In a recent episode of the Middle School Walk and Talk podcast, hosts Jessica McGuire and Phyllis Fagell welcomed Darrin Peppard, a self-described “recovering high school principal” and leadership coach, for a candid conversation about his journey in education and the evolving role of school leaders. What began as an accidental detour into middle school teaching for Peppard turned into a 26-year career spanning roles as a science teacher, assistant principal, principal, superintendent, and now a nationwide advocate for intentional leadership. His insights, shared with humor and heart, offer a roadmap for middle school educators navigating today’s complex educational landscape. You can listen to the episode now, or enjoy a recap here.
An Unexpected Love for Middle School
Peppard’s story resonates with a familiar refrain: he didn’t set out to work with middle schoolers. Fresh from his undergraduate program, he dreamed of being a high school science teacher and head basketball coach. But his first job offer landed him at Kingman Junior High (now Kingman Middle School) in Arizona, teaching science to tweens. What he found there surprised him. “Middle school kids have this magic combination,” he said. “They still want to please their teachers, but they also want to be the big kids.” That blend of eagerness and independence hooked him. For five years, he thrived in the chaos and comedy of middle school life, discovering a passion he hadn’t anticipated. It’s a sentiment echoed by many educators—middle school often sneaks up as “their jam” despite initial reservations.
The Post-Pandemic Shift
Peppard’s career trajectory—from teacher to superintendent—gave him a front-row seat to education’s transformation, particularly after the COVID-19 pandemic. As a superintendent during that time, he told his principals, “We don’t know what it’s like to be a classroom teacher post-pandemic. It’s just genuinely so different.” This admission underscores a critical insight: the experiences of students and teachers have shifted in ways that veteran leaders can’t fully grasp from memory alone. The pandemic rewrote the rules, leaving educators to adapt to new stressors and dynamics.
One change Peppard highlighted is generational. Younger teachers today set boundaries differently than he did starting out, when arriving before the principal was a badge of honor. “They’ve figured out you don’t have to work harder, just smarter,” he noted, applauding their healthier approach to work-life integration. Yet this shift challenges leaders accustomed to traditional hustle culture. The old “balance” myth—debunked by Peppard as an ebb and flow rather than a static state—requires rethinking how schools operate.
Kids Are Still Kids—But Engagement Has Changed
Are students fundamentally different now? Peppard thinks not. “Kids are still kids,” he insisted, but how educators approach and engage them has had to evolve. Post-pandemic students need opportunities to use their voices, share what they know, and connect with what interests them. This shift places a dual burden on teachers to adapt their strategies and on leaders to guide them through it. For Peppard, the key lies in clarity and intentionality—leaders must define expectations for themselves, their staff, and their students while keeping a compelling vision for their school at the forefront.
Leading with Curiosity, Not Judgment
Peppard’s advice for school leaders draws inspiration from an unlikely source: Ted Lasso. Referencing the iconic dart scene, he urged principals to “be curious, not judgmental.” Instead of entering classrooms to critique, he suggested asking open-ended questions: “Tell me about that strategy you used. Did your students get where they needed to be?” This approach empowers teachers—whom Peppard believes are often better than he ever was—to reflect on their practice and grow. “Our best teachers don’t need us to tell them what to fix,” he said. “They need someone to ask good questions.”
Listening, too, has become non-negotiable. Principals must hear from teachers and students alike, moving beyond the managerial role of the past to embrace instructional leadership. It’s a shift from dictating solutions to fostering dialogue, a skill Peppard sees as vital in today’s schools.
Escaping the Firefighter Trap
One of the biggest struggles principals share with Peppard is escaping “firefighter world”—those chaotic days when crises derail plans to be in classrooms or with staff. “You can have your day planned out, and one thing sends it off the rails,” he acknowledged. His solution? Don’t let someone else’s crisis become yours. Early in his career, he’d stop for every hallway interruption, arriving late and frazzled. Over time, he built systems: “Shoot me an email, and I’ll come to you.” His secretary scheduled the follow-ups, freeing him to focus on priorities.
Peppard also cautioned against the superhero complex many new leaders adopt. “We think servant leadership means doing everything for everybody,” he said, recalling a principal he coached who insisted on screen-printing staff T-shirts herself. True servant leadership, he argued, empowers others to handle their responsibilities, avoiding unintentional micromanagement. As trust builds, staff shift from seeking solutions to sharing how they’ve solved problems themselves—a win for culture and efficiency.
A Final Reflection
When asked for his best advice for middle school educators, Peppard offered a gem: “Don’t forget to reflect.” He called it “balcony-level leadership”—stepping back to see the bigger picture, not just the work but the lives touched. Twenty years after leaving the classroom, he still hears from former students, a reminder of the enduring impact educators wield. That reflection, he said, “recharges your battery and reminds you of your purpose.”
Peppard’s journey—from accidental middle school teacher to leadership coach—mirrors the resilience and adaptability middle school educators embody. His insights challenge leaders to listen, empower, and stay intentional amid change, ensuring they—and their schools—thrive.