Laura K Spencer, Ed.D.

Tag: Leadership Development

  • Why Strong Systems – not Just Big GoalS – Are the Key to Effective Leadership

    Why Strong Systems – not Just Big GoalS – Are the Key to Effective Leadership

    “You don’t rise to the level of your goals. You fall to the level of your systems.” —James Clear

    I’ve seen the truth of this quote in every leadership role I’ve held.

    When I interviewed for a previous role, I told the team, “I take pride in finding holes in systems, not because I’m negative, but because I don’t like watching things fail.” That mindset goes back to my time in the U.S. Army, where I served as a Psychological Operations Specialist. In that context, flawed systems don’t just slow you down. They put people at risk.

    Since then, I’ve worked in many leadership roles where the stakes look different, but systems still make or break everything. And often, the most dangerous failure isn’t an obvious collapse. It’s ambiguity disguised as autonomy.

    We love to talk about “defined autonomy” in leadership circles. It sounds great… like the perfect balance of freedom and structure. But too often, it’s undefined autonomy. No guardrails. No shared language. Just a vague sense that people can “figure it out” because we have faith in their abilities. (Guilty as charged!)

    That’s not empowerment. That’s abdication.

    If you want people to lead boldly, you have to give them more than permission. You have to give them clarity. That’s where systems come in.

    Real defined autonomy looks like:

    • Clear priorities and non-negotiables
    • Decision-making frameworks that are visible and usable
    • Guardrails that prevent overwork and mission drift
    • Consistency that builds trust, not compliance

    With systems in place, autonomy isn’t guesswork. It’s supported action. And when things inevitably get messy, it’s the system that absorbs the shock—not your people.

    What would you add to that list?
    What has “defined autonomy” looked like in your best leadership experiences, or what do you wish it looked like?

    Thanks again to Dr. Katie Larsen of Bluum for putting this quote back on my radar. It’s helped me think about strategy, sustainability, and what it really means to lead well.

  • Understanding Transitions: What William Bridges Taught Me About Leading Change in Education

    Understanding Transitions: What William Bridges Taught Me About Leading Change in Education

    I just finished reading Managing Transitions by William Bridges, and all I can think is, where was this book five years ago?

    I didn’t even realize I needed it until now. But with every chapter, I found myself reflecting on moments in my past that suddenly made a whole lot more sense. The times I felt out of sync during a leadership change, doubted myself in the midst of a new initiative, or held tightly to familiar routines when everything else was shifting. I thought I was just resistant to change.

    Now I understand I was in transition.

    What is the difference between change and transition?

    Bridges explains that change is external. It’s the new policy, the reorganization, the updated bell schedule. Transition is internal. It’s the emotional process of letting go, wandering through the uncertainty in the middle, and eventually stepping into something new.

    That middle part, which Bridges calls the Neutral Zone, isn’t often talked about. But it’s where many of us live, especially in education. It’s the space where routines unravel and identity feels blurry. I’ve been there more than once, unsure if I was doing something wrong simply because everything felt off.

    I remember as a teacher when our school was modernized. It was supposed to be an upgrade. Bigger rooms, better resources, fresh paint. But I didn’t feel excited. I felt like a stranger in my classroom. Looking back, I wasn’t grieving the building itself. I was mourning the comfort of the familiar, the rhythm we had built, and the sense of belonging that came with it. At the time, I called it stress. Now I know it was transition.

    Why this matters for educators and school leaders

    One of the most powerful insights in the book is that people don’t resist change because they’re stuck. They resist because they haven’t had the chance to let go. They haven’t grieved what they’re leaving behind.

    In education, we’re often celebrated for our flexibility and resilience. We move fast. We make it work. But too often, we skip over the emotional work of transitioning. We jump from one initiative to the next without taking a breath. Without asking what we need to release.

    Bridges reminded me that real resilience isn’t about powering through. It’s about moving with intention. Letting go with grace. Approaching the new with clarity, even when it’s uncomfortable. (And even if I want to scream into my pillow!)

    How I’ve experienced the Neutral Zone

    I see now how often I’ve lived in that uncertain space. Not ready to let go of the old, not sure how to embrace the new. Whether it was a leadership change, a a procedure shift, or a redefinition of my own role, I wasn’t just adapting. I was transitioning.

    This book gave me the language to name those experiences. It helped me understand why those moments felt so heavy, even when the changes were objectively positive.

    If you are leading through change or simply trying to find your way in something unfamiliar, maybe you’re not stuck. Maybe you’re in transition. And that is not a flaw. That is being fully human.

    P.S. Thanks to Scott at YouSchool for the book suggestion!