The COVID-19 pandemic disrupted education systems worldwide, leaving school leaders scrambling to address significant learning losses. As educators face mounting pressure to restore academic performance, the instinct to take on more responsibilities often becomes overwhelming. However, one principal’s transformative approach demonstrates that less is sometimes more when it comes to school leadership.

The Challenge: Navigating the Pandemic and Subsequent Learning Loss

In 2020, Rebecca (Becky) Drum, Principal of Glenallen Elementary School in Sarasota County, Florida, faced the most challenging period of her career, navigating the pandemic and its impacts on her 750 pre-K to 5th-grade students.

“Student performance dropped significantly,” Becky recalled. “In 2019, we were an ‘A-rated’ Florida school. By 2021, we had plummeted to a ‘C,’ and the learning gains of students in the lowest quartile in math had dropped by 35 percentage points. We experienced similar issues in ELA. It was worrisome and disheartening.”

The challenges extended beyond academics. Attendance issues soared as Glenallen lost 80-100 students to concurrent learning. Constant quarantines disrupted teaching schedules, and the school grappled with one of the highest teacher absenteeism rates in the district. “Managing all the absences and COVID protocols left me burnt out, and my focus was derailed from the real academic work,” Becky admitted.

The Shift: An “Aha Moment”

Attending The Breakthrough Coach Program was a turning point for Becky. “I had always thought that my job was to know everything about everything—to stay abreast of every COVID protocol, be attuned to every schedule, manage every referral and discipline incident,” she said. “But this constant spinning of my wheels was getting me nothing but tired.”

The program helped Becky realize a crucial truth: her role was not to do it all but to empower her staff to take ownership of their responsibilities. “I employ highly competent people, (many of whom I hired), to do what’s required to run our school. I simply needed to get out of their way,” she said.

The Solution: “Teamwork Makes the Dream Work”

Becky made significant changes to her management style and daily practices. Her administrative assistant, Damarys Rivera, became a key player in streamlining operations. “Damarys got up-to-speed about my real work—what it is and what it isn’t,” Becky explained. “She then figured out who else on our staff could help get the administrative work done, delegated it out, and trained specific staff members to complete the work to my satisfaction.”

With Damarys as her gatekeeper, Becky relinquished control over her calendar to her. Under Damarys’ direction, Becky’s scheduled meetings became focused, timely, relevant, and outcome-driven. Most importantly, Damarys carved out two full days each week for Becky to visit classrooms and engage in instructional coaching—the work only she could do.

The Results: A Remarkable Turnaround

The changes have paid off and Glenallen Elementary has experienced a dramatic uptick in student outcomes:

• ELA scores have more than doubled since 2021.
• Math scores have increased by 30 percentage points.
• Gains have been evident in every school grade reporting category.
• Glenallen’s overall performance rose by 11%.

Beyond the data, Becky has found renewed energy and enthusiasm for her role. “I’m thrilled about the impact I’m making with our students and staff, and I have the stamina and enthusiasm to continue for several more years,” she said.

The Conclusion: A Valuable Lesson

Becky’s journey underscores a valuable lesson for school principals navigating post-pandemic recovery: stop trying to do it all. Instead, trust your team, delegate responsibilities, and focus on the leadership work that only you can do.

The Breakthrough Coach Program empowered Becky to step back, redefine her role, and ultimately foster an environment where students and staff thrived. Her story is a powerful reminder that sometimes the best way to move forward is to quit trying so hard.