As a school leader, it's easy to fall into the trap of micromanaging. We are deeply invested in the success of our students and staff, and sometimes, in our desire to ensure everything runs smoothly, we try to control every detail. But I've learned over the years that this approach can stifle creativity, innovation, and ultimately, the growth of both our teachers and students. Instead, what we need is a shift in mindset: we need to coach, not micromanage.
A Framework for Success, Not a Straitjacket
Micromanaging tends to come from a place of good intentions. We want to make sure everyone is on the same page, that every lesson is perfect, and that every student’s needs are met. But in doing so, we may unintentionally limit the potential of the talented people around us. When we dictate every move, we take away their ability to think critically, innovate, and apply their unique skills to solve problems.
The key difference between micromanaging and coaching is trust. As leaders, we must trust our teachers and staff to do their jobs in ways that best fit their strengths and the needs of their students. This doesn’t mean we throw out the need for structure or accountability. Instead, we create a framework that supports a school-wide mission and vision, then give our staff the freedom and support to figure out how to get there.
Open, Meaningful Conversations
At the heart of this coaching approach is open communication. We need to be intentional about having honest, meaningful discussions with our teachers and staff—listening to their ideas, understanding their challenges, and supporting them in finding creative solutions. As much as we may have a vision for how things should be done, we must be open to other ideas that might better serve our students and school community.
I've learned this lesson as a high school varsity coach. In sports, there are many ways to achieve the same goal. Take wrestling, for example: two athletes may have different body types, strengths, and techniques, but they are both working toward the same end result—winning their match. My job as a coach wasn’t to tell each athlete exactly how to move in every situation, but to guide them in using their unique abilities to reach the same goal.
The same principle applies in the classroom. We don’t change our goals—we all want our students to succeed academically, socially, and emotionally. But the process and paths we take to meet those goals may look different from teacher to teacher, from classroom to classroom, and even from student to student. This is where coaching comes in. Just like in sports, we guide our teachers to leverage their individual skills and talents to help their students succeed.
Measuring, Collaborating, and Adjusting
Even when we empower our staff to take their own approach, we don’t abandon the process of measuring progress and making adjustments. As a coach, I didn’t just send my athletes out on the mat and hope for the best. We watched film, had one-on-one discussions, and worked together to make improvements. In the same way, we must consistently measure progress in our schools—through assessments, observations, and conversations—and collaborate as a team to make necessary adjustments along the way.
This process of continual reflection and refinement is what ensures that we are staying on track toward our goals. It’s not about perfection, but about growth. And just like in coaching, sometimes the most valuable lessons come from the difficult moments—the ones that challenge us to think differently and push our boundaries.
Guiding, Cheering, and Leading with Purpose
As a school leader, my ultimate responsibility is to bring out the best in those I serve. This is what coaching is all about—guiding, cheering, and supporting our teachers as they work to become the best educators they can be. It’s about creating an environment where people feel safe to try new things, make mistakes, and grow from those experiences. And this can only happen when there is a foundation of trust and open communication.
Micromanagement, on the other hand, creates a culture of fear and dependency. It doesn’t allow people to take ownership of their work or feel empowered to innovate. A true coach—whether in sports or in school leadership—focuses on creating an environment where everyone feels supported, valued, and motivated to do their best work.
Sometimes, as leaders, we need to have difficult conversations. They may be uncomfortable, but they are necessary for growth. The most successful coaches and leaders understand that these challenging discussions are where the real breakthroughs happen. By coaching our staff, we empower them to take ownership of their professional growth and contribute to the collective success of the school.
Conclusion: Lead Like a Coach, Not a Micromanager
In the end, great leadership is about more than just ensuring that tasks are completed correctly; it’s about fostering an environment where people can thrive, grow, and achieve their best work. Just like in sports, the goal isn’t to do everything yourself—it’s to bring out the best in those around you.
So, my message to fellow school leaders is this: learn to coach, not to micromanage. Set the framework, support your team, trust their expertise, and work together to achieve the common goal. When you do, you’ll see a school community that is dynamic, creative, and driven by the shared belief that we can all achieve greatness—each in our own unique way.
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