Leading With Heart: Elevating Professional Learning Through Emotional Intelligence

Ask any principal what they need more of, and you’ll hear the same answer: time. Yet, when we invite school leaders to step away for professional learning, we’re asking them to juggle even more. After 26 years in NYC schools—including six as a principal—I know that professional learning only works when it meets leaders where they are: emotionally, practically, and purposefully.

Challenge Accepted: Designing Professional Learning That Resonates

School leaders rarely disconnect from the urgent demands of their schools. Even off-site, their mental tabs are open: staffing, student needs, compliance, parent concerns. That’s why effective adult learning must go beyond content—it must be grounded in emotional intelligence and strategic intention.

Here’s how I approach the challenge:

1. Lead with Empathy, Not Agenda

Every leader arrives carrying a full emotional load. If you overlook that, you lose connection before the session begins.

Story in Action:
At a recent session for early childhood principals, I intentionally created a calming, affirming space. We opened with a mindfulness moment, surrounded by affirmation posters, and each participant received a personalized water bottle with a hand-picked affirmation. These weren’t extras—they were extensions of our theme: centering mindfulness in leadership.

Try This:
Before your next session, ask yourself: “What emotional state are my participants likely arriving in?” Connection begins with how you make people feel—before a word is spoken.

2. Respect Their Reality

Adult learning must honor the complexity of leadership. That means offering ideas that feel relevant and applicable—not overwhelming.

What Worked:
Instead of asking leaders to overhaul their systems, I shared ways to integrate mindfulness into existing routines—team meetings, morning announcements, even staff check-ins. The tools were practical, and implementation felt possible.

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