Slowing Down to Communicate With Intention

In education today, it often feels as if information comes at us through a fire hose rather than in a manageable drip. Between emails, announcements, meetings, newsletters, texts, and social media, communication can not only be lost in translation but sometimes missed altogether.

During a recent professional development day, I sent a quick text before the day began: “Change of plans—take the first 15 minutes of the day to check your email, review the schedule, and then I’ll see you.” To my surprise, that simple pause was met with more cheers than jeers. It left me wondering, in the wave of constant communication, how can leaders slow down and ensure that their messages are being clearly received?

Slow communication is an intentional approach to ensure clarity, reduce overwhelm, and create space for meaningful engagement. In a world where information is constantly coming at educators from every direction, slowing communication isn’t about withholding information—it’s about making it digestible, purposeful, and effective. This could look like prioritizing fewer, more impactful messages than sending rapid-fire updates. Leaders can model slow communication by setting clear expectations for response times, using scheduled communication instead of real-time interruption, and, in the example of the text before the professional development, incorporating designated pause points to allow people time to process. 

In my book Lead with Grace, I emphasize that communication is more than a skill—it’s a cornerstone of leadership. Asking thoughtful questions, being visible, and seeking input are not only key ways to communicate assertively but also strategies to connect authentically. These actions build trust, foster relationships, and demonstrate a leader’s commitment to shared goals.

Ask Thoughtful Questions—and Provide Thoughtful Answers

The analogy of having too much on our plate may be overused, but it still feels true. As school leaders, we are navigating the demands of district-level initiatives while also trying to plan upcoming staff socials and everything in between. With so much on our minds, it’s easy to forget that teachers weren’t in the multiple district meetings discussing the new reading curriculum. 

When leading a new initiative, activity, or idea, go more slowly than you think and ask open-ended questions you don’t already know the answers to. For example, meet with small focus groups and ask, “What’s working well?” or “What barriers are we facing?” When you’re in a space to listen, you might be surprised to uncover issues that could change your plans.

Ask for feedback: You can also use surveys or one-on-one conversations to gain deeper insights into staff or student needs. After every professional development day, we send out a consistent, simple feedback form for all staff:

• What is something new you learned today?
• How will this impact instruction tomorrow?
• What are other topics, challenges, or opportunities you want to work on during this time?

Finally, I give each teacher a chance to personally ask me questions—and I promise to reply and answer all questions.

The first year I implemented this form, I was terrified to read the responses. What if everyone hated the professional development? What if I had totally missed the mark? Should I start updating my résumé?

After taking a deep breath and hitting refresh, I was surprised. Sure, some people disliked certain aspects of the training (down to the font I used), but the majority of feedback was constructive. It gave me valuable insights for future planning.

Give thoughtful responses: Now, I sit down with team leads and coaches after each professional development day to review responses, summarize feedback, and share it back with staff. This level of transparency builds trust. With their help, we make professional development even more impactful.

Following the process of reviewing results with my leadership team, I turned around and shared the feedback with staff—spelling errors, font criticisms, and all. At first, they were surprised by the level of transparency, but they quickly adapted. My staff realized that whatever they typed, I would read and respond. This shift in communication created a culture of openness with accountability.

Providing feedback was no longer a have-to-do, but a get-to-do, and one that would shape future professional development. By sharing all responses, I conveyed that every voice mattered. Instead of feedback being viewed as a closed-loop process, it became a collaborative tool for continuous improvement. What had started as a simple act of transparency evolved into a practice of shared ownership, reinforcing that feedback wasn’t just collected—it was valued and acted upon.

Leaders: Be ready. When you ask, “What’s on your mind?” you’ll get everything—like, “Why do cats make good warriors?” (Answer: They have nine lives.) But effective communication is a two-way street that thrives on collaboration and shared ownership.

Be Visible and Present

In the words of Hamilton, be in the room where it happens. When introducing a new initiative or teaching strategy, here’s a gentle reminder for leaders: Have you seen this strategy or initiative in action yet?

Recently, we overhauled content and language objectives for our online and alternative high school. As I watched teachers deliver instruction—both online and in person—it became clear that traditional approaches weren’t sufficiently relevant, impactful, or meaningful for our students. Instead of rushing to implement my initial ideas, I took a step back. By observing first, asking questions second, and waiting before deciding on next steps, I fostered trust and ensured that my communication was both genuine and informed. The result? A more authentic and impactful approach shaped by real feedback from students and staff.

This approach embodies slow leadership—resisting the urge to make quick decisions or communicate directives before fully understanding the reality on the ground. It’s tempting to roll out initiatives quickly in a fast-paced school environment, expecting immediate buy-in. But true leadership requires patience: being present, listening deeply, and allowing insights to emerge before taking action. Thoughtful, measured communication ensures that when a message is delivered, it resonates—because it’s grounded in real experiences.

Take a moment to reflect: What is one step you can take this week to refine your communication? Whether asking more thoughtful questions, showing up with greater visibility, or seeking input from your team, small changes can lead to significant impact.