This is Mr. Funky Teacher with BeAFunkyTeacher.com. I'm coming to you with another Be a Funky Teacher podcast. Welcome everyone to today's episode. We're going to get into teacher leader do's and don'ts—leading without losing your funk. That's what we're focusing on. But before we get into it, I have three things that I'm thankful for. First, headlamps. I love a headlamp—one that mounts on your head—so you can work later hands-free and still see clearly. I am a big fan of headlamps. Second, toothbrushes. I love clean teeth and teeth that feel fresh. It's underrated, but it's so important to me. So I'm thankful for toothbrushes. Third, connecting with old friends. Even if it's just a few minutes in passing, a quick phone call, or a short text exchange, reconnecting with old friends means a lot. All right, let's get into it—teacher leader do's and don'ts: leading without losing your funk. The first thing I want to talk about focuses on how you carry yourself. Y'all, do lead by example. Things like showing up on time, being prepared, and having a positive attitude matter. I work really hard to be a positive example. I make sure I'm not part of gossiping, spreading negativity, or putting toxic energy into the workplace. I don't want to be part of that. I make sure I'm on time—honestly, I'm usually early. And I make sure I'm prepared. Now, we know with teaching that sometimes lessons change. But still, we have copies made and we have the things we need to be successful, so we can do the best we can in how we carry ourselves. Don't lead with ego leadership. Teacher leadership isn't about ego, spotlight, or recognition. It's not about us at all. You can take a teacher leader who gets a big ego and thinks it's all about them, and that can be very damaging for students and staff. Confidence is important—don't get me wrong—but that's different than ego. Teachers respect consistency, and kids notice humility more than a hierarchy approach or teachers who act like they're better than others. That's not going to turn out good for that teacher leader. If you're a teacher leader, I hope you're aware of that. And I hope everyone out there who considers themselves a funky teacher sees themselves as a teacher leader. I don't care if you're brand new or a veteran. For me, being a funky teacher includes being a teacher leader. It's influential in a positive way, and part of being influential is carrying ourselves in a certain way. Next, let's talk about how you work with others. Do build relationships with others. Trust grows through empathy. Trust grows through consistency. I want every funky teacher to share credit, lift others up, and highlight their contributions to the work being done. That's huge. Do share credit and celebrate others. That's a big opportunity to build relationships, grow trust, and build empathy and consistency. But don't play favorites. We have to be careful here. Consistency builds fairness. Sure, there are educators we connect with more—professionally—because they're all about kids and uplifting kids. That's appealing, and I love celebrating with teachers like that. And there are some teachers where that might be harder. But as a teacher leader, I have to be careful not to isolate people or play favorites. Teams thrive when leaders bring people together, not divide them. I want to be known as a teacher leader who brings people together, who wants to hear everybody, and who wants to build a strong team. Why? Because when we're a strong, united team, students benefit. Teachers are happier. And the overall team is better off for it. Even if there are people we're drawn to more and others who might repel us a little because they have growth to work on, it's still important not to give off that playing favorites energy. Third, let's look at how you make decisions. Do listen more than you talk. Strong leaders gather voices before moving. It's not about speaking and getting others to listen. It's not about hearing ourselves talk. It's about bringing voices together and doing a lot of listening. I want to hear disagreements. I don't need everyone to listen to me or agree with me. I want to listen, take in information, and collaborate. When it comes to decisions, it should always come back to students. If I'm not sure how a decision should be made, I listen to different teachers and to the team. Then it comes down to advocating for students and advocating for teachers being able to meet student needs. Because if we try to do something that's really hard for teachers to implement, it doesn't matter how great the idea is for students. If we get overwhelmed and can't implement it, it has to be logistically manageable and reasonable. So if I'm in a position to influence a decision, I'm advocating for students, but I'm also advocating for what teachers can realistically implement. Because if it's not realistic or sustainable, students will suffer. It always comes back to students—through decisions, through what I bring into my classroom, and through what I recommend to other teachers. Credibility comes when people know you'll listen, you'll be fair and reasonable, and you're focusing on students. As a teacher leader, I'm not a principal or an administrator. I'm a fellow educator. And it's not just what I say goes. Sometimes a principal has to make tough decisions. But as a teacher leader, there's more gray area. If I'm trying to get a team on board with something, I almost have to sell the idea more. That goes back to making decisions: listening more than talking, sharing an idea, dialing it back, listening, and looking at it through the lens of advocating for students. Fourth, how do you sustain yourself? Do keep perspective. Being a teacher leader is a marathon, not a sprint. It's ongoing. It's like a marathon that never stops. That's not a bad thing—it's the nature of it. We don't want to do it all at once and burn ourselves out. Burned out teacher leaders can't sustain influence. They can't sustain the work. They're not good for anybody. So don't forget self-care. I have a lot of things I do for self-care. Tonight, I'm going stand up paddling on the water. That's part of my self-care. I feel like I've been going nonstop and I need a break. I'm going to a beautiful area, driving a little ways, meeting up with a paddling club, and I'm excited for it. Steady leaders outlast flashy leaders. Write that down—it's going to be in a test. Steady leaders outlast flashy ones because they pace themselves, keep perspective, and don't forget self-care. Finally, how do you keep your funk? Do bring humor and creativity. Leadership doesn't have to be stiff. I'm Mr. Funky Teacher, but there have been times I've been stiff and buttoned down. Sometimes I just need to process things. I might come off serious. But once I dial in, I bring humor, creativity, and playfulness. Bring that humor, creativity, and playfulness into collaboration with others and into working with students. Don't become so professional that you lose your personality. Don't become so serious that you're not approachable—like an ice-cold warmth where students and teachers don't want to talk to you. Have warmth. Being professional matters. I try to bring professionalism into everything I do, but I also try to bring my personality and energy. That matters because it makes us approachable and enjoyable to be around. I think about whether I'm easy to work with or hard to work with. Being professional helps me be easier to work with—as long as I don't lose my personality. I want to be easygoing, but that doesn't mean I don't advocate for kids or for fellow educators. You can be easygoing and still stand for something. All right, y'all. Leadership isn't about perfection. It's about direction. Focus on how you carry yourself, how you treat others, how you make decisions, how you sustain yourself, and how you keep your funk. Get those do's right, avoid those don'ts, and you will lead with impact and authenticity. And of course, remember to inspire greatness in young people. And don't forget to be a funky teacher. Bye now.