Leaders are often challenged by countless priorities and limited time, but knowing when to focus and when to lean on others can make all the difference. Yet, when there are too many priorities and only one you, what do you do? When the weight feels heavy, it’s easy to get overwhelmed. In those moments, we need to pause, prioritize, and most importantly, let others lead. Trusting in our team and focusing on our students can lighten the load and help us continue moving forward with purpose. Can you relate?

I remain steadfast in my belief that coaching can have the greatest impact on educational organizations. As a former instructional coach, I’m committed to bringing that experience into my leadership role to pay it forward—recognizing the gifts in others that they might not see in themselves. 

Letting others lead isn’t just about delegating tasks; it’s about empowering your team to take ownership and grow into leaders themselves. When leaders create space for others to lead, they build a culture of trust and collaboration, which strengthens the entire organization.

In his book Unreasonable Hospitality, Will Guidara said: “Giving the team more responsibility than they expected had an amazing impact—the more responsibility we trusted them with, the more responsible they became” (p. 117). This speaks to the heart of it: Let others lead. And as I say in my book The Leader Inside, “The people who cross your path could take a piece of you with them. That is special. Your impact and influence can be infinite.” This especially happens when you let others lead.

So I ask: How can leaders lighten their load, let others lead, and ensure meaningful progress continues when they can’t be everywhere at once?

As a K-12 district leader, I can’t be everywhere at once. That said, I’ve been implementing strategies that have been inviting me to pass the torch while empowering others to lead the learning.

Three Ideas to Let Others Lead

1. Develop Systems and Structures: One of the most powerful ways to let others lead is by developing systems that empower them.

Create systems and structures that empower others to lead, whether you’re present or not. Recently, I led a series of professional learning experiences to introduce positive shifts in how we approach progress monitoring, assess literacy skills, and provide targeted instruction for every student. Knowing I couldn’t be present for every learning session, I planned them with our literacy coach and reading specialists. 

Together we:

• Developed the session using a Canva slide deck to outline clear, intended outcomes.
• Gathered key documents to ground the conversation, focusing on the “What” (What are we doing today?) and the “Why” (Why are we doing it?) and “How” (What resources and high-leverage instructional routines will you use for immediate implementation?)
• Agreed to use thinking routines as protocols to unpack these documents and resources. We implemented Project Zero’s thinking routines, which are designed to deepen student thinking and make it visible.
• Used Project Zero’s “Word, Phrase, Sentence” thinking routine to guide discussions.
• Allocated time for teachers to explore both digital and hard copy materials collaboratively.
• Incorporated the “See, Think, Wonder” routine to enrich the exploration experience.

This structured approach allowed us to lead collaboratively and ensure that progress continued even in my absence.

2. Leverage Questions and Feedback from Previous Sessions to Empower Others: Effective feedback loops can create a foundation for growth and trust.

During our professional learning sessions, we addressed questions in real time and developed resources to support teachers as they implement this work in their classrooms.

At the start of the learning experience:
Teachers completed a Stages of Concern Survey to express their thoughts, concerns, and excitement about teaching reading and writing. This survey helps us understand where each individual stands regarding new priorities. The survey will be administered three times throughout the year. The key question was:

• When you think about teaching writing at your grade level, what concerns you? (Respond in complete sentences, numbering your top three concerns. Be honest and write only about your personal concerns.)

At the end of the session:
Teachers filled out a Plus-Delta feedback form. This tool, as described by Lucid, gathers input on what went well (the “pluses”) and what could be improved (the “deltas”). The goal is to encourage honest feedback using constructive language. The two key questions were:

• What went well?
• Where are there opportunities for growth?

This continuous feedback loop enhances future sessions, helping teachers reflect on their practices and giving us valuable insights for growth.

3. Build Momentum and Keep the Conversation Moving: Sustained progress relies on building momentum and engaging in ongoing conversations.

For me, the ultimate test of success is when a plan is so well-developed and executed—covering the What, Why, and How with clear, actionable steps—that the work continues seamlessly, even in my absence.

• Refining resources and practices in real time is essential, and our literacy coach and reading specialists play a pivotal role in this process, serving as the boots on the ground. They ensure that adjustments are made as needed to maintain momentum. For instance, during a recent session, a one-page document outlining the types of books students will be bringing home was created on the spot with input from teachers, helping to strengthen communication between school and home.
• Communication on the frontlines: It’s essential to have point people such as building leaders, coaches, specialists, and lead teachers in each building to help lead, guide, and collect feedback on the work being done. These point people streamline communication, keeping the purpose and priorities clear and communicate the ideas to me so that I can make informed decisions and provide timely support, ensuring the work stays aligned with our goals. Without them, the message can become blurred, and communication lines may weaken.

This approach keeps the conversation moving forward and ensures that progress doesn’t depend solely on one individual.

Bringing It Full Circle: Letting Others Lead

In the end, this is about more than simply delegating tasks. It’s about cultivating a leadership coaching mindset that encourages others to step into their potential. By developing systems that allow others to lead with confidence, we build capacity within our teams and create a lasting impact. 

Leaders with a coaching mindset know that real success happens when the work continues even in their absence—when those they’ve empowered lead the way. How can you empower your team to lead with confidence in your absence?

So, as you move forward, remember:

The greatest strength of a leader lies not in doing it all, but in letting others lead.