By Michelle Fennick, PhD
As a professor preparing the next generation of school leaders, I know that one of the most powerful professional development opportunities is when leaders present their best practices to other leaders. Leadership is often described as a lonely role, but it does not have to be. When principals, assistant principals, district administrators, and professors share what has worked for them, they give colleagues a chance to learn strategies that are practical, proven, and ready to use. These presentations are not abstract theory. They are real solutions to real challenges, shared peer to peer.
I have experienced this firsthand with my own best practice, hypercalendaring. Several years ago, I began to create a system that allowed me to manage my time by layering calendars for different roles and responsibilities. By color-coding, blocking time for deep work, and synchronizing personal and professional commitments, I created a method that helped me stay ahead of deadlines and protect time for what mattered most. As I shared this system in conference presentations, I realized that presenting not only helped others, but it also sharpened me. Each time I prepared to explain hypercalendaring to leaders, I refined the practice, anticipated questions, and clarified the process.
Research reinforces the value of leaders sharing practices. Wu and Lee (2021) demonstrated that ethical leadership promotes knowledge sharing by building trust and group identity. When leaders present their best practices, they model openness and cultivate a culture where colleagues are more likely to learn from one another. Moran (2001) argued that trust is essential for leadership success and for creating schools where collaboration thrives. Presentations foster trust when leaders are transparent about what has worked for them and humble enough to acknowledge what they are still learning.
Wiseman (2017) described leaders who act as multipliers, those who amplify the intelligence and capability of people around them. Presenting best practices is one way leaders multiply the capacity of the profession. By sharing openly, they give others tools to grow, which in turn strengthens schools and districts. Covey (2004) reminded us that effective leadership requires reflection and intentional growth. Presentations serve as a reflective practice because they require leaders to examine their own work, refine it, and place it in front of others for critique.
One of the most valuable aspects of presenting is the feedback that comes with it. Colleagues may ask challenging questions, raise concerns, or suggest improvements. While critique can be uncomfortable, it sharpens practice. It forces leaders to see their work from different perspectives and to defend or rethink their choices. This process of reflection is central to continuous improvement. Presenting accelerates that cycle by creating opportunities for leaders to test and refine their thinking in community with others.
Presenting also expands influence. After presenting on hypercalendaring at several conferences, I received follow-up emails from leaders who tried the system and adapted it to their schools. Some used it to manage campus walkthroughs. Others used it to balance instructional leadership with compliance demands. Hearing how colleagues applied the strategy in different contexts deepened my own understanding and pushed me to continue developing the practice.
Finally, presenting creates lasting networks. Conversations often begin in breakout sessions but continue in hallways, phone calls, and emails long after the conference ends. These relationships sustain leaders when challenges arise. They also create opportunities for collaboration that strengthen schools across districts and regions.
As I guide future leaders, I encourage them to seek opportunities to present what they do well. It does not have to be a groundbreaking innovation. It might be a scheduling system, a discipline strategy, or a way of organizing parent engagement nights. Sharing one best practice can spark change for another leader. Preparing to present forces leaders to think deeply about their work, and presenting builds confidence, credibility, and connections. Most importantly, it positions leaders to receive critique that fosters reflection, making them stronger practitioners in the process.
For me, presenting on hypercalendaring continues to be a professional anchor. Each time I share it, I become more refined in my own leadership and more connected to others in the field. Leaders grow best when they learn from leaders. Presenting our best practices is one of the most powerful ways to strengthen leadership across our schools.
Dr. Michelle Fennick is an Assistant Professor of Educational Leadership and Director of Field Supervision at Lamar University. She is also the CEO of Consult Dr. Michelle, LLC. With more than 30 years of experience as a teacher, coach, principal, district administrator, and professor, she has devoted her career to shaping and supporting future leaders.
References
Covey, S. R. (2004). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change (Rev. ed.). Free Press.
Moran, B. A. (2001). Trust matters: Leadership for successful schools. Jossey-Bass.
Wiseman, L. (2017). Multipliers: How the best leaders make everyone smarter (Rev. and updated ed.). Harper Business.
Wu, W. L., & Lee, P. C. (2021). How ethical leadership promotes knowledge sharing: The mediating effect of group identification and relational identity. Frontiers in Psychology, 12, 727903. https://doi.org/10.3389/fpsyg.2021.727903
TEPSA News, January/February 2026, Vol 83, No 1
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