"How do I get principals to actually implement the PD I'm providing?"

You've planned amazing sessions, teachers seem engaged, but then... nothing changes in classrooms. The reality: Principals are your key leverage point. If they're not talking about the PD in faculty meetings, looking for it in walkthroughs, or supporting teachers who try new things, your best workshop won't stick. Start with principal buy-in first, teacher training second.

"What do I do when a principal pushes back on district initiatives I'm required to roll out?"

This is the sandwich position from hell—you're accountable to central office for implementation, but principals control the building culture. Strategy: Have honest conversations about their concerns before the rollout. Often resistance comes from feeling steamrolled, not from the initiative itself. Give them voice in the "how," even when the "what" isn't negotiable.

"How do I measure professional learning impact across 20+ schools with different contexts?"

Every principal insists their school is unique, making district-wide metrics feel impossible. Start here: Pick one observable practice you can look for in any classroom, regardless of grade or subject. Track that consistently across all buildings. You can add complexity later, but start with something simple that principals can also easily observe. The right tracking system can help you see patterns across schools that individual principals might miss.

"What if I don't feel qualified to coach principals who have more classroom experience than me?"

This hits hard when you're supporting a principal who taught for 20 years before becoming an administrator. Remember: You're not coaching their teaching—you're coaching their systems thinking and leadership. Your district perspective and ability to see patterns across schools is the value you bring, not your years in the classroom.

"How do I handle conflicting priorities from different central office departments?"

Curriculum says one thing, assessment says another, and everyone wants their initiative to be the priority. Survival tip: Document these conflicts and bring them to your supervisor with proposed solutions, not just complaints. Often, central office departments don't realize they're creating competing demands.

"Is it normal that I feel like I'm always playing catch-up and never getting ahead?"

Yes. District professional learning roles are reactive by nature—you're responding to state initiatives, federal mandates, board requests, and school needs simultaneously. The key: Don't aim for perfection, aim for systems that help you respond quickly and maintain quality.

"Is it normal that I still don't feel like I know what I'm doing?"

Yes. District leadership in professional learning is complex, constantly evolving, and requires balancing competing demands from multiple stakeholders. The leaders who think they have it all figured out are usually the ones you should worry about.

Your next step: Pick one question from this list that resonates most. Instead of Googling it alone at midnight, reach out to another district professional learning leader you trust. Chances are, they've wondered the same thing.

Remember: The best district leaders aren't the ones with all the answers—they're the ones brave enough to keep asking questions and supporting both principals and teachers in their growth.

Need safe space to find solutions? Let’s chat.