Name: Colleen Mudore

Title: Principal

Organisation: Knollwood Elementary

Colleen Mudore is the principal of the first and second grade building, Knollwood Elementary in Sheffield Lake, Ohio. This is her tenth year as a principal. Prior to being in Sheffield Lake, she was in Avon as the principal for preschool and kindergarten for five years as well as the Principal at Firelands Elementary, a K-5 building. Colleen also has been an International Baccalaureate Coordinator for Westlake City Schools.

Mrs. Mudore has been an intervention specialist for students with Behavior Disorders as well as students with Autism and students with Learning Disabilities. Mrs. Mudore was also a 5th and 6th-grade language arts, math and social studies teacher. In her free time, Mrs. Mudore is still busy being a mom to 5 adult children (28-year-old step-daughter, 24-year-old step-son, 24-year old son, and 22-year-old boy/ girl twins). She also enjoys Yoga, listening to books, traveling, being outdoors, and spending time with her husband.

Mrs. Mudore is currently the Zone 5 Director for the OEASA. She has also served on the Professional Development Committee, the Recognition Committee, the Centennial subcommittee, as well as been a Hall of Fame recipient. She is a BAM Mentor as well as a National Principal Mentor. Mrs. Mudore also serves as the Zone 3 membership committee for NAESP.

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

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

Cheers,

Jonno White

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

One of the most challenging aspects of being an educational leader is balancing the dual roles of manager and leader. As a leader, my vision is to inspire growth, cultivate a collaborative culture, and focus on instructional leadership that directly impacts student outcomes. However, the day-to-day demands of managing operational tasks—what many refer to as "putting out fires"—often pull me away from this core mission. Whether it's addressing staffing issues, resolving conflicts, or dealing with unexpected crises, these managerial duties can consume much of the day. While they're essential to maintaining a functional school environment, they often compete with the time needed for meaningful classroom visits, coaching teachers, or collaborating on curriculum and instruction. This constant tension requires intentionality. I've had to learn to prioritize instructional leadership by setting boundaries, delegating where appropriate, and carving out protected time to focus on long-term goals. While the struggle between managing and leading is ongoing, I've found that staying grounded in the "why" behind my work helps me navigate the demands and ensure that both immediate and visionary needs are addressed.

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

As a younger teacher, I naturally gravitated toward leadership roles. I enjoyed running student council, participating on the building leadership team, joining curriculum adoption committees, and even revamping our PBIS program. These experiences allowed me to develop my skills and realize my passion for creating positive change. At the same time, I was deeply committed to special education, particularly working with students with social and emotional needs. My principal at the time recognized this passion and encouraged me to pursue an administration license. I took their advice and went back to school while continuing to teach. After graduating, I stepped into the role of International Baccalaureate Coordinator. This position gave me invaluable training in instructional leadership and strengthened my ability to guide educators. From there, I took the next step and became a building principal, where I now have the privilege of leading, inspiring, and making a broader impact.

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

My alarm goes off at 5:40 AM, and I get up and prepare for the day ahead. My morning routine begins with checking my emails to address any urgent matters and reviewing staff attendance and my calendar. This helps me mentally prepare for the day. My commute to work is about 20 minutes, and I use this time to listen to an audiobook. Sometimes, I choose an educational book to inspire my practice, but more often, it’s something purely for entertainment to help me start the day on a lighter note. Once I arrive at the building, I check in with my custodian to ensure everything is running smoothly. I log into my computer, return emails, write down my 3 must-do's for the day, and connect with staff members who arrive early. At 8:15, I’m outside for student arrival, greeting families and students. By 8:45, announcements begin, and then I make my way through the building to say good morning and check in with students. The rest of my school day is dynamic and varies based on the needs of the day. It often involves visiting classrooms, attending meetings—whether for curriculum, with central office, or for IEPs, ETRs, and 504s—and fostering relationships with students. I also manage the day-to-day operations of the building, from solving immediate issues to planning ahead for long-term success. At dismissal, I’m outside again, ensuring a smooth end to the school day. After students leave, I spend another 1-2 hours catching up with staff, addressing emails, or completing tasks that require uninterrupted time. I typically leave the building around 5 PM and enjoy my 20-minute drive home, either continuing my audiobook or catching up with my children or my mom. Once home, we have dinner as a family, and if the weather is nice, we’ll go for a walk. In the evenings, I unwind with my husband by watching a show or having a conversation. By 9:30 or 10 PM, I’m ready for bed, recharging for another busy, fulfilling 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 is to always assume positive intentions because you never truly know what people are going through or feeling. As an educational leader, it’s easy to get caught up in the fast pace of the day and make snap judgments when someone’s words or actions seem frustrating or out of character. However, taking a step back to approach situations with empathy and understanding has been a powerful reminder for me. When I assume positive intentions, I’m better able to support my staff, students, and families. It creates an atmosphere of trust and collaboration and allows for more meaningful problem-solving. This mindset shift not only helps me stay grounded, but it also models the compassion and grace I hope to foster within my school community.

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 profoundly impacted my journey as an educational leader is The Energy Bus for Schools by Jon Gordon and Dr. Jim Van William. I recently had the opportunity to hear Jon Gordon speak at an educational conference, and his message was incredibly empowering. He energized the entire room with his passion for creating positive change in schools. The book focuses on seven principles to improve school culture, eliminate negativity, energize staff, and empower students. Reading it reminded me of the importance of intentionally fostering a positive, collaborative environment where everyone feels valued and inspired. It provided actionable strategies for removing barriers to success and creating a culture where both staff and students can thrive. Since reading it, I’ve worked to apply these principles in my building, focusing on celebrating wins, addressing negativity with compassion, and energizing my team to stay connected to our purpose. The book has been a guiding light for me as I strive to build a school culture rooted in positivity and empowerment.

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?

The advice I would give is the same advice I give my own children: stay true to yourself, be authentically you, and always do what is best for students. When you lead with authenticity and keep students at the center of every decision, you can’t go wrong. Leadership is not about trying to fit a mold or pleasing everyone; it’s about staying grounded in your values and focusing on what truly matters—making a positive impact on students' lives. By staying true to who you are and letting that guide your decisions, you’ll build trust, inspire others, and create meaningful change.

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

I’ve been in education for a long time, and there are countless meaningful stories, but one that stands out was right before winter break at my current school. As students were preparing to head home, many of them were crying and hugging us tightly. When I asked why they were so upset, they shared that they didn’t want to leave school for such a long time because they felt safe here and knew how much we loved them. That moment was a powerful reminder of the impact we have as educators. It’s not just about academics—it’s about creating a safe, loving environment where students feel valued and supported. Knowing that our school is a place of comfort and stability for these children reaffirmed why I do what I do and how vital our roles are in their lives.