Name: Blake Johns

Title: Assistant Principal

Organisation: Brantley County High School

Blake Johns has dedicated his career to education, with experience as a high school math and science teacher for five years, a technology specialist for one year, and a high school administrator for seven years. Currently, he serves as an administrator at the high school where he graduated in 2007. Outside of work, he has been married for 11 years and is a proud father of four—two boys and two girls.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Blake's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

As an educational leader, one of the hardest challenges I have encountered is having crucial conversations with teachers about their performance in a way that fosters growth rather than feeling punitive. Providing feedback that is clear, constructive, and goal-oriented requires a balance of honesty and support.

Approaching these discussions with a growth mindset is essential. Instead of focusing solely on areas of weakness, I strive to frame the conversation around opportunities for improvement, aligning feedback with professional goals and student success. Establishing a culture of trust and open communication helps teachers feel valued and motivated rather than defensive.

One key strategy is setting clear, measurable goals and providing ongoing support through coaching, resources, and follow-ups. By shifting the focus from evaluation to professional growth, these conversations become a catalyst for meaningful improvement rather than a source of anxiety. The ultimate goal is to empower teachers to reflect, adapt, and enhance their instructional practices in a way that benefits both their development and student learning.

2. How did you become an Educational Leader? Can you please briefly tell the story?

I transitioned into leadership after serving for a year as an instructional support specialist at a regional education service agency. Initially, I applied for the role of CTAE director, but the principal at the time recognized my expertise in instruction and curriculum and believed my strengths were better suited for a broader administrative leadership role within the entire school.

3. How do you structure your work days from waking up to going to sleep?

My day starts off hectic as I personally get my four kids to school, but once I arrive at my building, I prioritize connecting with students and staff. I make it a point to walk through the school, greeting as many students and teachers as possible while also providing opportunities for teachers to voice any concerns before classes begin.

I then dedicate 30 minutes to checking and responding to emails, addressing anything I may have missed from the previous day. The majority of my time is spent in classrooms, supporting instruction, or handling discipline issues as they arise. I ensure I am present during lunch duties, using that time to engage with students, listen to their experiences, and build relationships.

After lunch, I continue visiting classrooms unless major discipline issues require my attention. The school day concludes with bus duty, ensuring a smooth dismissal process. Before heading home—or to after-school activities—I spend an hour responding to emails and wrapping up administrative tasks, always striving to maintain a balance between being proactive and responsive as a high school administrator.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

I was recently reminded of how crucial clear communication is in shaping a positive school culture. We faced some challenges with attendance and implemented a strong, structured plan to address the issue. By communicating this plan early and consistently to all stakeholders, we created a shared understanding and accountability. As a result, our attendance has improved significantly, reinforcing the power of transparency and proactive engagement in driving positive change.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

The Teacher Clarity Playbook has had a significant impact on my ability to coach both new and struggling teachers, providing them with effective strategies to address student apathy, increase engagement, and offer meaningful support. The book outlines fundamental principles that enhance instructional clarity, making lessons more effective and student-centered. By implementing these strategies, teachers not only improve their instructional delivery but also see a noticeable reduction in classroom discipline issues, creating a more structured and engaging learning environment.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

If I could give one piece of advice to a young educator aspiring to be an educational leader, it would be this: Build strong relationships and listen more than you speak. Leadership isn’t about having all the answers—it’s about understanding the needs of your students, teachers, and community. Take the time to connect with people, earn their trust, and show that you are invested in their success. When you actively listen and lead with empathy, you create a culture where growth, collaboration, and improvement happen naturally. Strong relationships are the foundation of effective leadership.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

One of the most meaningful stories that comes to mind as an educational leader is about a student who faced unimaginable challenges but, through perseverance and community support, completely transformed his life.

This student was homeless, struggling to find stability while trying to finish high school. Recognizing his potential and determination, our school team, along with local partners, came together to provide the support he needed. We helped him secure a car, and through incredible generosity from the community, a tiny home was built for him, giving him a place to call his own.

Beyond meeting his immediate needs, we also focused on his future. We worked with local colleges to enroll him in welding certification programs, equipping him with valuable skills. His hard work paid off, and he eventually joined the Marines. Today, he lives in California, is happily married with two children, and has built a successful life for himself.

His story is a testament to the power of education, community, and resilience. It serves as a reminder that, as educators, our impact extends far beyond the classroom—we have the ability to change lives when we invest in the whole student.