Applied Leadership 5: Why do the best organizations focus on belonging

The Elemental Educator Podcast

The best organizations don’t lead with pressure — they lead with purpose. And the most resilient schools? They’re rooted in belonging. In this Applied Leadership breakdown, we dive into 3 powerful shifts from Superintendent Christopher Fuzessy’s story — and what they mean for your leadership this week: ✅ Why belonging outperforms test scores ✅ How to empower without micromanaging ✅ Why staff wellbeing is a leadership strategy, not a side note Every insight is backed by research — and ends with an actionable challenge to apply immediately with your team. If you lead a school, district, company, or classroom — this breakdown will help you build systems that last. ➡️ New breakdowns every Thursday. Subscribe and lead intentionally. 📲 Let’s connect: Instagram → @elemental_educator YouTube → @elementaleducator TikTok → @elemental.educator Website → www.elementaleducator.com #LeadershipDevelopment #SchoolCulture #TrustInLeadership #AppliedLeadership #ChristopherFuzessy About the Channel The Elemental Educator is where bold leaders grow. Each week, I break down real leadership moments, backed by research, built for action. Whether you're leading a school or scaling an organization — this is leadership, applied. References Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693 Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. https://doi.org/10.1080/09243450600565829 Sampson, R. J. (2003). The neighborhood context of well-being. Perspectives in Biology and Medicine, 46(3), S53–S64. https://doi.org/10.1353/pbm.2003.0059 Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23–28. https://doi.org/10.3102/0013189X030003023