my version of transparent, collaborative leadership...with a Teamann twist

What’s next: Leading with clarity and appreciation

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For the past 25 years, I’ve had the opportunity to serve in public education in ways that have shaped me deeply as a teacher, a campus leader, and most recently at the district level.

I’m proud of the work we did with the team I built over the past 6 years:

  • Strengthening and stabilizing district infrastructure to support reliability at scale (>1% downtime for the end user thanks to redundancy!)
  • Supporting the district through significant growth, including the opening and operation of 8 new campuses and facilities (I’m like a blue print professional now!)
  • Building and developing a strong technology team, focused on service, responsiveness, and continuous improvement (>24 hour ticket response time!)
  • Expanding systems and support structures to meet the needs of a district that nearly doubled in size (please see the team of 5 that turned into the incredible team of 15)
  • Improving support processes and response times for staff across campuses and departments (tech talks, campus visits, student advocacy, oh my!)
  • Leading initiatives that aligned technology, operations, department SOP’s and instructional needs in practical, meaningful ways (operations playbook, automaticity of defined systems, automations galore!)
  • Creating opportunities for team growth and learning, including collaboration and field-based experiences with other districts (hosted ETx Tech meeting, tech team field trips, walk about Wednesdays
  • Maintaining a focus on efficiency and responsible resource management, ensuring systems were both effective and sustainable (systems that require amber teamann to microsmangae aren’t great systems!
  • Built and maintained a cyber security presence that was manageable b/c of our “security” incident that we handled, addressed and moved past withoout signifigant district cost (or newspaper headline!)

But that still didn’t ever address where my heart truly was… #iykyk

Leadership is less about what we build, and more about how we support the people doing the work.

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Recently, I stepped away from my role at Crandall ISD.

It wasn’t something I had mapped out or planned in detail. But it was the right time to pause, reflect, and create space for what’s next.

At the same time, I was incredibly honored to be named this year’s recipient of the 2026 TETL Grace Hopper Award,  recognition that means a great deal because it reflects the kind of leadership I care most about: thoughtful, people-centered, and focused on impact.

So what now?

I’m taking this moment to reset and also to be intentional about the work I feel called to continue.

That includes launching Amber Teamann Consulting, where I’ll focus on supporting school systems and leaders in:

  • strengthening teams
  • improving systems
  • and leading with clarity in complex environments

It also includes continuing to speak and work with leaders across Texas and the U.S. through the Lead with Appreciation framework because I believe, more than ever, that how we lead people matters.

If there’s one thing this transition has reinforced for me, it’s this:

Strong systems matter.
But strong leadership, and how we show up for people? matters more.

I’m grateful for the relationships, the lessons, and the opportunities that have brought me here.

And I’m really looking forward to what’s ahead. 🙂

Supportingly and excitingly and as always,

Using AI like a leader, not a search engine

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Hot take for 2026:
If you’re frustrated with AI results, it’s probably not the tool. It’s the way we’re asking it to help.

A lot of educators and leaders have been using AI like a faster Google search or a quick fix button. And when that’s the approach, the output feels shallow, generic, or just “meh.”

Let me show you what I mean through a leadership lens.

❌ Weak prompt
“Write an email to staff about encouragement & leadership.”

Why it falls flat:
Too vague. No audience. No purpose. No context. The result sounds like every other email staff scroll past.

✅ Better prompt
“Write three versions of an email to campus teachers about leading through change during budget constraints. I’ll choose the best one and ask you to revise it.”

Why it works better:
Clear audience, clear situation, and room to improve.

✅ ✅ Strong leader-level prompt
Role:
Act as a former campus principal who became a director and now supports district leaders.

Task:
Here are three emails I’ve sent that landed well with principals. Analyze why they worked, then draft three new versions for executive directors leading systemwide change.

Format:
• Brief breakdown of what works
• Three concise, human-sounding drafts

Constraints:
• No corporate buzzwords
• Practical, not preachy
• One clear message per email

Stop when:
• Patterns are identified
• Drafts are written

Why this works:
It gives clarity, context, guardrails, and just as important… what not to do. That’s where leaders win with AI.

Better prompts don’t make you less of a leader.
They help you think clearer, communicate better, and lead with intention.

And this is exactly the kind of work I love talking about with principals, directors, and executive teams. If your district or organization is looking for practical, real-world conversations around leadership, AI, and systems that actually support people, I’d love to come speak with your team.

Leadership still matters.
AI just helps us do it better.

Walkabout Wednesdays: The moment you realize a principal is running your tech team…

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One of the first conversations I had when taking this position five years ago was with our newly hired network engineer. It had come time to renew the licensing and assigning of voicemail mailboxes for teacherss. There were lots of technical words that didn’t make a whole lot of sense to me, but the overall message was there was some action they need to be taken and it was a convoluted, complicated process. My engineer mentioned that we could simplify things by removing teacher voicemail altogether and having parents leave messages with the campus secretary, or even asking them to send an email instead  which is “how most communication happens now anyway.” It was in that moment that I realized the value of my prior experience as a campus leader. Helping a team to truly understand the reality of what happens on a campus versus what happens in an operational department when those experiences obviooooooously aren’t the same!
I told him the only reason he could say that is because he’s never experienced a rainy Friday afternoon dismissal with 650 kids under the age of 10 and everything that comes with THAT. From the panic to the last minute to the very dire questions like, “can you help him find his rain boots in the lost and found from last month’s sprinkling,” …there was no chance my secretary could have handled all of that. (scratch that, she absolutely COULD have, it just may not have gone well for my moms and dads!) We quickly figured out the license issue and made no changes to our teachers worlds.

Fast-forward to five years later, and these are still the conversations that I get to have with my team.

One of my core operation beliefs is that we should have a 48 hour turnaround time for a technology ticket that is entered. Handled, or prioritized, or shifted to the right solution finder…48 hours. Now, keep in mind that I have seven technicians for 7,500 students and about 1,000 employees. That covers six elementary schools, two middle schools,  and a big ol’ high school school in adsditions to admin buildings. We have not gotten below 50 tickets until this week, since the start of school. Some of that may be because of system changes that we’ve made, but it’s also just reality of our world.

It’s a struggle to communicate that I expect a greater sense of urgency around closing tickets.

Its just that I know how disruptive it is for a teacher when something isn’t working… it affects their whole flow and their ability to teach. But a technician may look at that same ticket and think, “That’s an easy fix, I can get to it later today,” without realizing that the teacher needed that tool to function at the level they expect of themselves. The disconnect is in how each side experiences the problem, and I’m trying to help the team understand the teacher’s urgency, not just the technical simplicity. But I also dont wnat to negate what all has to be done at tiomes to solve a problem. (Technology is witchcraft!) That doesnt even get into how many teachers now are brand new, or alternatively certified or gulp, when TIA comes into play…what in the world would I even do if I found out that during a TIA evaluation, their technology  crashed and burned, causing the class to revolt, which then imapcted thier potatial to get PAID MORE?? Ack!

I had  the opportunity to connect with the Belton boys (Do you know the Belton boys? Good people!) and the greatness of Marlo Gaddis over the summer at a conference and they brought up something that they had done that I thought was a genius idea.

I decided it was time for Crandall ISD to start quarterly Walk-a-bout Wednesdays. (or er, sit about Wednesdays…)

This is where I would meet with the principal and choose a teacher or classroom for my technicians to sit in for 45 to 60 minutes as quiet observers.… I wanted them just to witness what it looked like for a nonverbal student to struggle b/c an app wasn’t loading and what that could turn into. Or how frustrating it was for a teacher who couldn’t get their interactive flat panel to do what we’ve promised them that it would do… Or when random pop ups happen and you click the wrong choice and it all does downhill…not to FIX anything but just to see the environment.

And while yes, for people on my team it’s often just a couple of clicks, or a reboot, a refresh, an update…not a big deal, right? But it feels very different when you’ve got 25 sixteen year olds staring at you… or worse, 25 six year olds you have to turn your back on. We forget sometimes that what we can solve in seconds isn’t simple for the average user. Tech people know we can’t really break anything. We know we can always reset it. We know there are only four or five things it could be. But that teacher? Bless it. They’re carrying an entire grade level worth of TEKS in their head, plus 25 individual learning plans, plus whatever life is throwing at them that day, like chants of 6-7.. For them, it’s not “just a quick fix.”,  it’s just a lot. My goal to help RETAIN tachers b/c of awesome technology, not make it one struggle they have to deal with.
From my engineers to my administrative assistant to my technicians, we all particpated.  The experiences that they were able to share were thought provoking and encouraging. Their heightened appreciation for what teachers do was my favorite part. While I do think it’s going to require more than experiencing it once for it to really sink in, hopefully our team at leasts understand it’s an expectation to look at things through the teacher/student lens.
I’m also going to look at sending my team to surrounding districts for “field trips” next semester. Little half days where they can see how other districts developed systems or processes that they follow in what we could take away or recognize a choke point that we’ve addressed. There’s value in being forced to look at things through a lens you don’t normally use.

It’s easy to forget that what comes easy to you, isn’t easy for everyone. The technical technology part shouldn’t ever get in the way of what we’re actually here for: our teachers and students.

 

Hope this post find you warm and well, and as always I’m

 

Learning gems: principles for all on what good learning looks like!

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We just completed a most glorious fall break. I had several speaking engagements leading up to the break and it was a great reconnection to educators who are SEEKING opportunities to learn and to be better. Even if it means, gulp, changing. We know in education and professional development, the learning journey is never easy, but it’s always rewarding. Whether it’s students mastering new concepts or educators and staff taking on new challenges, growth comes through experience, discomfort, and reflection. As leaders, it’s our role to support that journey, even when it means letting go of team members we admire as they pursue new opportunities.

🤸 Humans learn by doing, through experience.

Think about the skills you use every day—how many did you actually pick up in a classroom? Probably not a lot. We learn best when we’re actually doing the thing we’re trying to master. (please see why I don’t cook for dinner. ugh.) The best learning programs let people bring real work into their learning, and bring learning back into their work.

🚧 We learn best just outside our comfort zone.

Kids are fearless. But as adults, we get scared of messing up, so we stick to what’s safe and miss out on growth. Great learning pushes us just enough—not to panic, but to stretch. When we try, fail, and learn, the impossible starts to feel doable. Professional growth is about gradually expanding our comfort zones until new skills feel natural.

Change is hard, even good change.

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💡 Motivation drives mastery.

We all know talent is needed to make mastery happen, in whatever category we’re talking about. But top-down mandates for learning? No one loves those. The magic happens when we find the overlap between district/state goals and employee passions. When your people have a say in their learning journey, when it taps into their motivations, they engage deeply and learn better.

📖 Learning how to learn is the most durable skill.

The world of education is changing fast—not news there to any of us in the trenches. While Twitter’s talking about AI skills for the future, the real game-changer is learning how to learn. When our teachers (or teams!) know how to adapt, how to break down challenges, and how to keep building new skills, they’re ready for whatever comes next. The best programs help people strengthen those learning muscles.

👩🏾‍🍳 Reflection is the secret ingredient.

Ever wonder why some expensive workshops seem to fade from memory a week later? The problem is a lack of reflection. Spray and pray. They dip you in “new”, shake ya off, and then send you back to doing what you’ve always done. The best learning experiences weave reflection throughout—giving people time to connect the dots and think about how they’ll apply what they’ve learned. That’s what turns a workshop into lasting change.

🏈 Learning is a team sport.

Yes, bite-sized online courses are great for picking up certain skills—like coding. But if we want to shift mindsets, change behaviors, or transform culture, we need each other. We need peers to share with, mentors to challenge us, and managers to support our growth. Learning is more powerful when it happens in community, with accountability, encouragement, and the kind of lessons that ripple throughout the team. (PLC’s anyone?)

 

I have an employee I adore who just left me for a new and exciting GROWN UP opportunity. I am so happy for him, but I wasn’t surprised to hear how hard his first day was. We are all fine with change, right? As long as it’s impacting other people and not us. Ha!

Even when we bring that change on ourselves, even when it’s what we WANT, it’s still hard. Watching someone you care about grow and move on is a bittersweet reminder of how hard it can be to step into the unknown. But growth always comes with a bit of discomfort. And in the end, that’s what makes what we do in education worthwhile—knowing that each step forward, no matter how hard, is part of something bigger. I’m proud of him and excited to see where this path will lead, even if it’s tough right now. I hope you’ve got reminders of why we do what we do surrounding you as well!

 

Always learning &

Are we all just Pirates adrift when it comes to AI in education?

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I recently watched a talk by Mo Gawdat that got me thinking about the pirates I serve. His comparison was to frogs (although I thought the original analogy was lobsters) in a pot of water that begins to boil, but by the time they realize it what trouble they are in, it’s too late to jump out.

As I sit outside on an actual “feels like fall” day in Texas, I started to think about how timely this video to my world. I had the opportunity to deliver the keynote to our regional service center, and their ed tech conference a week or so ago. It was a room filled with people who generally think like me, since they voluntarily attended in Ed Tech conference, but there were still hesitancies when it came to sharing how or why they were ( or weren’t!) using AI in their lines of work.

Taking Mo’s talk and aligning it with my role… our educators are like pirates on a ship, drifting in calm seas, not realizing the storm that’s approaching.  Yes, there are a number of issues in public education that we are all aware of… I don’t know if we realize how very disruptive this technology could be to how and what we do. We’re so used to the gentle waves of regular stress that we don’t see the potential

The seas are getting rougher (AI is here), and many of us are either too comfortable on deck or too afraid to take the wheel and steer toward change.

Truthfully, we’re already facing the storm, but we can still navigate through it and adjust our course. To emphasize this, I came up with an acronym to introduce to our leadership team, and then eventually staff: PIRATES.

•   P: Pause, allow for innovative possibilities in your teaching
•   I: Ignoring new approaches and thinking is dangerous
•   R: Rely on flexibility, rather than static teaching
•   A: Anchor to WHAT we teach, not how
•   T: Teach while adapting to future needs
•   E: Encourage engagement that is future focused
•   S: Stop settling for stagnant student preparation

We can’t just sit on deck and hope we’ll sail through the storm untouched. AI is like the wind in our sails—it’s not here to replace us, but to propel us forward. One of my favorite George Couros quotes is that innovation isn’t doing something different, it’s doing something different and better. AI can allow that in so many ways! But if we don’t take the helm and steer our way to the “new” and potentially scary, we’re at risk of losing our direction, letting down both our students and ourselves.

What do you think? How do we take the helm and steer toward a future that keeps us ahead of the storm? Is this something that we try to address after it becomes mainstream, or do we need to hijack this ship even sooner?

Pirately &