“If we want something to matter to them, they must first believe they matter to us.”
—Zac Mercurio, The Power of Mattering

Over the last few weeks, I had the opportunity to read through several end-of-year reflections from teachers. Do you know what was beautiful? Each one carried a story of care, creativity, and commitment to their students, their purpose, their craft, and the community they serve.

What became clear is this: the work that matters starts with them.

And while every reflection was unique, they shared something in common: a deep desire to make a difference and a genuine hope to keep growing. Isn’t that why we’re in education? What I know for sure is that learning is infinite and so is the impact we can have when we lead with intention, humility, and heart.

What stood out wasn’t just what teachers were most proud of, it was what they were still reaching toward. Their reflections were grounded in strength and fueled by a curiosity to keep learning, knowing that in an ever-evolving educational landscape, we must stay ahead rather than fall behind. That’s where learning and growth lives.

As I say in my book The Leader Inside, “Within every role you serve are opportunities that invite you to think about the educator you were and who you want to be.” That’s what I saw in their reflections…educators who are growing in real time, honoring who they’ve been, and reaching toward who they’re becoming.

Because again—the work that matters starts with them.

Their insights didn’t read as a list of accomplishments, they emerged as lived-in examples of practice, growth, and reflection. As I read, I noticed that many of the same themes kept emerging. Teachers weren’t just doing these things, they were leaning into them. And at the same time, they were looking ahead to what practices and actions could deepen the impact of learning even further.

So, I am proud to share only a snapshot of what a group of dedicated educators are Leaning Into and Looking Ahead to More Of:

They are:

Leaning into literacy across the day
Teachers are embedding reading, writing, speaking, listening, and thinking into all parts of instruction. Many noted their use of sound mapping, fluency routines, vocabulary development, close reading, and paragraph-building as essential tools for helping students access and apply both foundational and advanced literacy skills. They’re making interdisciplinary learning meaningful by connecting it to real-world content, current issues, and students’ own lives.
Looking ahead to more of the time and collaboration to build cross-curricular connections with colleagues in content areas and the arts.

They are:

Leaning into student voice and ownership
From literature circles to digital publishing, teachers are designing learning experiences that centers students’ choices and perspectives. They’re seeing the impact when students lead with curiosity and voice.
Looking ahead to more of the resources, both digital and non digital, especially continuing to curate a variety of high-interest texts that help students see themselves and others in the stories they read and write.

They are:

Leaning into responsive, data-informed teaching
Teachers are using assessment data more intentionally to understand student needs and guide instruction. They’re reflecting on student progress and adjusting their practice to ensure all learners are supported.
Looking ahead to more of continuing to build the structures and shared practices that make data-driven instruction actionable, purposeful, timely, and impactful.

They are:

Leaning into discussion and dialogue
Classroom routines that build background knowledge and academic conversation such as Socratic seminars, peer talk, and collaborative structures are making thinking and learning visible. These approaches help students collaborate, explore ideas, solve problems, and make meaningful connections.
Looking ahead to more of the tools and planning time to extend these discussions into reflective writing, knowledge building, inquiry, and deeper understanding of the world around them.

They are:

Leaning into purposeful use of artificial intelligence (AI)
Teachers are experimenting with AI to elevate learning experiences, support vocabulary development, revision of thinking, feedback, and accessibility. They’re thinking critically about when and how to use it to elevate not replace student thinking.
Looking ahead to more of the support and professional learning to grow their confidence, model responsible use, and stay grounded in human connection.

They are:

Leaning into professional reflection
Many teachers noted how their own learning through curriculum writing, professional learning experiences, book clubs, webinars, conferences, classroom visits, and collaboration shaped their practice.
Looking ahead to more of practical, job-embedded professional learning that aligns with evidence-based practices, supports differentiation and personalization, and builds on what’s already working.

As George Couros shared in a recent post, innovation and foundational skills aren’t at odds, they work best together. “We cannot reach the aspirational without building upon the foundational.”

He reminded us that it’s not about choosing between basics or innovation. It’s about recognizing how both can deepen student learning when educators are empowered to reflect and grow. He shared the following from Yong Zhao, “Reading and writing should be the floor, not the ceiling.”

As I read each reflection, I thought again about the role we play as leaders. Zac Mercurio puts it simply:

“A leader’s craft is people.”

Our teachers aren’t just delivering lessons, they’re creating experiences of belonging and belief. They’re helping students feel seen, heard, and needed. And through their reflections, they’re asking us to do the same for them.

Mercurio reminds us that mattering isn’t created through grand gestures. It’s built through small, repeated interactions by noticing, affirming, and showing people how they’re relied on and cared for.

In Couros’ post, Allyson Apsey captured it well: “Every problem you are facing in your school or organization will be solved by your people, not by any program.”

That’s what these reflections reveal…people making the difference every day.

So, I ask, what do you think about these sentiments?

If we want teachers to stay inspired, they need to know their voice matters.
If we want students to take academic risks, their teachers need to feel supported.
If we want a culture of excellence, we need a foundation of care.
If we want lasting change, we must invest in the people who create it.

The work that matters starts with them.

As I finished reading the final reflection, I returned to the same quote I opened with:

“If we want something to matter to them, they must first believe they matter to us.” 

—Zac Mercurio

We learn a lot when we listen.
And when we truly listen to our teachers, we don’t just learn how they teach, we learn what they value, how they lead, and why they matter more than ever.