This episode of FocusED features superintendent and author, Dr. Michael Lubelfeld.

The episode centers on leading “tomorrow’s schools today,” with Dr. Michael Lubelfeld unpacking how change leadership, mindset, and systems thinking shape the future of K–12 education.​

Lubelfeld and his co-author Nick Polyak use eight real-world case studies and two change frameworks—including the Virginia Satir model—to show that change is both loss and growth, and that leaders can navigate it with clarity and courage.​

Their change framework stresses challenging the status quo, having open conversations, adapting and being flexible, navigating obstacles, generating a shared vision later in the process, and intentionally enjoying the journey.​

The book’s case studies span cell phone bans, staff selection (“first who, then what”), reimagining ninth grade through interdisciplinary models, bilingual theater in a majority Hispanic district, and decade-long facility and program redesign framed as “we’re not broke, we’re broken.”​

Lubelfeld emphasizes that aspiring superintendents learn their most important lessons as building leaders “in the trenches,” where they face resistance, manage complex days, and practice change at a smaller scale.​

He urges leaders to rethink leadership development as a spectrum: graduate programs, technical training, webinars, podcasts, cohorts, and one-off sessions all add value when woven into longer-term learning pathways.​

Drawing on the World Economic Forum jobs report, he notes that top 2030 skills blend AI, cybersecurity, and tech literacy with enduring human capacities like communication, resilience, and kindness, and that school systems must align preparation to this reality.​

He pushes back on narrow “college for all” narratives, pointing to unfilled high-wage jobs such as auto mechanics and arguing that technical certifications and workforce pathways must sit alongside college and military options.​

He frames challenging the status quo as respectful and coalition-based—not “going rogue”—by finding common ground across polarized groups and moving forward on shared priorities like equity, facilities, and teacher support.​

Lubelfeld describes leadership as coalition-building rather than pure majoritarianism: in any controversial issue, about 30% strongly oppose, 30% strongly support, and the work is to engage the middle and pieces of each pole around common ground.​

Networks are central to his practice: he implores leaders to “go where the smart people are” through national conferences, associations like AASA and SD, fellowships like Google GSV, and online professional communities.​

He is candid that superintendents cannot know everything—from bonds to construction—and must “phone a friend,” using networks as a source of expertise, critical feedback, and truth-telling that local colleagues may hesitate to provide.​

He draws heavily on positive psychology, especially Shawn Achor’s work, building gratitude into his personal practice and cabinet meetings to counteract the brain’s negativity bias and sustain joy in leadership.​

He returns repeatedly to the idea that leaders should aim to be the next version of themselves, not the “best” final version, embracing the notion that they—and their leadership—are permanently unfinished.

Gregg Behr, executive director of the Grable Foundation and co-author of When You Wonder, You’re Learning, joins Joe and TJ on FocusED.​

The episode centers on Mr. Rogers’ lessons in creativity, curiosity, care, and what they mean for schooling today.​

Fred Rogers is framed as an innovator who used the technology of his time to make what was attractive to kids also good and constructive.​

Behr explains that Rogers studied with major child development experts and quietly embedded learning science into puppetry, lyrics, routines, and set design.​

The book argues that Fred was ahead of his time and offers a blueprint for education in 2025 and beyond.​

Rogers’ classic “crayon factory” episode illustrates starting with something familiar, then moving students into the unknown in a safe way.​

Behr parallels this with a 10th grade AP World Cultures teacher who begins each lesson with a concrete artifact to spark curiosity before exploring complex historical content.​

TJ raises the idea of teachers developing a deliberate “teacher self” or persona.​

Behr emphasizes that Rogers would want adults to bring their full, authentic selves to learning spaces, viewing each interaction with a child as “holy ground.”​

He notes that the goal is not to create “modern-day Fred Rogers,” but the most authentic version of each educator.​

Behr argues that psychological safety, belonging, and feeling “loved and capable of loving” are prerequisites for academic outcomes.​

He describes leaders who successfully blend care and accountability by granting teachers permission: small discretionary funds, time to observe others, and space for peer-led professional learning.​

Behr calls wonder a skill that, like empathy, must be practiced intentionally.​

He shares the “Ask It Basket” strategy, where off-topic student questions are written down, saved, and revisited together, signaling that wondering is valued and safe.​

He also highlights “awe walks” in nature, literature, math, and school hallways as routine opportunities to notice and nurture curiosity.​

For leaders focused on test scores and strategic plans, Behr points to evidence from schools that build in “guaranteed wonder time” through personalized learning and maker spaces.​

These environments increase student agency, reduce dropouts, decrease charter flight, and improve math and English scores while fostering deeper unmeasured learning.​

Behr describes Remake Learning as a 20-year network of 800+ schools, museums, libraries, early learning centers, and creative industries advancing engaging, relevant learning.​

Resources at remakelearning.org and remakelearningdays.org include open publications on profiles and portfolios, maker-centered learning, STEM, and human flourishing.​

Behr describes his hoped-for legacy as creating a real-life “land of make believe” for children—a connected learning landscape across schools, after-school programs, early learning, and internships.​

He wants regional pathways where kids can find passions, interests, and purpose, supported by intentional collaboration among caring adults.

Our guest for this episode of FocusED is Principal EL.

Principal EL believes every child deserves at least one adult who is “crazy about them,” and that leaders must be intentionally curious about students’ lives outside of school to build belonging.

Consistency, he explains, is the backbone of strong relationships; students need to know their principal will show up day after day, even after conflict. He believes visible presence in classrooms, hallways, cafeterias, and the yard is non-negotiable if leaders want students to feel seen and safe.

He points out that simple moves—sitting with students at lunch, playing chess, listening—often open doors to conversations kids have never had with adults. He believes many students “ask for love in the most unloving ways,” so leaders must stay when it’s hardest, not just when students are easy to manage.

For staff, he emphasizes that support starts with small acts: covering a class so someone can use the restroom or bringing a cup of tea on a tough day. He believes real appreciation cannot be confined to Teacher Appreciation Week; it has to live in daily culture and behavior.

On staffing, he argues that “the best form of retention is recruitment, and the best form of recruitment is retention,” especially in a hiring market that feels like the Hunger Games. He believes interviews must surface “villagers”—people willing to show up for families and students beyond academics, with real examples of care.

He draws a sharp line between a teaching culture and a learning culture. He believes that impact rests less on the ability to teach and more on the willingness to learn, accept feedback, and say, “Can I learn from you?”

He cautions that leaders must balance accountability and support because it is easier than ever for teachers to say, “I can quit today.” He believes students still need adults who choose to stay and see the work as a calling, not just a job.

Regarding technology, he warns that social media and cell phones sit at the center of many climate issues, from late-night gaming to drama on Instagram. He believes policies like “bell to bell, no cell” help students be more present and less stressed in class.

Personally, he shares that gratitude, meditation, running, and time in the gym keep him grounded and able to pour into others. He believes leaders should wake up knowing someone needed them that day and go to bed counting the blessing of being able to serve.

Even after 39 years, he jokes about needing a book that would finally teach him how to retire, yet he keeps coming back. He believes the real reason is the student on the bus who asks, “Are you coming back next year?”—a reminder that choosing to stay still changes lives.