Our guest for this episode of FocusED is Principal EL.

Principal EL believes every child deserves at least one adult who is “crazy about them,” and that leaders must be intentionally curious about students’ lives outside of school to build belonging.

Consistency, he explains, is the backbone of strong relationships; students need to know their principal will show up day after day, even after conflict. He believes visible presence in classrooms, hallways, cafeterias, and the yard is non-negotiable if leaders want students to feel seen and safe.

He points out that simple moves—sitting with students at lunch, playing chess, listening—often open doors to conversations kids have never had with adults. He believes many students “ask for love in the most unloving ways,” so leaders must stay when it’s hardest, not just when students are easy to manage.

For staff, he emphasizes that support starts with small acts: covering a class so someone can use the restroom or bringing a cup of tea on a tough day. He believes real appreciation cannot be confined to Teacher Appreciation Week; it has to live in daily culture and behavior.

On staffing, he argues that “the best form of retention is recruitment, and the best form of recruitment is retention,” especially in a hiring market that feels like the Hunger Games. He believes interviews must surface “villagers”—people willing to show up for families and students beyond academics, with real examples of care.

He draws a sharp line between a teaching culture and a learning culture. He believes that impact rests less on the ability to teach and more on the willingness to learn, accept feedback, and say, “Can I learn from you?”

He cautions that leaders must balance accountability and support because it is easier than ever for teachers to say, “I can quit today.” He believes students still need adults who choose to stay and see the work as a calling, not just a job.

Regarding technology, he warns that social media and cell phones sit at the center of many climate issues, from late-night gaming to drama on Instagram. He believes policies like “bell to bell, no cell” help students be more present and less stressed in class.

Personally, he shares that gratitude, meditation, running, and time in the gym keep him grounded and able to pour into others. He believes leaders should wake up knowing someone needed them that day and go to bed counting the blessing of being able to serve.

Even after 39 years, he jokes about needing a book that would finally teach him how to retire, yet he keeps coming back. He believes the real reason is the student on the bus who asks, “Are you coming back next year?”—a reminder that choosing to stay still changes lives.

Principal Kafele notes that being an instructional leader is a non-negotiable responsibility for any administrator who supervises teachers.​

He says that schools should prioritize instructional coaching over just operational or disciplinary management, ensuring that every teacher receives support for instructional growth.​

Principal Kafele notes that he wrote his recent book to help school leaders focus on their value to teachers and shift away from outdated practices where administrators only manage discipline and logistics.​

He says that schools should provide leaders with a “leadership plan” as intentional and well-crafted as a teacher’s lesson plan, rather than leaving each school day to chance.​

Principal Kafele emphasizes that culture in a school requires attention just like a relationship—if neglected, disruptions will result, but if nurtured, the environment becomes positive and productive.​

He says that schools should cultivate a culture where classroom visits are paired with meaningful, methodical conversations that build trust and promote teacher growth, not anxiety or fear.​

Principal Kafele tells listeners that sending a timely, specific feedback after classroom visits helps teachers focus on their students and not worry about the leader’s perceptions.​

He says that schools should recognize that one size does not fit all in leadership—experienced teachers and new staff have different needs and require differentiated support.​

He says that schools should help leaders overcome “instructional blind spots” and understand they are not expected to master every content area, but must be expert in pedagogy and committed to continuous learning.​

Principal Kafele says that effective instructional leadership means partnering with teachers, learning alongside them, and bringing culturally relevant perspectives into the classroom to reach every student.​

FocusED Show Notes with Guest Julia Bialeski

Julia shares that her book Leading with Grace was inspired by her personal and professional transitions within public education, reflecting on the impact of leadership roles on her growth and identity.​

She describes the “leadership lifespan” concept—emphasizing that leadership is temporary and every position involves unique phases and resets, regardless of prior experience.​

Julia talks about how pivotal and formative challenges, like becoming a principal just before the pandemic, reshape leadership perspectives, emphasizing the importance of calm, communication, and empathy during crisis.​

She acknowledges that meaningful reflection often happens after difficult moments, not during them, and encourages leaders to create mechanisms for regular reflection, such as notes apps, calendar logs, or journals.​

Julia highlights the value of having others help identify one’s strengths, and how post-crisis reflection can reveal qualities like strategic thinking and effective listening that may be overlooked in the busy moment.​

Julia stresses the power of consistency over intensity, encouraging leaders to track small daily wins and progress for long-term growth.​

She recommends creating a “time sanctuary” with protected personal routines, sharing how her morning routine keeps her energized and clear-headed for leadership decisions.​

Julia is a strong advocate for habit formation, minimizing decision fatigue through automation of daily routines, and finding what works individually for each person, citing books like Atomic Habits and The Miracle Morning.​

She discusses boundaries as essential for well-being, sharing recent reads and insights about setting personal limits and organizational support structures.​

Julia recommends integrating reading into daily routines to foster continuous professional growth, preferring physical books and sharing tips for making time for reading over distractions like TV or scrolling.​

She underscores the point that “leaders are readers,” encouraging ongoing curiosity and deep dives into “pockets of interest” for lasting impact.​

We hope you enjoy this episode of FocusED with Julia Bialeski and don't forget to follow us at TheSchoolHouse302.com for podcasts, blog posts, books to read, and more.

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