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.

Try This:
Ask: “Am I providing tools they can actually use—not just ideas to admire?” Respect for time is shown through clarity, simplicity, and relevance.

3. Create Emotional Entry Points

Before asking principals to reflect or plan, give them space to reconnect to purpose.

Prompt That Sparked Engagement:
“What’s one moment this week that reminded you why you lead?”
This simple question opened up honest, energizing conversation and set the tone for meaningful engagement.

Try This:
Build in moments where participants can emotionally connect. When leaders reconnect with their ‘why,’ learning becomes more than professional—it becomes personal.

4. Make Every Moment Count

Principals measure time differently—every minute away from their building must feel necessary and impactful.

My Approach:
No filler, no fluff. Every activity, conversation, and resource was intentional. I built in breathing room for thought, time for peer sharing, and always offered a concrete takeaway.

Try This:
Ask yourself: “What is the one key idea or practice they should carry with them?” If you can answer that clearly, your session has purpose.

5. Create a Memorable Experience

People may forget your slides—but they won’t forget how they felt in the space you created. From music and visuals to tone and pacing, every detail matters.

How I Did It:
Mindfulness wasn’t just a topic—it was woven into the flow of the entire session. The experience modeled the very culture we hope leaders will create.

Try This:
Ask: “Am I modeling the values I want leaders to bring back to their schools?” Professional learning should reflect the culture we aspire to build.

Final Thought: Start With Heart

Designing meaningful adult learning for school leaders requires more than preparation—it demands emotional awareness, empathy, and reflection. When we lead with emotional intelligence, we don’t just teach—we transform. We don’t just pass along strategies—we model leadership that uplifts, inspires, and renews.

Challenge accepted—and purposefully met.

1. Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books, 1995.

2. Knowles, Malcolm S., Elwood F. Holton III, and Richard A. Swanson. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 8th ed. New York: Routledge, 2015.

3. Edmondson, Amy C. "Psychological Safety and Learning Behavior in Work Teams." Administrative Science Quarterly 44, no. 2 (1999): 350–383.

4. Darling-Hammond, Linda, Maria E. Hyler, and Madelyn Gardner. "Effective Teacher Professional Development." Palo Alto, CA: Learning Policy Institute, 2017.

5. Mayer, Richard E. "Multimedia Learning." 2nd ed. New York: Cambridge University Press, 2009.