The Lead Storyteller

Schools are like toilets. While everyone has used a toilet, not everyone is qualified to be a plumber. Similarly, just because most people have attended school doesn’t mean they truly understand how it should operate. This isn’t a critique of those who think they know how schools should run or a condemnation of negativity toward schools. Instead, it’s an invitation to do the opposite: to foster relationships with the community, discover what drives them, and leverage that understanding to shape our story. Building meaningful relationships is the most influential thing we can do as leaders (Czyz, 2019). This reflection explores why it’s essential for us to be the lead storytellers in our schools—ensuring our communities truly understand what’s happening. If we don’t take charge of the narrative, someone else will—and the story they tell might not be the story we want told.

Currently, I am the Superintendent at Paint Creek ISD (PC). PC is a small, rural district about 45 miles north of Abilene. Over 70% of my student population is made up of transfer students. In other words, over 70% of the students who walk through our doors every day choose to attend PC. That is a powerful statement about the importance of telling our story. Our story is one that revolves around family, the PC family. Creating a family atmosphere in our schools means fostering connections that make people want to be here—not just work here. When people feel they belong, they stay, thrive, and inspire others. (Largent, 2022). 

The truth is, we aren’t doing many things that other districts aren’t also doing—we’re just louder about it. This is my second year as a superintendent, and although I’m still learning what the role entails, I quickly realized how critical it is to change the narrative about what is happening inside our schools. Too often, what people think is happening and what is actually happening are two different things. We all have stories to tell, but the key is leveraging those stories to build connections within our district and community (Vawser, 2023). Telling the stories of our school has led to a 20% increase in student enrollment over three years, resulting in over $43,000 a year in additional funding for our district.

We hear stories every day—they have the power to shape our world. In schools, a well-told story can help us see things we’ve never noticed before and care about things we once overlooked. (Kleba & O’Hara, 2020). The stories we tell about our district can change how students, parents, teachers, and even other leaders perceive the teachers in our building—and how teachers perceive themselves. Dr. Joe Sanfelippo highlights the importance of recognizing, acknowledging, and amplifying the excellence around us. In his book Lead from Where You Are, he elaborates:

“If we RECOGNIZE the work of our colleagues, ACKNOWLEDGE to them that the work is great, and EXTEND the conversation about their great work to someone who wasn’t there, we help add value to the work, and they’ll want to do it more” (Sanfelippo, Intention, 2022).

The truth is, if we are not in classrooms and hallways, we won’t see these wonderful moments as they happen! Some leaders might say, “I don’t have time to look for these moments.” The problem with that statement is that we always find time for the things we value. Yes, there will always be tasks on our to-do list, but if we go through the day with blinders on, focusing solely on those tasks, we miss the reason we became leaders: the people!

Every day in our schools is full of moments ripe for investment (Heath & Heath, 2017). It takes just 30 seconds to walk into a classroom and witness something powerful. By sharing these moments with others, we give them power and help tell the story of our district. There are already great things happening in our schools—we just need to give people the opportunity to see them. How people perceive our school becomes their reality of it, so we must be intentional about shaping that perception (Sinanis & Sanfelippo, 2015). Every story we tell and celebrate is an opportunity to connect with our staff and community. By recognizing and sharing the incredible work happening daily, we inspire others and strengthen the ties that bind us. (Sanfelippo, 2022).

Telling our district’s story has positive side effects as well. Highlighting the greatness of our people shows that we care. When we show care, it becomes contagious; when people feel cared for, they naturally care for others (Chapman & Sisodia, 2015). Unfortunately, fewer and fewer people are willing to work in education today. If we aren’t intentional about creating an environment that values and appreciates our best people, someone else will (Whitaker, 2025). If you want to work in an environment where people are excited to come to work and are intentional about creating excellence in their environment then we have to demonstrate those values ourselves (Bearden, 2018). It is our duty as the lead storyteller to sustain a culture where people not only want to belong, but encourage others to belong as well. (Silverman, 2024).

Being the lead storyteller doesn’t always mean communicating with those outside of your walls, it is also about creating the story inside your walls as well. Every interaction you have inside your building is a small moment in building the narrative of your school. As the Superintendent you may be the lead storyteller, but that doesn’t mean you are the only storyteller. Sometimes the most powerful stories come from the people inside your organization. Being intentional on what it is that drives your culture will help guide the stories that come out of your building. Put people first in every interaction you have, your true success is not built on the likes and follows of your social media platform but in the lives you touch (Chapman and Sisodis, 2015). Recognize and celebrate your people and their contributions towards your goals at every turn. Our culture is shaped by every interaction and reinforced through recognition and celebration. By valuing every contribution, we not only foster pride but also build a school where people feel they belong and are valued.

As the Superintendent you have the 10,000 foot view, however, don’t expect teachers to have this approach. Empower teachers to focus on their sphere of influence and trust them to make the best decisions for their students. Leadership is about creating an environment where greatness can thrive, and greatness thrives for all people differently in different spheres (Whitaker, 2025). 

Every day, we walk past moments that could influence the narrative we’re trying to create. Stop missing these opportunities because right now is the best time to create something meaningful for your school community (Whitaker, 2017). Being the lead storyteller means leveraging these moments to impact the world around us. We are educators because we care deeply about kids. If our kids are hungry, we feed them. If they need a hug, we hug them. As leaders, if our people need a platform to tell their stories, we give it to them. If we never miss the chance to celebrate our kids, staff, and community, we can change the way people talk about the incredible things we do (Sanfelippo, 2022). As educational leaders, it’s our duty to ensure every positive moment is seen and celebrated. Let’s commit to becoming the lead storytellers for our schools, shaping narratives that impact our schools and public education.

References

Bearden, K. (2018). Talk to me: find the right words to inspire, encourage, and get things done. Dave Burgess Consulting.

Chapman, B. & Sisodis, R. (2015). Everybody matters: The extraordinary power of caring for your people like family. Penguin Random House. 

Czys, R. (2019). The secret sauce: essential ingredients for exceptional teaching. Dave Burgess Consulting, Incorporated.

Heath, C & Heath, D. (2017). The power of moments: Why certain experiences have extraordinary impact. Simon & Schuster. 

Kleba, M. & O’Hara, R. (2020). Otherful: How to change the world (and your school) through other people. 

Largent, J. (2022). Leading in chaos: A commonsense blueprint for new and aspiring school leaders. Houndstooth Press.

Sanfelippo, J. (2022). Lead from where you are: Building intention, connection, and direction in our schools. IMPress. 

Silverman, M. (2024). Sustaining excellence: How culture drives teacher retention. Martin Silverman.

Sinanis, T. & Sanfelippo, J. (2015). The power of branding: Telling your school’s story. Corwin.

Vawser, T. (2023, October 30). School CEO: Marketing for school leaders [Audio Podcast]. https://www.schoolceo.com/a/dr-joe-sanfelippo-changing-the-narrative/

Whitaker, T. (2017). The four o'clock faculty: A rogue guide to revolutionizing professional development. Dave Burgess Consulting.

Whitaker, T. (2025). How to get all teachers to become like the best teacher. Routledge.