That same week, one of my staff members felt unwelcome and uncomfortable when another staff member dismissed their feedback on supporting student learning. I was asked to mediate a conversation using a restorative justice approach, designed to acknowledge hurt and repair the relationship so both could resume working together effectively.

While I was somewhat satisfied that both individuals shared the impact of their actions on each other, it was clear the person who caused the harm was still guarded. As an empathetic person, I wanted to ‘fix’ everything immediately. Yet I realized I couldn’t force the individual who felt victimized to simply feel better. Still, because I took time to plan, I was able to facilitate a mediation that avoided appearing biased toward one side.

This week, I learned a vital leadership lesson: rally your supporters not only in times of need but regularly—and always take the time to thank them. Leadership thrives on collaboration and the shared commitment to equitable education.

[. . .] As a new leader, this reaction was challenging. Some even questioned my competency because they felt personally offended by my assessment—despite acknowledging that their performance that day wasn’t up to their usual standard.

This situation highlights a common challenge in leadership: when evaluations are based on a rubric, the intent is to provide feedback on professional practice, not to judge personal identity. Yet, feedback is often perceived as a reflection of self-worth, especially when it touches on areas perceived as sensitive or triggering.