurtry

Intense, unsentimental, heartbreaking, meaningful… Larry McMurtry plays for keeps. Streets of Laredo is the fourth book in the Lonesome Dove series but the second one written; McMurtry wrote this after Lonesome Dove, and then he published two prequels. I’ll have to read those next.

3. The Distance Learning Playbook for School Leaders: Leading for Engagement and Impact in Any Setting by Douglas Fisher, Nancy Frey, Dominique B. Smith, and John Hattie.

My big takeaway from these distance learning books being published by the Visible Learning folks: teacher clarity is of the upmost importance in both in-person and remote teaching.

4. The Almanack of Naval Ravikant: A Guide to Wealth and Happiness by Eric Jorgenson.

Wonderful. I read this book very quickly. Naval Ravikant’s thoughts are important, and I’m finding it wise to listen to him.

5. Lives of the Stoics: The Art of Living from Zeno to Marcus Aurelius by Ryan Holiday and Stephen Hanselman

This contained interesting information regarding the early Stoics, but I have to admit I found it boring. I think this will be more rewarding as a reference when I want to look up specific philosophers later.

6. Lonesome Dove by Larry McMurtry.

A masterpiece. The Godfather, The Brothers Karamazov, and Blood Meridian come to mind when I think of masterpieces; Lonesome Dove holds its own with these titles. The characters stick with you long after you’ve finished, and there are scenes that occur about 400 pages into the novel that truly shocked me. I love this book.

7. So Good They Can’t Ignore You: Why Skills Trump Passion in the Quest for Work You Love by Cal Newport.

This was just as good as the first time I read it. So Good They Cant Ignore You is perfect if you’re pondering one of the two following questions. 1) What’s my passion? and 2) Why am I not promoting within my organization?

8. The Devil All the Time by Donald Ray Pollock.

Again, here’s another book I reread. Rereading books is not a common practice of mine–although I think it should be. As I get older, I’m valuing the books that have already enriched my life, and I’m finding it important to revisit them. I reread The Devil All the Time because the Netflix movie was released. The movie’s good, but the novel’s better.

9. The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting by Douglas Fisher, Nancy Frey, and John Hattie.

This was the number one resource for how I approached this year as we prepared for distance learning.

10. The PBIS Tier Two Handbook: A Practical Approach to Implementing Targeted Interventions by Jessica Djabrayan Hannigan and John E. Hannigan.

This was helpful for one main reason—it prompted me to begin a Tier Two Sub Team, which morphed into an MTSS Leadership Team.

11. The Moth Presents All These Wonders: True Stories About Facing the Unknown by Catherine Burns.

These stories were a nice way to wind down in the evening before going to sleep.

12. The Great Mental Models Volume 1: General Thinking Concepts by Rhiannon Beaubien and Shane Parrish.

If you’re not familiar with mental models and how they can improve your decision making, then there’s a lot of value in reading this book.

13. Gung Ho! by Ken Blanchard and Sheldon Bowles.

I read this with a fellow principal who recommended it. It’s a light read with an interesting take on turning an organization around.

14. The Quick and Easy Guide to Winning No Limit Texas Hold’em by David Harris Griffith.

I shouldn’t be sharing this book because you’ll know my poker strategy. Or maybe I jettisoned the book’s advice and created my own way of playing… You’ll just have to play me to find out.

15. Robert’s Rules: Quick Start Guide – The Simplified Beginner’s Guide to Robert’s Rules of Order by ClydeBank Business.

I wouldn’t recommend this, but that’s because I probably needed more of an intermediate reference book.

16. Solve for Happy: Engineer Your Path to Joy by Mo Gawdat.

The unimaginable happened when Mo Gawdat lost his son due to an error during surgery. This book shares his thought process for how to find happiness in an unforgiving world.

17. Consider This: Moments in My Writing Life After Which Everything Was Different by Chuck Palahniuk.

This was a delightful book. If I were to boil down the advice from all the books I’ve read on writing, the commonalities are to write simply, clearly, and because you enjoy it. Do not write stories to make money or be famous. And above all else, don’t be boring.

18. How the Other Half Learns: Equality, Excellence, and the Battle Over School Choice by Robert Pondiscio.

I found Pondiscio’s exploration of Success Academy very interesting. Love them or hate them, the charter schools in this book get good test results. The conflict arises regarding how a person answers this question: What are the results schools should be seeking?

19. The Motive: Why So Many Leaders Abdicate Their Most Important Responsibilities by Patrick Lencioni.

Some people should be leaders and some people shouldn’t—that’s the message of this book. Leading isn’t easy, and it’s important for a person to quickly recognize whether leadership is the right path. Just because it isn’t now doesn’t mean it can’t be in the future.

20. Call Sign Chaos: Learning To Lead by Jim Mattis.

Jim Mattis is an impressive American, and this book is a fascinating look into Mattis’ career and recent history.

21. Make Your Bed: Little Things That Can Change Your Life… And Maybe the World by Admiral William H. McRaven.

This is a quick and fun read. I like the idea of accomplishing small things every day that eventually add up to big changes in the long run.

22. The Outsider by Stephen King.

A great beginning, a pretty good middle, and a clunky ending. This can be said for many King novels. Overall I liked it, and the TV series is worth watching as well.

23. 10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools by Susan Hall.

This book is what I needed to fill my knowledge gaps regarding literacy intervention.

24. The PBIS Tier One Handbook: A Practical Approach to Implementing the Champion Model by Jessica Djabrayan Hannigan and Linda Hauser.

Helpful but not groundbreaking. For me, the most important takeaway was understanding the components of Tier One so a school can successfully scale to Tier Two and Three.

25. The Ride of a Lifetime: Lessons Learned from 15 Years as CEO of the Walt Disney Company by Robert Iger.

I technically read this book in 2019, but I finished it so closely to 2020 that I didn’t add it to my end-of-the-year list then, so I’ll add it now. I really liked this book. It’s important to take the opportunity to look into the lives of successful people; especially when they’re the ones sharing their thoughts and advice in an autobiography. Iger was able to accomplish some amazing things, and ushering in Disney+ when he did pretty much saved the company from what could have been a catastrophic 2020.

That’s it! Thanks so much for visiting the site. Here’s to great reading in 2021!


The following story was written during a recent weeklong training with the University of Virginia Partnership for Leaders in Education.

My first night out of the police academy my Field Training Officer and I arrested two teenagers for theft. After talking with the kids’ guardian on the phone at the station, we decided to drive them home instead of booking them. The guardian who met us in the front yard was mother to one of the boys and aunt to the other. She had just gotten off her night shift, and she was tired. She expressed her frustration and how she’d exhausted all the resources at her disposal for keeping her son and nephew off the street at night while she worked. As we drove away, I remember her standing alone on the front lawn. 

I’d been having doubts about being a police officer since the academy, but it was that moment I decided I didn’t want to be in law enforcement anymore. I wanted to be on the other side of a young person’s choice. In other words, I wanted to be there before the mistake. I wanted to help. So seven months after that night, I entered the field of education. 

It has been over fifteen years since my days as a police officer, and I’ve come to realize in order to help students achieve their potential, they must be given what they need to be successful. This includes physical safety, emotional support, access to appropriate curriculum, and quality instruction that engages students in their own learning. 

Those two junior high boys from fifteen years ago were in my classes all nine years while I taught 7th and 8th graders. They had different names and backgrounds, but their stories were similar, and I hope I helped them improve their trajectory through life. I see those students at Loudon Elementary where I’m currently principal. I see the innocent faces of children who have their whole lives ahead of them. They’re standing at the beginning of a long corridor, and every door is open. Those children deserve adults who will hold the doors so every opportunity is possible. If a door shuts, we must hand the student the key and tell her she can do it. She’s got this. The world is yours. Bust it open. Make it better.

I want to meet that mother raising those children. I want to see her on her front lawn and tell her she should be proud. Her children have arrived.