This week we shared information about a new one day Tactical Defense Training class for school leaders available through The Draco Group. Through hands-on preparation by some of the best experts in the world, education administrators can be prepared for some of the worst-case-scenarios that we all hope won't happen, but are part of our responsibility in providing for the safety and security of students, teachers, staff, and parents.

Our new Tuesday Webinar series, The Risks of School Leadership, started this week with a look at the various people that may threaten the safety and stability of the school. The risk of school leadership starts with people--including teachers, coaches, board members, parents, bus drivers, neighbors, and even a stranger who is an aggressive threat such as a shooter who has invaded the campus.

I spoke to a first year teacher yesterday who is going through her first "Spring Saga," with all of the ingredients to ruin the quality of learning in the school.

The district has announced plans to cut budgets and positions, so teachers are murmuring about organizing a strike. A few of the students in her class are moving on Friday because of family dynamics, and they are heartbroken to leave their beloved teacher. One of the other teachers in the same grade is having complications from pregnancy and will have to remain in bed, so the administration is splitting up the class among the other classrooms--that means five new students to get ready for standardized testing in a few weeks.

Whew! That's a tough scenario for anyone and the more serious risks are for the students.

School culture often suffers a big hit this time of year. Decisions about contracts and plans for next school year, teacher and student fatigue, spring fever kicking in, graduation looming on the horizon, and so on. It's so easy to start shutting down, yet every one in the school and/or district knows the impact of faculty engagement on student performance and growth.

Who are some leadership examples to consider when it comes to employee engagement?

Two particular CEO's achieved remarkable success because of their high functioning communication skills which helped them build an unusually strong employee culture with thousands of people across many locations. They are masters of employee engagement that serve as models for school leaders (and any leader for that matter) to consider.

Bernie Marcus

Bernie Marcus was 49 years old when he started the Home Depot with Arthur Blank after they were both fired on the same day by the board of their previous employer. The story of his rise to success and fortune is well-documented, but I believe what made him so effective as a leader was his ability to connect and talk with his employees.

So many of the old timers from Home Depot talk reverently about their love and respect for Mr. Marcus. The orange apron became a symbol of the personal service that was championed by their now retired CEO. He would often go into the stores and have one-on-one conversations with employees, getting to know them beyond their work responsibilities. He also hosted "town hall" meetings where they discussed issues of economics, free enterprise, and civic duties. Mr. Marcus modeled a communication style that is missing from too many campuses today, and it started with his genuine care and his courage to engage with each person where they worked.

Howard Schultz

Howard Schultz is another active CEO who has established a culture of strong employee engagement. Not one to fear the hot topics, race relations is now the focus for Mr. Schultz, leveraging his influence with communities across the U.S. to challenge assumptions and create a dialogue. With encouragement from their CEO, Starbucks employees now have the option to start a discussion about race with customers.

In a 2009 interview, Schultz differentiated Starbucks' mission: "We're not in the business of filling bellies--we're in the business of filling souls." That distinction is at the core of the company's culture, connecting with people in a meaningful way while using warm drinks and goodies as the bait.

Can something similar be said about your school: "We're not in the business of filling minds--we're in the business of inspiring souls."

Consider these examples of leadership as you seek to build momentum and engagement on your campus all the way to the end of the school year.

How do the board and administrators know that the business officer cares? Because of the genuine effort to listen, connect and support.

The Consultative Business Officer knows that understanding starts with listening. This is a skill at which he/she is distinctly expert, being careful to know the successes, challenges and fears, goals and plans, along with the needs and opportunities.

The Consultative Business Officer (CBO) is a critical part of the design team to achieve school growth. The Tuesday Webinar series this month features how the CBO can contribute to the success of the whole school community.

Your next school building may look quite different than anything you have previously experienced. From the outside it could be designed to last a few centuries, but the inside will allow flexible use of the space for individual, small group, and even large group learning.

Yesterday we had the privilege of guiding some schools through our unique process of designing their future. Here are a few insights from the School Growth Lab this week.

Some of the best school innovations are happening outside the classroom, and over the next few years we expect to see major changes in the financial strategies of schools.

Press and online outrage has been brewing about two women for doing what they were asked to do. Both the First Lady of the United States (FLOTUS), Michelle Obama, and Principal of the W.F. Burns Middle School (POTWFBMS), Priscella Holle, have been ridiculously criticized. It's time for people to step back from the keyboard and breathe. Leave FLOTUS and POTWFBMS alone please.

Last week I met with an experienced chief administrator who was recently unceremoniously fired by a school board. After being recruited from another school a few years earlier, this person had the misfortune of working with three different board chairs in about 18 months. The relationship with the third chair soured quickly, and the rest of the board followed. The result was a predictable pattern.