Name: Christopher Turner

Title: Principal

Organisation: Legacy Traditional Schools

Christopher Turner, raised in Bay Shore, NY, on Long Island, is a PK-8 school principal who holds his EdS in Organizational Leadership with an Emphasis in K-12 Education. His background as an Athletic Director, Assistant Principal, Interim Principal, Special Education teacher, and Special Education Department chair has allowed great insight and expertise around special education, athletics, training teachers, coaching, parental engagement, and academic achievement.

After spending over a decade in education, Christopher knows very well what drives the necessary change in education today: the three Rs: relationships, relevance, and rigor. Once relationships are developed, the learning needs to be relevant to students, then you can push the rigor and challenge students to great heights. He believes academic achievement is linked to the three Rs, therefore, increased emphasis needs to be on educators forming meaningful student relationships, making learning relevant, and ensuring that teaching and learning is rigorous.

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

I hope Christopher'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 most challenging aspects has been managing the adults in the building—balancing their moods and individual needs while also ensuring that the school and students are held to high standards. Every staff member comes with their unique background, strengths, challenges, and personal circumstances. This diversity is a beautiful part of our team, but it also presents a challenge in terms of how to provide the support each person needs. Some may be facing personal difficulties that impact their work performance or mood, while others may be navigating professional challenges, such as adjusting to new teaching methods or school policies.

In these moments, a deep sense of empathy and patience is required to offer the support needed while being mindful of each individual’s situation. One of the most important things I’ve learned is that effective communication is key. Sometimes, it’s about taking the time to listen and truly understand where a person is coming from before offering advice or solutions. Sometimes it’s about being a sounding board, and other times it’s offering direct, constructive feedback that helps them move forward.

However, while being responsive to these individual needs, I also have the responsibility of making sure that the entire team stays aligned with the school’s mission and academic goals. Our focus has to remain on the students, and their success is our ultimate measure of progress. As a leader, it’s about striking that delicate balance—ensuring the well-being of the adults in the building while not losing sight of the larger picture, which is our students' academic achievement and the overall climate of the school.

For instance, there may be days when I need to have difficult conversations with staff about their performance or their approach to a task, and it can be tough because I know that their mood or personal situation is affecting their work. But at the same time, I have to be firm in holding them accountable to the expectations that we have as a school, ensuring that students receive the best education and experience possible. The challenge lies in handling these moments with compassion, without compromising the integrity of the mission.

That said, while it’s undoubtedly a challenge, it is also incredibly rewarding. When you put in the work to support your team, listen to their concerns, and help them find solutions, you can create an environment where everyone feels valued, motivated, and connected to the shared goals of the school. It is incredibly fulfilling to see the transformation in staff members, knowing they are thriving in a positive work environment, and knowing that the students are benefiting from that growth. This balance between supporting the staff and ensuring student success is what makes educational leadership both challenging and deeply meaningful.

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

Becoming an educational leader was something I knew I wanted to pursue early on. After my first semester teaching at 23, I realized the difference I could make at a higher level for students, and that leadership plays a crucial role in shaping the direction of a school. I understood that leadership must be able to relate to and align with the students in order to truly make a difference, and that starts from the top.

For the next eight years, I made it a priority to position myself in roles that would allow me to lead and grow. I actively sought out opportunities to prepare myself for leadership, taking on multiple roles such as Special Education Director, Special Education Department Chair, Athletic Director, Student Council Sponsor, and being part of a Curriculum Design Team.

These experiences not only allowed me to develop the skills I needed but also positioned me as a leader within the school community. I was always seen as a leader in the classroom, and as a result, I was appointed to roles that ultimately led me to where I am today. The journey has been both challenging and rewarding, and each role I took on played a key part in preparing me for this position.

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

My workday starts early, as I wake up at 4 a.m. to hit the gym and get those endorphins flowing to kick off my day on a high note. After my workout, I iron my suit, shirt, and pants to ensure I'm ready for the day. I aim to arrive at school around 30 to 45 minutes before the school day begins. Once I’m there, I take a moment to select my playlist for the morning and zero out my emails so I’m ready to start fresh. I also write out my to-do list on my whiteboard to stay organized.

At 7:30 a.m., the gates open, and I’m outside, greeting families and students, setting a positive tone for the day. At 8 a.m., we have a flag ceremony, where I lead the Pledge of Allegiance and share any critical announcements with the students. Afterward, I huddle with the admin team to review any need-to-know information to kick off the day. Throughout the day, I make sure to observe classrooms, walk through the building and lunchroom, and engage with students at recess (weather permitting). I also attend various meetings, such as parent meetings, 504s, and IEPs, to ensure everything is running smoothly.

During dismissal, I’m outside again, engaging with families and helping students safely get to their cars. Afterward, I zero out my emails before heading home. If there are any sporting events or activities on campus, I stay after to support those. On my drive home, I usually call my mom or my mentor to debrief about the day and hear how their day went. Once I get home, I walk my dog, Skeeter, and unwind a bit. I cook dinner, lay out my clothes for the next day, and then prepare to repeat it all the next day!

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

A recent lesson I’ve been reminded of as an educational leader is the importance of delegation. It’s an art form in itself, and while it might seem simple on the surface, the true skill lies in knowing how to delegate effectively. Early on, I had to learn the hard way that just assigning tasks doesn’t necessarily ensure success. As the leader of the building, the responsibility ultimately falls back on me to ensure that tasks are completed efficiently and to the standard that we expect.

The key takeaway here is not just delegating but also selecting the right people for the job. It’s crucial to assign tasks to individuals who are not only capable but also reliable. I’ve found that trust plays a major role in this process, as you have to trust that the person you delegate to will follow through. However, as much as I trust my team, I’ve learned that follow-up and regular check-ins are just as important as the initial delegation. It’s easy to assume that once a task is assigned, it will be handled.

But in reality, without those periodic touchpoints, things can slip through the cracks, and the leader ends up having to step back in. This doesn’t mean micromanaging but rather providing the necessary support and guidance to make sure everything is moving along as planned. Delegation without follow-through can lead to missed deadlines, overlooked details, or incomplete work, which ultimately reflects on the leadership of the building. It’s also essential to foster a culture where delegation is seen as a way to empower others and distribute responsibilities rather than a way to offload work.

By selecting the right people for the task, giving them the support they need, and checking in on progress, you not only ensure that the work gets done, but you also build trust and confidence within your team. Ultimately, as an educational leader, I’ve learned that the balance between delegation and follow-through is vital to keeping everything running smoothly while fostering growth and accountability in my staff.

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?

One book that has had a profound impact on my journey as an educational leader is The Energy Bus by Jon Gordon. I first encountered it in 2012 after hearing him deliver a keynote speech, and it immediately inspired me, both as a basketball coach and as a teacher. In the years since, I’ve read the book over ten times, and each time, it has left a lasting impression. I’ve even used it as the theme for my campus at three different schools, and every time it has proven to be a powerful and motivating message for both staff and students.

What The Energy Bus teaches is simple but incredibly impactful: positivity is the driving force that propels you forward, and a positive mindset is key to success. The concept of “driving your bus” is something I’ve embraced and instilled in my teachers, staff, and students. It’s a reminder that, just like in the book, we all have control over our own “bus” and how we choose to approach life and work.

This book has changed my life in countless ways, particularly in terms of how I approach leadership. It has helped me cultivate a positive school culture, where everyone feels empowered and motivated to contribute to the success of the team. Some of the ways The Energy Bus has shaped my leadership include: Building a Positive Culture: I’ve used the message of the book to emphasize the importance of creating a positive environment in our school, where challenges are faced with a can-do attitude and setbacks are viewed as opportunities for growth.

Fostering Teamwork: Just like the characters in the book, I’ve encouraged collaboration and a sense of unity within the team, understanding that when everyone is “on the same bus,” we can accomplish more together than alone. Leading with Purpose: The book reinforces the idea of having a clear vision and purpose as a leader. It’s important to stay focused on the goals while inspiring others to join you on that journey.

Encouraging Resilience: The book reminds me to stay resilient in the face of adversity, and I’ve shared this lesson with my staff and students, empowering them to keep going despite obstacles. Promoting Accountability: The “Energy Vampires” in the book are a reminder that negativity can drain the life out of a team. I’ve made it a priority to address negativity directly and encourage accountability for maintaining a positive mindset.

Overall, The Energy Bus has been a foundational resource for me as an educational leader. It’s helped me reframe challenges, stay focused on what matters, and lead with a mindset that fuels not just my energy, but that of everyone around me.

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 who aspires to be an educational leader, it would be this: Ask, ask, ask. Always ask the questions you need answers to, and never pretend to know something you don’t. It’s essential to be vulnerable when needed and ask for clarification and understanding for the sake of success. The only way you can truly grow as a leader is by being willing to ask the right questions.

Your superior is not a mind reader, and it’s essential to take the time to truly discover the art of asking. Don't hesitate to seek the information you need, whether it’s a question about curriculum, classroom management, or a leadership decision. I’ve learned that people respect you more when you come back after asking the right questions rather than making up an answer on the spot. It shows you are committed to doing things correctly and are open to growth.

In the end, you can’t be a “know-it-all” as a leader. If you don’t know something, asking is the only way to understand and move forward truly. It’s an essential part of your growth, both personally and professionally. Always remain curious and willing to learn—it will set the foundation for your success as an educational leader.

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

One meaningful story that comes to mind from my time as an educational leader involves a challenging situation with a parent that, over time, turned into a positive relationship that continues to thrive today. A few years ago, I had a parent who was extremely upset about an incident involving their child. The parent felt that their child had been treated unfairly by a teacher, and understandably, they were frustrated. The conversation quickly became heated, and the parent was understandably defensive. I could feel the tension in the room, and it was clear that there was a lack of understanding on both sides.

At first, it was a very negative experience—emotions were high, and I could tell that the trust between the school and this family was fractured. However, instead of becoming defensive or dismissing their concerns, I made sure to listen carefully. I acknowledged their frustration and took the time to understand their perspective fully. I knew that the relationship needed to be repaired, not just for the sake of the family, but most importantly for the student involved.

After a series of follow-up meetings and ongoing communication, we were able to clear the air and find a way forward that supported the child. I worked with the teacher involved to make sure we were all aligned in terms of expectations and how to best support the student's needs. Over time, I built a rapport with the parent by demonstrating that I genuinely cared about their child’s well-being and success, and that I was fully invested in finding a positive solution.

Now, my parent and I have a strong and respectful relationship. They regularly reach out to me for guidance and are deeply engaged in their child’s academic journey. Their trust in the school has been fully restored, and we now work as partners in ensuring their child’s growth and success. Looking back, it was one of the most challenging situations I faced, but it taught me the power of listening, empathy, and patience.

The way we handled that situation not only repaired a relationship but strengthened it, and today, it continues to be a positive, lasting connection. This experience reinforced that even in the toughest moments, there’s always an opportunity for growth and for turning a negative into something powerful for the student.