Leading With Clarity is OPEN for enrollment through June 12th! Availability is limited - don't wait to enroll.
👉 a seasoned college administrator looking to revitalize your leadership practice...
👉 a campus leader longing to lift your team's morale...
👉 or just missing the magic of the classroom and longing to re-energize your colleagues...
Join Now for $15
It's true: If you know how to teach, you already have the skills you need to be a terrific leader.
You create spaces for curiosity, challenging conversations, experiments, re-sets, and wild successes.
You guide people as they learn, grow, struggle, and get better.
You balance policies with compassion, showing people how to navigate structures, standards, and expectations with integrity and confidence.
You help people see parts of themselves they didn't know existed. You help them dream more, push themselves to new limits, discover new capabilities, and take pride in their accomplishments.
And you do all this as you walk a tightrope juggling flaming swords with a clock ticking towards your urgent deadlines.
Seriously. You already do all that.
You can most definitely lead.
The only leadership course designed specifically to teach women leaders in higher ed how to connect the dots between what they value, how they plan, and how they lead their teams.
Whether you're. . .
A faculty member with your eye on a future leadership role
A mid-career administrator who misses the magic of the classroom
A new(ish) department chair or program director learning the administrative ropes
A happy classroom educator looking to lead projects outside the classroom
A senior executive feeling the doldrums of administrivia and bureaucratese
Or just curious about ways to coach your teaching colleagues in leadership roles
you'll learn to identify your unique teaching magic and transfer those gifts into your leadership.
to engage and inspire people, in or out of the classroom.
in your abilities to lead a group of people to reach ambitious goals while (gasp!) having fun.
and banish those meetings that really should have been emails.
you can use repeatedly to energize your meetings and committees.
with enough direction to keep you focused -- and enough flexibility to adjust as you go.
from other teachers-turned leaders who care deeply about both.
You already have what it takes
brings you back to the basics of what you love about being an educator so you can use your unique teaching magic to become the kind of leader people love to follow.
The leading with clarity course will
help you develop a leadership practice that brings you peace of mind.
You’ll know you’re working on the right things, in the right ways, for the right people, at the right time.
Your focus and purpose will increase the joy you — and your team! — feel at work.
“The things that Carole helped me understand about myself and the example she set as a leader helped me develop my own leadership style that is both true to myself and applicable to the roles that I have filled since.”
- Andy Doran
"I know that Carole truly loves her students and wants us all to succeed. She encourages us consistently. She made
class entertaining and safe, while still keeping us engaged and on track as far as assignments.
- classroom student evaluation
“Carole has a strong focus on developing others, encouraging strategic thinking and promoting success through goal setting, reflection, and developing a strong vision for success. She is a fantastic leader and mentor who I have been proud to call a colleague for many years.”
- Nicole Schwensow
“In a small group setting, [Carole's] approach “deep-dives” into values-driven leadership creating safe space for critical conversations.”
- Tina Olson
“Carole is very organized, empathetic, friendly, open, inviting, and a great teacher in general."
- classroom student evaluation
“Carole [...] can teach and inspire while putting people at ease, and is gifted in asking insightful questions and then listening with curiosity to understand.”
- Debbie Okerlund
I won my first teaching award In 1999. The next year I started training grad students and faculty to teach. Two years later I rescued a feral American Foxhound and learned some things about dog training. That same summer I taught my first course for graduate students. A few years later I had kids.
Random and disconnected, right?
Although I earned my PhD to become a professor, I quickly saw that all teaching – faculty, undergrads, puppies, grad students, and toddlers – has the same fundamentals in common.
When I moved into administration I saw the same. damn. thing: the skills and strategies that make for gifted teaching are EXACTLY the skills that make for excellent leadership.
I've devoted myself to helping people learn to teach and lead well. No matter your role, your job title, or your place on the org chart: if you know how to work your magic in a classroom, you have what it takes to be an exceptional leader.
Let me show you how.
you already have what it takes
Leadership requires a moral compass.... (Gallos & Bolman, 13)
You'll never lead with confidence if you're out of alignment with your deeply-held values. On Day 4 you'll re-ignite the values that spark your teaching and use them to light up your leadership.
An essential feature of establishing a welcoming classroom is the instructor’s intentionality.... (Addy et al, 74)
Your way of teaching - your personality, presence, and your pizzazz - is unique to you. On Day 3 you'll uncover your teaching vibe and discover how to put it to work in your leadership practice to create a culture where you feel confident, capable, and happy.
Perhaps the most significant skill the teachers in our study displayed in the classroom, laboratory, studio, or wherever they met with students was the ability to communicate orally in ways that stimulated thought. (Bain, 117)
How do you want to sound as a leader? Authoritative? Confident? Inspiring? Curious? Humorous? Calm? On Day 2 you’ll focus on the leadership voice and style you want to convey that feel natural and unique to you.
Sensemaking involves three basic steps: notice something, decide what to make of it, and determine what to do about it. (Gallos & Bolman, 22)
On Day 1 you’ll chart your path by deciding what to make sense of this week. Instead of thinking about *everything* in your teaching and leading, you’ll get laser focused on the most urgent problems you want to solve. This kicks off your personal leadership wayfinding guide.
Um, say what now? What about those moments when you were so excited about your lesson plan? That thoughtful conversation you had with a wandering/wondering student? The time you spend planning ways to engage your students?
We've all had students who are tired, disengaged, or snoozing in the back row. Those random experiences don't diminish your teaching abilities. Neither do the biased teaching evaluations you've received over the years. Nope. Your love for teaching is at the heart of your teaching greatness. Let's reclaim it.
Women are leading in all kinds of ways on college campuses, with all kinds of titles and recognition (even though it sometimes feels insignificant). The teaching, guiding, and facilitating skills you've developed with your students will serve you well in all kinds of roles -- chairing committees, shepherding initiatives, giving presentations, and yes -- even leading people and supervising their work.
That little gremlin that's telling you your job title is connected to your worth needs to chill. Tell him I said so.
I love offering things for free. Also? I find that people who pay, even a small amount, tend to put more energy and effort into their learning. That's why I charge anything at all.
$15 is a nice balance: it's relatively affordable for you, and helps me cover my costs.
If cost is a barrier, please email me and we'll chat about options. There are always options.
I get it: life happens. And when life happens, I'll give you options. (Repeat after me: there are alway options!)
You'll get replays of each workshop session straight to your inbox. The video sessions will be yours to view and work with for one week after the workshop ends.
I hear you. I've been teaching online since 2003 -- honestly? -- it can suck.
But it doesn't have to.
In this workshop you'll learn how to host interactive conversations that don't require breakout rooms -- and you'll learn by doing. Our activities are easy to set up and facilitate, engaging for all participants, and things you can easily replicate in campus meetings. (I know because I've done it myself.)
I'll tell you *why* we're doing things so you can see the purpose behind it, and I'll share resources that will help you set up your own activities. But you won't spend your time listening to me tell you how to do things. You'll spend your time experimenting for yourself, and planning to adapt the strategy to your own campus culture.