These principles represent what I aspire toward in my work and leadership. I’m actively working to embody and demonstrate them more fully, recognizing that I still have significant growth ahead of me.
On Educational Technology
I’ve developed what I call a “thoughtfully conflicted” relationship with educational technology. I remain fascinated by the potential of digital tools to enhance teaching and learning while maintaining healthy skepticism about vendor promises and technological silver bullets.
My core belief is that pedagogy and technology are fundamentally entangled—neither exists in isolation, and each continuously shapes and reshapes the other. This means we can’t simply bolt technology onto existing educational practices, nor can we ignore how technological affordances influence what becomes pedagogically possible. The most interesting work happens at the intersection where these forces meet and influence each other.
I’ve learned that successful educational technology implementation has less to do with choosing the right platform and more to do with creating conditions where teaching and learning can flourish. Sometimes that involves sophisticated digital environments; sometimes it means recognizing when simpler approaches work better. The key is developing the judgment to tell the difference.
On Leadership
My approach to leadership centers on creating environments where people can do their best work. This means prioritizing psychological safety above all else—ensuring that team members feel safe to experiment, fail, learn, and challenge ideas without fear of retribution or judgment.
Core Principles
Trust and Transparency form the foundation of effective leadership. I believe in sharing intentions clearly, explaining the reasoning behind decisions, and acknowledging when I don’t have all the answers. Transparency builds trust, and trust enables the kind of open dialogue that leads to better solutions.
Clarity of Roles and Mandates reduces friction and anxiety. People perform better when they understand what’s expected of them, how their work connects to larger goals, and where they have autonomy to make decisions. I try to be explicit about boundaries, expectations, and decision-making authority.
Initiating Conversations is often where leadership makes the biggest difference. Many important discussions don’t happen because no one takes responsibility for starting them. I see part of my role as identifying and initiating the conversations that need to happen—whether they’re about strategic direction, resource allocation, or addressing problems that everyone knows exist but no one wants to name.
Leadership in Practice
I approach leadership as a practice of constructive challenging—asking questions that help teams think more deeply about their work, encouraging different perspectives, and pushing for clarity when discussions become muddy. This isn’t about being contrarian; it’s about ensuring we’re solving the right problems and considering unintended consequences.
Coaching and mentoring other leaders is where I often feel I can make the most impact. Rather than trying to solve every problem directly, I focus on helping others develop their own problem-solving capabilities, leadership skills, and strategic thinking. The multiplication effect of developing other leaders often creates more lasting change than any individual decision I might make.
Self-reflection and peer feedback keep me grounded. I regularly examine my own assumptions, seek feedback about my leadership effectiveness, and adjust my approach based on what I learn. Leadership is a continuous learning process, not a fixed set of skills.
Where These Come Together
In educational technology leadership, these principles translate into creating teams that can navigate uncertainty with confidence. The field changes rapidly, vendor promises often disappoint, and institutional politics can complicate even straightforward decisions. Success requires teams that can think critically, communicate openly, and adapt quickly—all of which depend on the kind of psychological safety and trust that intentional leadership practices create.
I believe the most important question for any educational technology leader isn’t “What’s the next big innovation?” but rather “How do we create conditions where our teams can respond thoughtfully to whatever comes next?” The answer usually involves building relationships, clarifying intentions, and maintaining that delicate balance between healthy skepticism and genuine curiosity about new possibilities.
This philosophy continues to evolve through practice, reflection, and feedback. I’m still learning how to live up to these principles consistently, and I rely on colleagues and team members to help me see when I’m falling short. Leadership, like teaching, is a practice that improves through intentional attention to what works, what doesn’t, and where there’s room to grow.