“More Cowbell.”

The catchphrase originated with a classic “Saturday Night Live” skit featuring Will Ferrell and Christopher Walken. A wonderful and exaggerated spoof of “Blue Oyster Cult’s “Don’t Fear the Reaper,” the unforgettable skit centers around a rock producer’s demand for more intensity in the percussive stylings of a single cowbell player. Will Ferrell’s unfettered and unhinged dancing as he beats the cowbell is the stuff that comedy legends are made of. “More Cowbell” has filtered in and out of our modern-day lexicon as a call to amplify energy to any given situation. I believe it is more than just a witty watercooler catchphrase.

If you think about the cowbell and its usage in Music, it does serve as a rally cry of sorts. It’s like the message in the beat of the cowbell is saying to the listener: “Okay, we are ready to take it up a notch. Let’s follow the beat of the cowbell.” Certain cowbell songs resonate to the great effect like “Low Rider” by War, “Born on the Bayou” by Creedence Clearwater Revival, “Got to Give It Up” by Marvin Gaye and “A Hard Day’s Night” by The Beatles. The cowbell means dynamic business in the symphony of its beat. It is more than time-keeper to rhythm. It is an inspiring echo to make it happen in the context of a song. Simply put, the cowbell means it is time to move that groove on the dance floor.

What if we took the infectious intention of the cowbell to the Schoolhouse? I am a firm believer in sustaining the vital organs of a school’s culture. As educators, we need that rhythm to stir us to the beat of supporting our students and each other. What are those things that provide a source of uplift to engage in dynamic actions? How can we bring “More Cowbell” to the lexicon of our daily Schoolhouse lexicon?

Let’s take the cowbell and add it to the relentless rhythms of the Schoolhouse With the gifts and talents embedded in the artistry of educators worldwide, we have many #EduCowbells to call upon for inspiration. The synergy of the #EduCowbell dances in those collaborative conversations we have that flip the script of the status quo. Perhaps, the #EduCowbell is in excitement generated in a new exploration in the classroom from an activity like #BreakoutEdu, Mystery Skype or Flipped Classroom.  The beat of the #EduCowbell may be found in a visit to an #EdCamp. It may be beating during a moment found in the simple kindness of a compliment with a student or colleague.

We all have a beat that is integral to the rhythmic momentum of the Schoolhouse. An #EduCowbell can take on many forms and permutations. The #EduCowbell is that element that simply excites you and invites others to amplify their game.

Share the gift of your beat and bring more #EduCowbell to our world-changing enterprise in the Schoolhouse. Hit that #EduCowbell with relentless, unabashed joyful passion. When we bring the beat of our passion to the Schoolhouse in a sincere way, it is truly contagious.

How will you bring more #EduCowbell? Your Schoolhouse Band awaits the addition of your sublime beat to inspire greatness.


Resonance Matters

He was partially deaf in one ear but he could hear symphonies of unheard music.

He loved the art and science of vocal harmony even though he experienced the torment of an abusive father.

His music inspired and challenged The Beatles to create their magnum opus, “Sgt. Pepper’s Lonely Hearts Club Band.”

He was called one of the greatest composers of the 20th Century by Leonard Bernstein.

His music served as a soothing and inspiring salve for millions even though he spent years of agony immersed in drug abuse, therapeutic misdiagnosis and mental illness.

He completed his “…teenage symphony to God” after a twenty-seven year period overcoming demons of doubt and despair regarding his own musical genius.

His records have sold in the millions and dominated all kinds of Pop Charts.

He has been inducted into the Rock and Roll Hall Fame, honored by the Kennedy Center for lifetime achievement in the Arts, received Grammy Awards and other numerous accolades of prestige.

Brian Wilson, co-founder of The Beach Boys,  was a pioneer in Rock, Pop and Classical Music and he received an “F” in his high school Music class. The song was called “Surfin.'” In 1961,  it became the first single for The Beach Boys. It was a moderate hit and served as the joyous, harmonic template for a canon of songs that inspired millions. Its origins were branded a failure.

Recently, Brian Wilson visited his high school alma mater of Hawthorne High School in California. His grade on the assignment was changed by the current principal from “F” to “A.” The visit made global headlines and reverberated throughout social media. (You can read an article about the visit HERE.) I surmise that his appeal was playful, good-natured and mildly tongue-in-cheek. The opportunity for a world-famous alum to visit an alma mater more than likely uplifted everyone’s day in that Schoolhouse.

Imagine the “F” having a different type of effect on the young Brian Wilson. What if that grade served to stifle his dreams for musical expression? Imagine Brian Wilson quietly folding up his musical tent and discreetly placing his  sketches on a forgotten shelf in a closet. What would have been an ignition for glorious dreams is lost in the forgotten ether of defeat. How would the landscape of musical innovation reign differently if we did not have impact of Brian Wilson’s chords, notes and harmonies?  Imagine a world without a deeply moving songs like “Good Vibrations,” “God Only Knows” and “Surf’s Up.”

Simply imagine a world without the resonance of Brian Wilson’s music. His compositions are eternally carved into the soundtracks of many lives. Songs are like old photographs lovingly placed in cherished scrapbooks of memory. Brian Wilson’s songs have been the backdrop for awkward first junior high school dances, weddings, stadium singalongs and even funerals.

Grades in the schoolhouse serve all kinds of purposes. We may even disagree with the means and ends of grading procedures. There is much philosophical and intensive discussion on the purpose of grades, assignments and tests. Regardless of our stance in the grading debate, we cannot permit grades to determine the destiny of the students we serve. This is where the sincere belief and positive schoolhouse culture collective fostered by teachers and administrators must connect in service of our students.

In music, “resonance” is that deep, sustaining reverberation in sound. Brian Wilson was very much in tune with this as he arranged multi-layered, complex harmonies for The Beach Boys. He respected and valued the sustaining power of resonance in his music.

Educators have a resonance as well. It’s not musical in this case. We have a significant impact that reverberates through the lives of our students. Resonance is not only shaped in the sincere, positive tone of our voices but also in the dynamic and sonic-filled experiences we foster for our students and teachers. Resonance is an eternal etching in the positive activities and ground-breaking, creative assessments we articulate for our students and teachers.

Resonance is the impact we bring to the Schoolhouse. It is our passion-fueled belief that our impact matters. That resonance is fueled by the choices we make as educators. We make the choice between being the architects for either a positive or negative resonance. The sublime aim is for our resonance to uplift, inspire and challenge students and each other in the Schoolhouse. We must be intentional with the resonance we weave for others. Our impact does matter and make a significant difference in the lives of others. That is the key in which we must play as educators in the universal Schoolhouse band.

Thankfully, Brian Wilson did not allow the resonance of a failed musical assignment to determine the trajectory of his destiny. Our joyful obligation as educators is to intentionally thread our resonance in support of the positive. The Schoolhouse is a catalyst for a symphony of dreams for our students. Think of the possibilities that our educational resonance will compel for our students to do great things for the future. Our resonance matters.






When Paul and Ringo Visit the Schoolhouse: Insert Dream Here

Paul McCartney and Ringo Starr are greeting students with me at the front door of Lexington Middle School. In the distance, I see a cadre of roadie carrying instruments and equipment to our auditorium. This unabashed Beatles fan is simply floating. Students and teachers are smiling and waiting to catch a glimpse of my guests. These two gentleman are musical icons and have decided to serve as artists-in-residence at my school. Students will have the opportunity to take a master class on musical composition, production and performance with Paul and Ringo co-teaching. Teachers will later hear a talk from Paul and Ringo on creative collaboration. I am beaming and proud that our schoolhouse is the site for this Beatles reunion. 

A principal has to dream. 

A principal has to share and invite dreams in the schoolhouse. 

Dreams ignite infinite possibilities. History has demonstrated the transformational magnitude of a simple dream. The Wright Brothers dreamed of soaring into the sky. Martin Luther King, Jr. dreamed of a beloved community where all individuals were accepted and empowered regardless of skin color. Susan B. Anthony dreamed of a world where a woman’s right to vote would never face an incredulous response.

As a child, I would stare into the night sky and imagine myself darting around distant galaxies. With a “Star Wars” Comic Book tucked under my arm, I envisioned myself as a Jedi Knight effortlessly saving Princess Leia and the universe. Those childhood fantasies fueled the momentum to transform dreams into realities as I became older.

All of my dreams became realities for all kinds of reasons: positivity, grit, discipline, resilience. Out of all of those things, I would offer that physically voicing the dream out loud proved to a pivotal and primary spark. I remember reading The Great Gatsby in high school and deciding that becoming a high school English Teacher was a dream I wanted to pursue. That dream became true and I was privileged to share my love of the written word with so many students. Stating dreams out loud proved to be life-changing on the day I met my wife. I knew that the person who would become my wife was the dream I had been waiting for all my life and I made sure to share with the nearest person when that moment happened.

As a principal, I have witnessed the sheer joy of dreams transforming a schoolhouse. Experiencing that joy with teachers and students has proven to be a reminder of my leadership purpose. Motivating and inspiring dreams for students and teachers in a positive schoolhouse is embedded at my leadership core. Nothing beats seeing a teacher literally dance in the hallway when a student achieves a new height in either mastery, creativity or growth. Watching the shared vision of a school take flight on the wings of students and teachers is akin to that joy as well. These kinds of things started with a dream. Moreover, the dream had to be vocalized, echoed and shared relentlessly.

The schoolhouse is sometimes too burdened with data walls, deadlines and other manic distractions on such a level that dreams are not given a fair space to dwell. It is essential for school leaders to model the sincere, unabashed vocalizations of dreams for the schoolhouse.

Many schools are either gearing up for a new school year or already knee-deep in the daily routine. Regardless of the time frame, it is not too late for principals to flip a faculty meeting or morning memo in order to devote time to sharing a dream. Simply starting a conversation with a colleague or student or parent by asking the question, “What is the dream for our schoolhouse?” can shift the mundane distractions of the daily grind into infinite realm of possibility.

Sharing our dreams is a courageous movement. When our dreams resonate, we sometimes have to face negative resonance. The pallor of disbelief is a readied default from naysayers. Connecting our students to an awareness of their amazing impact on our future is a necessary chord to strike without hesitation in the schoolhouse. As educators, regardless of role and title, we are called to relentlessly encourage our students and each other to dream.

When I greet the entire team of teachers and staff I am honored to serve, I plan on opening our gathering with the following:

“My dream is for Paul McCartney and Ringo Starr to visit our school and co-teach a few classes. What is your dream for our schoolhouse? Let’s share our dreams. Insert dreams here at Lexington Middle School.”

Looking forward to seeing your dreams transform and enhance the realities in your schoolhouses! I will save you seats when Paul and Ringo visit.





Imagining “Hey Jude” at a Principals Conference

Music heals.

It is the universal band-aid for a broken heart, negative-filled day or loss of a loved one.

Music inspires.

It is the soundtrack for creation, joy and a myriad of catalytic moments etched in blessed, warm memories.

These thoughts marinade in my mind as I stand in the Participatesponsored lounge area at the National Principals Conference in Philadelphia. I am intermingled with a diverse group of leaders: School Leaders, Thought Leaders, Classroom Leaders. Conversations are animated and filled with solutions in service and support of the collective schoolhouse. Collaborative conversations are being forged. Blueprints are created for future steps for inspiring projects which will positively resonates for students and teachers.

Within the whirlwind of spirited and sincere dialogue, I immediately recall the image of a diverse group of fans surrounding The Beatles on a 1968 television broadcast. Fans of varying cultural backgrounds are closely huddled around the band singing along to the powerful choral fade out of “Hey Jude.” For a moment, I am transported back in time to Twickenham Film Studios in London and I am standing on that soundstage with The Beatles. (See the iconic performance of “Hey Jude” here.)

“Hey Jude” by The Beatles has launched the ships of thousands of memories. This 1968 classic is an uplifting anthem with an infectious sing-along chorus. When initially released by The Beatles, the song rose to the top of the charts worldwide and became an instant radio classic. Paul McCartney, the main lyricist of this particular song, still performs this song live in concert. When McCartney performs “Hey Jude” today, the song fills stadiums in a cathartic manner. The audience sways and sings along to  that unforgettable “Na, Na, Na” fade out with Paul McCartney. The moment becomes a recreation of that 1968 broadcast. It is evident that “Hey Jude” fills the audience’s collective senses with a flood of universal emotions

The song means many things to its listeners. Perhaps, the song evokes for some the memory of a first love or a healing moment after the loss of a loved one. Maybe, the song serves as a courageous anthem to play before asking that crush out on a first date.  For this unabashed Beatles Fan, “Hey Jude” is the audio salve for the nervous system I listen to before boarding a plane.

In the biographical case of the song’s author, “Hey Jude” was written originally intended to uplift his best friend’s son who was experiencing the divorce of his parents. Driving to visit Cynthia Lennon, John’s soon-to-be ex-wife, and her son, Julian, McCartney roughly composed the song. From a simple and loving act of outreach to a young child not understanding how divorce works, “Hey Jude” evolved into one of the most lasting, musical statements from The Beatles. Clocking in over seven minutes, “Hey Jude’s” anthemic marrow stirred an emotional chord with listeners and became a worldwide hit.

No where is the emotional girth of “Hey Jude” felt more poignantly than in The Beatles 1968 live television performance of the song on “Frost on Sunday.” The Beatles in choosing  David Frost’s program as their return to television performance after a nearly two-year absence helped solidify the significance of “Hey Jude” to their canon.

The performance of “Hey Jude” on that particular program displays The Beatles performing “Hey Jude” in an almost reverential manner. The band is tight. Knowing and satisfying grins are exchanged with the band. They are locked in the love of their musical vision and become the embodiment of one the song’s moving lyrics: “…take a sad song and make it better.” When the audience members join in with The Beatles singing along, one experiences the universal love story between a band and its fans. Seeing that diverse group draped around The Beatles shows the healing and world-changing impact of Music.

Music unites us in something as basic as the chords and melodic structure of a seemingly simple tune like “Hey Jude.” The synergy of ideas that serve as the marrow for collaboration positively bind us as well. Looking back on the chatter that fueled the collaborative space at the Participate event, I am hope-filled. A myriad of ideas from integrating Global Education and building a Professional Learning Network entered my listening space. Walking along the perimeter of the event was impossible. I was constantly invited into a conversation or permitted to eavesdrop on one. I experienced seeds being planted for exciting and innovative activities to engage students in making giant steps towards a better future for our world.

At the National Principals Conference, I was greeted with smiles and sincere inquiries into my craft as an educator and leader. I was invited into collaborative conversations fueling my professional learning. My leadership was re-ignited with so many collaborative possibilities and ideas. For a few days, I felt like I was leaning over Paul’s piano with dozens of other fans singing along to “Hey Jude.” My charge is to keep that positive momentum going as I compose my “Hey Jude”-like anthem for the schoolhouse. As a school leader, I have to remember to keep the invitational beacons of collaboration illuminated with the very colleagues whom I serve and support.

As The Beatles sing in “Hey Jude,” one of our calls to action as educators is to “…take a sad song and make it better.” Let’s create a collaborative symphony for all of our schoolhouses to elevate, invite and inspire our students. We have many anthems of positivity within us to share just like The Beatles.











When John Invited Paul to Join the Band: Inspired Decisions in the Schoolhouse

I believe that the world changed on July 6, 1957 in Liverpool, England.

What I know is that 16-year old John Lennon met 15-year old Paul McCartney at St. Peter’s Church Hall at a garden fete. John was performing with his fledgling skiffle group known as The Quarrymen. After the performance, John was introduced to Paul by a mutual acquaintance. Paul had his guitar with him and was prompted to perform Eddie Cochran’s “Twenty Flight Rock.” John was impressed. Pleasantries were exchanged and the meeting ended. A few weeks later, Paul was invited by John to join the Quarrymen. The Quarrymen later morphed into The Beatles over the course of several years of line-up changes, failed auditions and hours of hard gigs. The Beatles become the most successful and influential band in music history.

As an avid fan of The Beatles, I enjoy deep dives into their history. All of the band biographies and music histories have entered into my grasp and languish over my crowded bookshelves. Reading these Beatle volumes when I was I kid, I would grow impatient at the jaunt through their early years in Liverpool. I would want to jump right into the contagious excitement of Beatlemania and their innovative studio years recording albums like “Revolver” and “Sgt. Pepper.” The day John met Paul was an episode I would hurriedly gloss over in those Beatle narratives. As a school leader, I now have a better appreciation for John and Paul’s first meeting. I often refer in faculty meetings and collegial conversations that John inviting Paul to join The Quarrymen was one of the best leadership decisions ever made in history.

The consideration that an adolescent John Lennon made such a significant leadership decision at a young age glazed over me when I was a younger Beatles fan. I had read John’s adult reflections on his decision to invite Paul to join the Quarrymen. John mused that he knew that Paul was an excellent guitarist and singer. Lennon sensed that McCartney could stand on even musical ground with him. As the leader of the band, John had his own ego wrestling with his vision of the band. He knew that Paul would add creative weight to the band; therefore, making the group better. There was no fixed template or vision statement for The Beatles in young John Lennon’s mind. He just knew that Paul’s musical strengths would prove to be valuable assets for the band.

This leadership instinct of John Lennon’s is significant. Placing a firm “What If?” in this event, think of the implications if Lennon decided to let an egotistical grasp on his leader status remain and not invite McCartney to become a bandmate:

  • No Lennon & McCartney.
  • No Beatles.
  • No life-changing songs.
  • No Number One Hits
  • No “Sgt. Pepper’s Lonely Hearts Club Band.”
  • No studio and lyrical innovations for other bands to follow, emulate and improve upon.
  • No catalyst for world-changing inspiration from John, Paul, George and Ringo.

Thankfully, a brief afternoon introduction served as the ignition for a collaboration that shifted paradigms on many levels ranging from musical to cultural to historical. The musical canon created by Lennon, McCartney, Harrison and Starr will continue to stand the test of time.

If Paul McCartney were to walk into your respective schoolhouse today carrying a guitar and asking to teach a music class or perform at a faculty meeting, then I am 100% confident that he would be greeted with extreme gratitude and resounding cheers. I would be the first one to greet him and accommodate any request he needed to make this an unforgettable event for the schoolhouse. When John met Paul in 1957, all of the accolades and hits were yet to come. John was in tune with something from Paul on that day.

How can we make those same fateful, inspired decisions as educators and leaders in the schoolhouse? Whether you are a Beatles fan or not, we should all aspire to the same level of greatness in service and support of the schoolhouse. Here are a few paths to consider in making inspired decisions to grow your schoolhouse:

  • Vision: Having a clear, sustained vision for the schoolhouse ignites dynamic action. A schoolhouse must have an organic, collaborative vision that unites all actions in service of all students. John Lennon knew he wanted his band to be great. Educators must have the same aspiration for the schoolhouse.
  • Belief: Every vision is fueled by belief. Maintaining that belief in the schoolhouse is essential for action to occur. The concept of belief may seem hokey in the face of bureaucratic cynicism, ponderous policy and negative professional perceptions but if belief goes missing in our Noble Profession then we have simply lost. Believing that our colleagues possess strengths and gifts that can serve the schoolhouse is a first pivotal step. Call out those strengths publicly and individually. Our bandmates in the schoolhouse need to feel authentic praise and validation for their hard, noble work for kids.
  • Reflection: John Lennon did not immediately invite Paul McCartney to join the band. He spent a considerable amount of time weighing his options to take the risk in inviting someone new into the band. Paul had the potential in being either a threat or asset to the band. John reflected over these scenarios and made a decision rooted in humility, belief and optimism for the band. As educators, it is vital that we support each other in carving out time to reflect on making inspired decisions in the fast-paced mania of the schoolhouse. Find a thought partner, colleague, PLN member to springboard ideas and reflection with in a collegial manner.

The day John met Paul changed everything and led to the creation of universal and timeless Music. The day we connect with a current or potential colleague has the same ability to positively impact a student, schoolhouse and our future.














Making the Impossible Possible


Seeing the above picture nestled in the Newsweek cover story on The Beatles reunion stirred a feeling of both wearied disbelief and a shot of optimistic reality. I remember saying to myself at stage whispered volume, “This is going to happen.”

It’s the fall of 1995 and I am knee-deep in the second wave of Beatlemania getting ready to hit the airwaves. The surviving Beatles have collaborated on an upcoming documentary entitled “The Beatles Anthology.” A three-volume set of accompanying music is on the way with previously unreleased outtakes, alternate versions and two new songs.

As an unabashed Beatles fan, I am near hysterics and anticipation over the notion that the surviving Beatles were reuniting. My recurring dream of a Beatles Reunion was actually going to happen. I did not have to deal with the coy avoidance of the subject from the surviving Beatles anymore. What made this reunion even more poignant was that Paul McCartney, George Harrison and Ringo Starr ignited their collaboration again with John Lennon. They entered the recording studio again with the collective premise that their friend, senselessly murdered by a deranged fan’s torrent of gunfire, had slipped out for cup of tea and entrusted a couple of demos for them to finish.

The reunited Beatles were able to add lyrics, vocals and musical accompaniment to an unfinished demo recording by John Lennon entitled “Free As a Bird.” Another Lennon demo recording was finished and the band added their musical stylings to it. That song was called “Real Love.” Both songs were global smashes and fueled a renaissance for The Beatles at the twilight of the 20th Century.

Considering that the band was able to put aside years of legal and personal battles fueled by a bitter dissolution and enter the studio again with a fresh creative approach is astounding. Adding to the improbability of this scenario was that they were able to reunite with input from a deceased friend. John Lennon’s demos of “Free As a Bird” and “Real Love” were recorded onto tape cassette from a boom box. The tape cassettes of demos possessed all kinds of technical glitches and were crudely created.

On top of this was the heightened reality of fans clamoring for a Beatles reunion since their 1970 disbandment. Each solo member of the dissolved band was faced with the burdening hype of inquiries into a possible reunion. Paul, George and Ringo quietly slipped into the studio and recorded two poignant songs left unfinished by John.

In essence, The Beatles made the impossible possible with their brief reunion.

I remember literally being on the edge of my seat as I watched the countdown clock to The Beatles Reunion appear over the closing credits of Part 1 of ABC’s “The Beatles Anthology.” The video begins for “Free As a Bird” and I am soaring. Hearing Paul’s solo vocal turn during “Free As a Bird” sealed it for me that I was in the middle of a Beatles reunion. It was The Beatles as one would hear them in 1995 and it made so much sense to me.

(You can hear and see the “Free As a Bird” video here: The Beatles Reunion.)

After the witnessing Beatles history, I could not sleep much. It was a school night and a full day of teaching was awaiting me. My 8th Grade Students knew of my Beatles obsession and eagerly awaited my reaction to the new Beatles song. Their genuine and sincere support of my passion led me down the path to integrating a formal lesson based on the music of The Beatles into English Language Arts Class. I had played various songs for The Beatles as background music for various activities but I had never officially taught them.

The reunion of The Beatles compelled me to tune into the courage to introduce their music within a planned lesson. I figured that “She’s Leaving Home” from the “Sgt. Pepper’s Lonely Hearts Club Band” album was a logical place to introduce our upcoming Poetry Unit. What followed was an enriching jaunt into creativity with the class. Students connected with the heart-wrenching story of a teenage runaway as detailed by Lennon & McCartney’s sharp lyrics and string-laded orchestration. Students collaborated in small groups to create an artistic interpretation of the song. I allowed their collective voices to take the song to new creative heights. With my passion for Music and their desire to explore the song further, led me to go off my planned scripted lesson. Student Voice conquered the constraints of the classroom and a new level of expression ensued.  Students produced a range of original artwork, mix tapes, storyboard renderings and newscasts all based on extending their interpretation of the song. I simply stated for students to explore and interpret the song as they wanted to do so without limits.

The template for this activity fueled my inspiration to integrate each moment in the classroom with meaning, relevance and creativity for my students. I never let a day pass in the classroom in which I wanted to tune into their creativity. Some days were successful and others were tremendous failures, but I had the picture of reunited Beatles taped to my desk as reminder that the impossible does become possible.

For our Noble Profession as educators, the impossible is a constant in the schoolhouse. We are tackled with daunting odds, no-win scenarios, and decaying perceptions of our work. Varying labels are affixed to schools in attempt to define a schoolwide achievement grade or solidify a false negative perception. I dream of a perfect glaze to protect us all from our collective schoolwide challenges. There are various movements out there to support and uplift the beautiful work we do in service and support of our kids in the schoolhouse.

Sometimes there are days in which those various positive movements are not enough to sustain me along the journey. Negativity drowns my vision and I allow the echoes of naysayers to resonate. As a principal now, there are greater hurdles to overcome amidst seemingly impossible odds. A steady drumbeat of “These kids can’t!” and “If only we had Program X to save us!” lifts the cacophony to Wagnerian volumes.

Despair is an easy fix.

Then, I gaze at the tattered picture of a Beatles Reunion.

The Impossible became Possible then.

I look back over past blessings and victories in the schoolhouse. I see a classroom transformed into a collaborative hub of creativity by a sad Beatles song. I see a young teacher getting his classroom confidence. I see schools transformed by dreams.

Then, I am “Free As a Bird” like the Beatles Reunion Song.

I flick off the first two letters of the word, “Impossible” and move forward with the schoolhouse.








Touring the Album: Sustaining the Masterpiece in Schoolhouse

“The album would go on tour.”

That was one idea The Beatles had in recording “Sgt. Pepper’s Lonely Hearts Club Band.” Beleaguered by the prison of Beatlemania and touring, the band had quietly ceased live performance. This unanimous decision by The Beatles proved to be the jailbreak needed to embrace freedom in musical innovation.   Recording “Sgt. Pepper” was rife with a hodgepodge of conceptual ideas integrated by The Beatles to savor the innovation they were exploring in the recording studio.

Imagine these statements being tossed around Studio 2 of EMI Recording Studios as The Beatles were dreaming their vision into reality:

  • “Let’s not be The Beatles on this track. We’re the Sgt. Pepper band. What would they sound like?
  • “There will be no pause each song on the record.”
  • “How about comb and tissue paper as a sound effect?”
  • “Those 24 empty bars need to be a giant orgasm of sound.”
  • “Surely, we can add an orchestral arrangement on top of these Indian instruments?”
  • “We can add animal noises at the end of the track.”
  • “Let’s toss on a sound that only dogs can hear.”

No idea was dismissed with derision. Creative risk-taking was the norm.  The band believed in full unity. All four Beatles had to vote in favor for a major decision to progress. Deciding not to tour was akin to career and financial ruin, but The Beatles raised their hands in full favor. The mindset was for their new album to go on tour instead of them.

What a grand and splendid tour for Sgt. Pepper and his Lonely Hearts Club Band! Upon first release in 1967, the “Sgt. Pepper” album sat comfortably at #1 on both the U.S. and U.K. Album Pop Charts. Within the following year, “Sgt. Pepper” earned Grammy Awards for Album of the Year and Best Contemporary Album. Over 10 million copies of the album have been sold and the impact is still resonating with this 50-year tour of Sgt. Pepper. Upon the release of the 50th Anniversary Editions of the “Sgt. Pepper” album, it debuted again at Number 1 on the U.K. Album Chart. In the United States, our military band leader reached #3 on the Hit Parade.

The Pepper Mindset of The Beatles in 1967 has insured that the album will infinitely echo as a timeless and universal work. A masterpiece was forged with collaboration, creativity, and risk-taking serving as the template for the band.

The schoolhouse is the marrow for future masterpieces in the eyes of our children. As educators, we have the same notes to tune into as we approach teaching and learning. Our work as educators is not simply designed to be a mere job. It is a calling to serve as catalyst for future masterpieces from our students. A tall, noble order for all teachers, but if we collectively build a approach that is positive and proactive, then we can sustain The Pepper Mindset in the schoolhouse.

As a principal/lead learner, I used to think that sustainability was a cute buzz word to dazzle a school improvement plan or sprinkle on a deadline-driven report. I do not mean to dismiss the importance of sustainability when it comes to building an instructional framework or physical infrastructure in the schoolhouse. Sustainability is sound leadership and remains a necessity when making decisions in the principal’s role.

If taking on The Pepper Mindset in the schoolhouse, sustainability is viewed in the road ahead for our kids and the impact we have on them. In turn, our students all have the potential to create a lasting impact in our world. Part of our varied role as educators is to be in tune with that as we help them forge a path in embracing the possibilities for the future.

When I walk in any schoolhouse, I often think that somewhere is a student who will solve a global problem or create a positive innovation for future generations. If that student is not in the building, then perhaps, there is a student who will be the mother, father, grandmother or grandfather for that person will do something world-changing.

Sustaining that mindset is found in so many creative and innovative approaches from ditching desks to create a more flexible learning environment. Embedding a time for students to create in a Makerspace or pursue a Passion Project is another way to sustain that masterpiece in the schoolhouse. Giving teachers time and support to collaborate on building innovative and uplifting learning experiences is another key note to hit in building sustainability. Placing all students in the center of  with a unifying positive culture, The Pepper Mindset can prove to be a transformative key for the schoolhouse.

We intentionally sustain the masterpiece in the schoolhouse with the belief that all of our students will make a positive impact. Taking a page from The Pepper Mindset, a schoolhouse has  the ability to have that same resonance as the final 45-second E-major piano chord that signals the end of the “Sgt. Pepper” album with “A Day in the Life.”

“Sgt. Pepper’s Lonely Hearts Club Band” is still on a world tour. The album still inspires and delights as an imaginary band loosely resembling The Beatles performs a fantasy concert. The setlist is filled with all kinds of musical genres and sound pictures. For the past 50 years, a masterpiece has etched its way into our collective soundtrack. We can aspire for that same level of masterpiece in the schoolhouse as educators collaborating, creating and dreaming in service and support of our students.

Ready to join the Sgt. Pepper Band?