Intent vs. ImpactBy Michelle W. Miner, Ed.D., Principal, Lincoln Elementary, Wauwatosa School District Let us not be measured solely by what we intended—but by what we were willing to examine, revise, and grow into together. The world of education today is hard. The heavy lift of school improvement is often driven by the best of intentions. We want to improve outcomes for our students, support teachers, and build a culture where everyone feels valued. These goals drive so much of what we do. But even the best of intentions can land differently than we expected. A well-meant change in routines might create confusion. A new initiative designed to support instruction might feel overwhelming. Despite our best efforts and intentions, trust begins to fade. As school leaders, we have to get honest about this reality: intent does not equal impact. What we meant to do and what actually happened aren’t always the same, and sometimes the gap between those two is wide. That’s not a sign of failure, although it often feels like one. It’s a sign that we need to reexamine, reflect, refocus, and ‘re’lead with more purpose. It’s the same for our staff. If we examine all practices with this lens, we begin to look at what we do and its impact on our learning community. It helps us to step away and look at our practices in a way that focuses on steps to improvement, not steps to justification. Why Your WHY MattersYou’ve heard it before - start with your why! Simon Sinek’s work reminds us to Start With Why and to truly know the purpose that guides our leadership. For me, that “why” is clear: I want to lead a school where every student thrives, where every adult grows, and where our culture reflects care, curiosity, and collective responsibility. But knowing our why isn’t enough. We also have to pay attention to how we lead—and what our leadership actually looks like day to day. When we step back to examine our why, how, and what, we often discover moments where things don’t quite align. Our intent might be rooted in our purpose, but the impact may cause stress, confusion, or resistance. And here’s the truth: it’s not our intent that defines us, it’s what we do after, when we realize the impact didn’t land the way we hoped. That is a place where as leaders, we often feel stuck and we often feel the ‘yuck’. We’re supposed to have the answers. We’re supposed to make meaningful change. We’re supposed to make a difference. But, sometimes the most powerful and impactful thing we can do as a leader is to model vulnerability. As I tell my students, we all make mistakes. I make them every day. The important thing is to embrace our mistakes and learn from them. It’s All About the ViewHeifetz (2009) uses a great metaphor explaining how leaders need to get off the “dance floor” and onto the “balcony.” To lead adaptive change, leaders must regularly step out of the “dance floor” of daily operations and onto the “balcony” to gain perspective. From this vantage point, they can assess not only the strategies being used, but also how those strategies are being received. Are staff aligned in purpose? Do they feel seen and supported? Are systems unintentionally reinforcing inequities? The balcony view requires curiosity, humility, and trust. In order to be successful, you and your staff need to feel safe enough to ‘fail forward’. This also requires the courage to ask: “What is the impact of my leadership and/or teaching? Who is this supporting, and who might be left behind? What have I learned and how will I change?” Trust Is Built, and It Takes EffortThe gap between intent and impact is where trust can either grow or unravel. What makes the difference? We need to show up… in all ways, every day. As Brene Brown has shared, sometimes we need to get into the arena. I know! First, we get on the balcony, then we go on the dancefloor, and now I’m asking you to get into the arena. Leading is active, experiential, challenging, and messy. Teachers don’t expect us to get everything right, but they do want us to show up. They need us to listen, to acknowledge when something isn’t working, and to respond with openness. Trust doesn’t come from having all the answers. It comes from being real, from being visible. It comes from admitting, “I tried this, but I see it’s not working the way I hoped. Let’s talk about it and hear what solutions you might have. We’re going to do better for our kids.” Building and sustaining relational trust is foundational in bridging the gap between intent and impact. Trust is cultivated not by perfection, but by presence, by perseverance - by servant leadership, Trust begins with leaders who are visible, responsive, and willing to admit when something isn’t working. This also means embracing vulnerability. As leaders, but more importantly, as a learning community, we must own mistakes, invite feedback, and model a growth mindset. Knowing your staff means more than knowing what grade they teach or how long they’ve been here. It means understanding what energizes them, what frustrates them, and what matters most to them. And that takes time, consistency, and intentional effort. It’s truly a spark you see that ignites when people feel seen and heard. They’re more willing to reflect, adapt, and grow together. They’re truly an unstoppable team. Collective Efficacy and Moving ForwardWhen leaders rely on compliance, people may follow along, but you’re not going to see anything exceptional happen. We need every member of our staff, not just our classroom teachers, to know and truly believe that they are the solution. This work is inspiring and brings about staff engagement. When we build collective efficacy, a shared belief that together, we can positively impact student learning. It’s inspiring to be a part of that kind of development and change. That kind of belief doesn’t come from mandates. It comes from meaningful conversations, shared reflection, and true collaboration where everyone feels valued and heard. When it happens, there’s a special sense that you can get when you walk through the hallways of the school. When you listen to the conversations, when you see the adult actions and interactions with students and with each other, when you feel the warmth and care for every single person in that building, you know that incredible work is happening. It starts with shifting conversations to what was the impact and how do you know? When teachers (and all staff members) are regularly reflecting and talking with each other about what’s working and what’s not, something powerful happens. People stop trying to look perfect. They start learning together. I’m Not PerfectMy husband is now going to want a copy of this article for evidence. But seriously, leading through adaptive change isn’t about perfection - not even close to it. It’s about being a leader who is reflective, responsive, and values relationships. It’s about knowing your why and being willing to examine how that why drives you and shows up in your conversations. It’s about building a culture where feedback is welcomed (for you - not just your staff), trust is nurtured, and everyone feels safe and empowered to lead together. Know your why! Clearly define your goals! What does success look like? Is this describable, predictable, and replicable? Create a system that promotes accountability, predictability, and safety. This should not be a ‘gotcha’ in a way that catches someone in the wrong, but instead should be a ‘gotcha’ as is in a safety net for support. So… the next time something doesn’t go as planned, don’t rush to explain your intent. Instead, ask about the impact. Invite conversation. Reflect together. That’s where leadership grows. At the end of the day, we are not measured by what we meant to do. We are measured by what we were willing to reflect on, grow from, and learn from - together. Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership. Harvard Business Review Press.
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