Tag Archives: Dr. Denise Ball

July 29, 2026 · 5:39 PM

An Educator Toolkit: 90 Positive Comments to Help Every Student Feel Seen, Valued, and Connected

Belonging Begins with the Words We Choose

Since 2012, I have shared resources via this Unlock the Teacher blog focusing on positive comments, praise, and how to create positive classroom environments with a reminder that words matter! Since that time, these posts have received more than 1.3 million views. This continued reach has reinforced something I have believed throughout my years in education, that teachers and school leaders are searching for practical language that helps them recognize the good in students.

Positive words can encourage students and strengthen relationships. Yet, as our understanding of school culture continues to grow, we are also invited to think more deeply about the messages our words communicate.

Our comments can do more than acknowledge appropriate behavior, completed work, or academic performance. They can communicate:

  • I see you.
  • I value your ideas.
  • Your voice matters.
  • You are capable of growth.
  • You are an important member of this community.
  • You belong here.

School connectedness exists when students believe that the adults and peers in their school care about them as individuals and care about their learning. This sense of being valued, supported, and included is associated with stronger engagement, attendance, academic outcomes, and overall well-being.

Relationships are not built only through large programs or special events. They are shaped through daily interactions: the greeting at the classroom door, the response to a student’s question, the note written on an assignment, the conversation following a mistake, and the words chosen when a student takes a risk.

Research on relationship-centered classrooms emphasizes the importance of authentic affirmation, active listening, student agency, and opportunities for young people to know that their voices are taken seriously.

Student voice is more than allowing students to speak. It includes providing meaningful opportunities for them to influence their learning, make choices, offer feedback, participate in decisions, and see that their contributions can lead to action.

This updated educator toolkit offers 90 positive comments organized around nine dimensions of belonging. The statements can be adapted for:

  • Daily classroom conversations
  • Written feedback
  • Student conferences
  • Report cards and progress reports
  • Notes or messages sent home
  • Family conferences
  • Advisory periods
  • Morning meetings
  • Restorative conversations
  • Celebrations of student growth

These comments are not intended to become generic scripts or empty praise. They are starting points. The most powerful affirmations are sincere, specific, timely, and connected to something an educator has genuinely noticed.

1. Welcoming Every Student

  1. I am glad you are here today.
  2. Your presence adds something important to our classroom.
  3. You are an important member of this learning community.
  4. There is a place for your ideas in this classroom.
  5. I appreciate the energy you brought into the room today.
  6. I noticed that you came in ready to participate and contribute.
  7. Your experiences help our class learn and grow.
  8. You do not have to know every answer to belong in this classroom.
  9. Thank you for bringing your ideas, interests, and questions with you.
  10. Our classroom community is stronger because you are part of it.

2. Recognizing Identity and Voice

  1. Your perspective helped us see this topic differently.
  2. Thank you for sharing an idea that was important to you.
  3. You expressed your thinking with honesty and confidence.
  4. Your experiences give you insights that can help others learn.
  5. I appreciate how clearly you explained the reasoning behind your opinion.
  6. You asked us to consider something we had not discussed before.
  7. Your voice helped shape the direction of our conversation.
  8. You found a meaningful way to communicate your ideas.
  9. You advocated for yourself respectfully and clearly.
  10. Your contribution showed that there can be more than one valuable way to understand a topic.

3. Encouraging Effort and Growth

  1. I can see the growth you have made since you began this work.
  2. You used feedback to strengthen your thinking.
  3. You tried a new strategy when your first approach did not work.
  4. You asked for the support you needed to move forward.
  5. You stayed engaged even when the work became challenging.
  6. You set a goal and took meaningful steps toward reaching it.
  7. You are learning how to recognize which strategies work best for you.
  8. You took ownership of your learning today.
  9. You made a thoughtful choice about how to improve your work.
  10. Your progress shows what can happen when you remain open to learning.

4. Affirming Curiosity and Courage

  1. Your question helped deepen our learning.
  2. You were willing to say that you did not understand, and that took courage.
  3. You respectfully challenged an idea and encouraged us to think more carefully.
  4. You took an academic risk by sharing your thinking before you were certain that you for trusting our class.
  5. You followed your curiosity and discovered something new.
  6. You explored more than one possible answer.
  7. You made a connection that helped bring this concept to life.
  8. You were open to revising your thinking when you encountered new information.
  9. You asked for evidence instead of simply accepting an answer.
  10. Your curiosity helped make today’s learning more meaningful for everyone.

5. Strengthening Collaboration

  1. You made room for another person’s voice.
  2. You listened to understand, not simply to respond.
  3. You built upon a classmate’s idea in a respectful way.
  4. You helped your group identify a path forward.
  5. You disagreed respectfully while remaining open to another perspective.
  6. You asked a question that encouraged someone else to participate.
  7. You used your strengths to support the work of the group.
  8. You accepted responsibility for your part of the team’s work.
  9. You noticed when the group needed encouragement and offered it.
  10. You helped your team move forward without taking over the work.

6. Recognizing Kindness and Care

  1. You noticed that someone needed support and chose to help.
  2. The care you showed helped another person feel valued.
  3. You included someone who might otherwise have felt left out.
  4. You treated another person’s ideas with dignity and respect.
  5. You chose kindness even when the situation was difficult.
  6. You helped create a space where someone felt comfortable asking a question.
  7. You offered a sincere apology and worked to repair the relationship.
  8. You celebrated someone else’s success without taking attention away from them.
  9. Your words helped another person feel encouraged.
  10. You showed empathy by trying to understand how someone else might be feeling.

7. Building Responsibility and Trust

  1. I can depend on you to follow through on your commitments.
  2. You completed the responsibility you accepted.
  3. You made a responsible choice, even when no one was reminding you.
  4. You used your time in a way that supported your learning.
  5. You took care of our shared space and materials.
  6. You were honest about what happened and helped us find a solution.
  7. You recognized when you needed assistance and asked for it.
  8. You accepted responsibility for your choice without blaming someone else.
  9. You came prepared and ready to contribute.
  10. You used your independence while also knowing when to seek guidance.

8. Supporting Resilience and Reflection

  1. You paused to think before deciding what to do next.
  2. You did not allow one difficult moment to define the rest of your day.
  3. You changed your approach when you realized something was not working.
  4. You identified what you needed in order to begin again.
  5. You recognized a challenge and made a plan for addressing it.
  6. You gave yourself time to learn instead of expecting immediate perfection.
  7. You used a mistake as information for your next step.
  8. You returned to the work after feeling frustrated.
  9. You were patient with yourself while learning something new.
  10. You reflected honestly on your choices and identified how you would respond differently next time.

9. Creating Classroom Community

  1. Your actions helped make our classroom more welcoming.
  2. You helped create a space where others felt comfortable participating.
  3. You contributed an idea that improved our classroom community.
  4. You invited others to help make a decision.
  5. You reminded us of the expectations we created together.
  6. You helped our class solve a problem in a fair and respectful way.
  7. You shared a strength or talent that enriched our learning.
  8. You helped us recognize and celebrate someone else’s growth.
  9. You made a choice that supported both your learning and the learning of others.
  10. You showed through your actions that everyone has something meaningful to contribute.

Moving From Praise to Partnership

Positive comments become even more powerful when they invite students to recognize their own growth. Instead of ending the interaction after an affirmation, educators can add a reflective question.

For example:

  • You stayed engaged even when the assignment became difficult. What helped you keep going?
  • You made room for another person’s voice. What did you notice about the group after you did that?
  • You tried a new strategy when the first one did not work. How did you decide what to try next?
  • Your perspective helped us see the topic differently. What gave you the confidence to share it?
  • You advocated for yourself respectfully. How might you use that skill in another situation?

These questions move the conversation from adult approval to student reflection. As an educator, you are identifing something meaningful, and the student is invited to name the choices, strategies, and strengths that contributed to the outcome.

Over time, this approach can help students develop the language to say:

  • I know how I learn.
  • I can make thoughtful choices.
  • I can ask for what I need.
  • I can contribute to my community.
  • I can grow.

A Belonging-Centered Comment Checklist

Words Help Shape Culture

Positive language does not mean ignoring mistakes, avoiding difficult conversations, or removing accountability. Belonging-centered classrooms maintain clear expectations while communicating that a student’s mistake does not remove the student from the community.

Students need to hear more than what they should stop doing. They also need language that helps them understand what they are doing well, how they are growing, how their choices affect others, and how they can contribute.

There will always be a need to redirect behavior, offer correction, and establish boundaries. The question is whether students also hear:

-I believe you can make a different choice.

-You are still an important member of this community.

-Let us think together about what happened.

-What do you need to move forward?

-How can you help repair the situation?

-I am here to help you begin again.

The language educators use becomes part of the environment students experience each day. A carefully chosen comment may appear to be a small gesture, but to a student, it can communicate something much larger:

My teacher sees me. 

My ideas matter.

I am capable.

I have choices.

I can make a difference.

I belong here.

As educators prepare classrooms, develop lessons, establish routines, and welcome students into a new year of learning, may we also prepare the language we will use.

Belonging is strengthened one interaction at a time.

When we train our eyes to see the good, amazing things happen.

May we continue to seek knowledge in all things,

Denise

References and Additional Resources

Ball, D. M. (2012, July 22). 100 positive comments to utilize when referencing student behavior. Unlock the Teacher.

Centers for Disease Control and Prevention. (2024, November 18). School connectedness helps students thrive.

Hernández, L. E., Darling-Hammond, L., & Nielson, N. (2024, November 21). Cultivating relationships in secondary classrooms: Practices that matter. Learning Policy Institute.

Regional Educational Laboratory Pacific. (2025). Including voice in education: Addressing equity through student and family voice in classroom learning. Institute of Education Sciences.

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July 14, 2026 · 7:23 PM

JOY of the Work- A Conversation with Dr. Anita Harkins-Mehsling

As we bring our three-part summer series, Belonging, School Culture, and the Joy of the Work, to a close, I find myself filled with gratitude.

I am deeply grateful to Dr. Anita Harkins-Mehsling for generously sharing her research, leadership experience, wisdom, and heart throughout these conversations. Anita helped us pause and consider what it truly means for people to experience belonging within a school community.

Belonging is more than entering a building, attending a meeting, or being included on a faculty list. It is the experience of being seen, known, valued, supported, and connected to something meaningful.

Throughout this series, Anita reminded us that belonging does not happen by accident. It is cultivated through INTENTIONAL leadership, authentic listening, trust, communication, presence, and relationships.

In our first conversation, we explored why belonging matters, and in our second, we reflected on the important role leaders play in creating and sustaining cultures where people feel welcome, heard, and valued. In our final conversation, we connected belonging to joy, teacher retention, school stability, and the overall health of a school community. It felt especially important to end this series with joy.

Joy is not an extra benefit of a healthy school culture. Joy is part of what helps sustain the people who serve within it. Joy is synergistic! Joy does not mean that every day is easy. It does not mean that challenges disappear, difficult conversations are avoided, or the demands of leadership become lighter.

A joyful school community is not a perfect school community.

It is a community where people continue to notice the good, name the good, and carry the good forward together, even during demanding seasons. Joy grows when people know they are not alone. As a school team, exercising the muscle of gratitude can be transformational!

Joy within a school community grows when faculty and staff feel connected to one another and to the school’s mission. It becomes visible when people are encouraged to share their gifts, when contributions are recognized, and when leaders create space for gratitude, celebration, reflection, and genuine connection.

Joy is strengthened when it is shared. This is why I believe joy must be more than something we hope people eventually experience. Joy can become the first step we use in leading others.

Before beginning with the agenda, we can begin by seeing the people in front of us. Before moving immediately to the next task, we can pause to recognize someone’s contribution. Before focusing only on what needs to be corrected, completed, or improved, we can name what is already good and growing. Before assuming the worst, we can choose to see through the eyes of grace. Leading with joy does not ignore reality. It helps us face reality with hope, gratitude, courage, and a renewed sense of purpose.

As leaders prepare for the 2026-27 school year, there will be calendars to finalize, meetings to plan, classrooms to prepare, new employees to welcome, and many decisions to make. Within all of that important work, we can also ask:

How will people experience belonging here? [a leadership opportunity]

How will faculty and staff know they are valued? [essential building block for trust]

How will we listen to one another? [a powerful visual that you are being present]

How will we help new members of the community feel supported? [essential reflection question]

How will we keep joy visible when the year becomes busy? [because it will]

How will we notice and share the good? [my favorite]

The answers do not always require complicated programs or large initiatives. Belonging and joy are often strengthened through small, sincere, and consistent practices.

A handwritten note, a meaningful check-in, or a moment of gratitude at the beginning of a faculty meeting can really help build and maintain a positive school culture.

A celebration of a small victory, or a question asked with genuine care, demonstrates a leader who listens and follows through.

One small practice, offered consistently and sincerely, can become part of the building blocks for a joyful school campus.

My gratitude to Anita for helping us all reflect more deeply on the cultures we are called to build and sustain. I want to thank her for reminding us that belonging is experienced through both our words and our actions. Through this summer series, we are reminded that when people feel seen, known, valued, and connected, joy has room to grow and THRIVE!

As this summer series closes, I hope each of us will carry one invitation into the new school year:

Let joy be the first step. Let it shape how we welcome and guide our listening and communication with others.

May we continue to seek to see the people behind the work.

As school leaders or teachers, let us seek joy and let it help us build communities where educators, students, and families know they belong.

As a sharing the good community, let us continue to train our eyes to see the good, because when we do, amazing things happen.

Stay tuned…

Sharing the Good with Dr. Denise Ball is honored to welcome Dr. Christina Mendez-Hall on August 13 as we continue the conversation about joy, why it is so important, and how leaders and teachers can allow joy to become the first step as they enter the 2026-27 school year.

Sharing the Good with Dr. Denise Ball is now available on Spotify, Apple Podcasts, and iHeartRadio.

What began with the simple hope of encouraging at least one person is growing into a space where stories, faith, reflection, research, and practical wisdom can be shared.

I feel deeply honored to help notice and share some of the good happening in our schools, communities, churches, families, and the world.

Thank you to everyone who has listened, subscribed, encouraged me, and prayed for me on this journey. Scan the QR code for your preferred platform and join me as we continue Sharing the Good.

Until then, pause, exhale, reflect, and keep sharing the good.

May we continue to seek knowledge in all things,

Denise

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July 1, 2026 · 5:47 PM

Belonging Begins When People Know They Matter

Summer Series 2026: Belonging, School Culture, and the Joy of the Work

Featuring Dr. Anita Harkins-Mehsling

This adventure in learning new ways to communicate, connect, and share the good in education has been fun, meaningful, and, quite honestly, joyful.

I am so grateful to Dr. Anita Harkins-Mehsling, Associate Superintendent for the Archdiocese of Omaha, for spending time with me in conversation and reflection for the first episode of Summer Series 2026: Belonging, School Culture, and the Joy of the Work on Sharing the Good with Dr. Denise Ball.

Our first conversation focused on a topic that is deeply connected to the heart of education: belonging.

Belonging is more than being present. It is more than being included on a roster, invited into a building, or welcomed into a room. True belonging begins when people do not just enter a space, but feel that they matter within it (Harkins-Mehsling, 2026).

Students need to know they are seen, known, valued, and loved. Teachers need to know their work matters and that they are part of something larger than themselves. Families need to experience school communities as places of trust, welcome, and partnership. Leaders need to be intentional about creating the conditions where acceptance, connection, and community are not accidental, but cultivated.

During this episode, Dr. Harkins-Mehsling and I reflected on how belonging is experienced across school campuses and leadership communities. We discussed the ways people come to understand whether they are accepted, valued, connected, and part of a community. These are not small ideas. They shape the daily experience of school life, and the summer is a perfect time for school leaders and teachers to reflect on how they will create an environment and attitude of belonging for students, parents, and one another for the upcoming school year.

When people feel that they belong, they are more likely to participate, contribute, trust, grow, and remain connected to the mission. Belonging strengthens the culture of a school because it reminds each person: You matter here!

As I continue to reflect on my own research on teacher retention, school climate, leadership, collaboration, and culture, I am reminded, through this conversation with Anita, that positive school culture is not built by chance. It is shaped through intentional leadership, trust, and shared commitment. Belonging is one of the ways we begin that work.

This summer series is an invitation to pause, exhale, reflect, and consider how we can continue to build schools and communities where people feel seen and supported. It is also an invitation to celebrate the joy of the work. Education is hard and holy work. It requires courage, patience, faith, and love. But it also brings great joy when we recognize the good all around us and the reasons we said “yes” to serve in education.

I am thankful for leaders like Dr. Anita Harkins-Mehsling who continue to share wisdom, experience, and encouragement with the broader educational community. Her insights remind us that belonging is not simply a program or initiative but it is a way of being together.

Episode 1 begins this reflective journey.

Episode 2 will air on July 6, and our conversation will focus on school culture. Anita and I will share strategies we have learned through our combined 50+ years of serving in education to help create, strengthen, and maintain positive school cultures.

I value your feedback and would love to continue the conversation. Please message me or drop a note in the comment section after watching. What helps you feel a sense of belonging in a school or leadership community? What practices have helped strengthen culture in your own setting?

May we continue to seek knowledge in all things, notice the good around us, and build communities where every person knows they matter

Denise

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June 18, 2026 · 5:39 PM

When Shared Mission Becomes a Shared Walk

Why Fellowship is Essential with Karina Lepkowski, Principal, Most Holy Trinity

Fellowship is more than networking. It is more than collaboration around a project, committee, or a professional learning day. Fellowship is what happens when trust is built over time, shared mission becomes a shared walk, and colleagues become the trusted voices we return to because we know they will listen, encourage, challenge, and help us see more clearly.

Today, I had the joy of meeting with Karina Lepkowski, Principal at Most Holy Trinity Catholic Academy in the Archdiocese of Detroit. Karina and I have been collaborators for 14 years. She served on my team at St. Regis Catholic School, we have worked together on committees, and she has led sessions for professional learning days I developed for the Archdiocese of Baltimore. Over the years, our professional paths have crossed in many meaningful ways. But perhaps one of the most treasured parts of our story is this: Karina introduced my son to music and taught him how to play the alto saxophone. His love of jazz and the gift of having music in his heart will last him a lifetime. For that, I will always be grateful to this amazing educator, and I am honored to call her a friend now.

About Karina

Karina Lepkowski is a distinguished Catholic educator and graduate of the University of Notre Dame’s Alliance for Catholic Education (ACE) Mary Ann Remick Leadership Program. As a member of Cohort 18, she earned a Master of Arts in Educational Leadership and has continued to serve Catholic education with dedication, wisdom, and heart. Her leadership and service were also recognized by the Catholic Foundation of Michigan, which honored her with an Amazing Catholic Educator Award.

A Servant Leader

While these accomplishments speak beautifully to Karina’s professional impact, what I value most is the way she leads through relationships. She is the kind of educator and leader who listens deeply, shares generously, and reminds others that the work of Catholic education is strengthened when we walk alongside one another.

As Karina and I caught up and discussed projects we are working on, I was reminded of something important. Educational leaders need trusted voices. We need people who understand the work, who know the heart behind the work, and who can offer honest insight because the relationship is rooted in care. These are the colleagues who help us process ideas, sharpen our thinking, and stay grounded in mission. They remind us that leadership was never meant to be a lonely road.

Research continues to affirm what many of us have experienced in our own leadership journeys. Strong professional learning is collaborative, sustained, and grounded in reflection. Darling-Hammond, Hyler, and Gardner (2017) found that effective professional development creates opportunities for educators to share ideas, collaborate in job-embedded ways, and build communities that can positively influence the culture and instruction of a school or system. Similarly, research on collective teacher culture points to the importance of shared goals, supportive colleagues, collective efficacy, and belonging as important dimensions of a healthy school culture.

This is why fellowship matters. When leaders intentionally build relationships of trust and professional friendship, they strengthen the culture around them. Fellowship helps us become better listeners. It helps us ask better questions. It gives us space to pause, reflect, and renew. It also helps us remember that the work of education is deeply human. Behind every initiative, every professional learning session, every school improvement goal, and every strategic plan are people who need encouragement, connection, and belonging.

In my own research on teacher retention, school climate, leadership, collaboration, and culture emerged as important areas of focus in understanding how educators experience their work and what helps them remain committed to the mission (Ball, 2023). Positive school culture is not built by accident. It is formed through intentional relationships, shared purpose, and the daily decision to walk alongside one another.

As educational leaders, we often spend time developing strategic muscles: planning, decision-making, problem-solving, communication, and execution. These are important. However, I would share that research supports that we also need to be just as intentional about building the muscle of fellowship. Collective teacher culture is strengthened through shared goals and values, collective efficacy, supportive colleagues, belonging, and job satisfaction, all of which remind us that trusted professional relationships are central to healthy school communities (Skaalvik & Skaalvik, 2021). Who are the trusted voices we call when we need to think out loud? Who helps us see the good when the work feels heavy? Who reminds us of who we are and why this work matters?

The summer weeks offer a beautiful invitation to pause and reach out. Send the text, make the call, or schedule the coffee. Technology offers us the wonderful ability to connect via Zoom, Meet, FaceTime, etc. We really have no excuse not to engage with the technological tools at our fingertips today. I encourage you to reconnect with the colleague who has walked part of the journey with you. Take time to say thank you to the person who helped shape your leadership, your school community, or even your family in ways that will last a lifetime. Gratitude has a way of lowering our stress levels and refocusing our lens to see the good all around us.

When we make time to walk alongside one another, we build the kind of school culture where others can do the same.

This year, my research has continued to center around school culture and team development. In my two latest projects, When We Train Our Eyes to See the Good, Amazing Things Happen and The Middle School Culture Blueprint, which I am co-authoring with Dr. LaTonya White, I have been reflecting deeply on the gift of fellowship and why it matters so much for educational leaders. If you would like to share your thoughts, please send me a message or leave a comment. I welcome the feedback and insights.

Dr. LaTonya White and Dr. Denise Ball, National Catholic Leadership Convention 2026

May we continue to seek knowledge in all things,
Denise

References

Ball, D. M. (2023). Improving teacher retention within Archdiocese of Washington schools [Doctoral dissertation, Liberty University]. Liberty University Scholars Crossing.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Skaalvik, E. M., & Skaalvik, S. (2021). Collective teacher culture: Exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction. Social Psychology of Education, 24, 1389–1406.

United States Conference of Catholic Bishops. (2011). New American Bible, Revised Edition.

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June 11, 2026 · 4:07 PM

Charisms, Core Beliefs, and the Joy of the Work…our “Why”

I was so INSPIRED by my conversation this morning with Dr. Barbara Edmondson. I have known Barbara for almost a decade, and every time I leave her presence, I feel encouraged, reflective, and inspired.

In our conversation, Barbara spoke about the importance of educational leaders knowing their charisms and core beliefs. I could not agree more. When we understand the gifts we have been given and the beliefs that ground us, we are better able to serve with clarity, purpose, and joy.

For many educators and school leaders, the next 9 to 12 weeks offer a beautiful opportunity to pause, exhale, and reflect on the “why” behind our service. Why did we choose this work? What gifts have we been called to share? What core beliefs continue to guide us when the days are long and the work feels heavy? Where did we see joy this year? Where did we help create it for someone else?

These are not small questions, but they are the questions that help us return to purpose.

Joy is not meant to be held alone. Joy is synergistic! When joy is shared among a school team, it strengthens culture, builds connection, and reminds us that the work we do matters. Recent research on teacher teams affirms that creating and sustaining a positive school climate requires ongoing collaborative work and that teachers experience their teams as important support structures connected to shared responsibility, safety, openness, and school climate work (Hammar Chiriac et al., 2024). A joyful school community does not mean a perfect school community. It means a community where people are willing to see the good, name the good, and carry the good forward together.

As we close one school year and begin looking toward the next, perhaps this is an invitation to pause and reflect:

*What are the charisms I bring to this work?

*What core beliefs guide the way I serve?

*Where have I seen goodness unfold this year?

*Who helped me remember the joy of the work?

*Who needs to hear a simple and sincere “thank you”?

To every educator, school leader, staff member, parent, and community partner who continues to serve others: thank you!

Thank you for the seen and unseen ways you show up. Thank you for the encouragement you offer, the patience you practice, the hope you carry, and the light you bring into your school communities.

The work you do matters, and when we train our eyes to see the good, amazing things happen.

Thankful Thursday Minute

 

May we continue to seek knowledge in all things,

Denise

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June 3, 2026 · 4:19 PM

When We Train Our Eyes to See the Good, Amazing Things Happen…An End-of-the-School-Year Message from Dr. Christina Mendez-Hall

Last night, I officially posted the welcome message for my new YouTube channel, Sharing the Good with Dr. Denise Ball. This morning, as I met with Dr. Christina Mendez-Hall, Assistant Superintendent for the Diocese of Arlington, I was reminded again why this space matters. Dr. Mendez-Hall is so full of joy, and I invited her to share an end-of-the-school-year inspirational message for the channel. It was one of those simple, grace-filled moments that confirmed the “why” behind this new chapter.

For the last eight-plus years, I have been researching, writing, speaking, and working alongside school leaders and educators on team building, teacher retention, and the development of strong, healthy school cultures. Again and again, one simple truth continues to rise to the surface: educators and school leaders need to be seen, heard, encouraged, and reminded that their work matters.

When adults in a school community feel valued, supported, and connected to a shared mission, the entire campus is strengthened. Joy becomes more visible, trust grows, collaboration deepens, and students benefit. Schools become more stable, dynamic, and hope-filled places of learning.

That is the heart behind Sharing the Good with Dr. Denise Ball.

My goal is not to create a perfect YouTube channel. It is not to chase likes or pretend that life, leadership, education, or faith are without challenges. My hope is to create a real and authentic space where we collectively can share the good, notice the good, and perhaps inspire at least one person who needs encouragement on any given day.

I have been blessed throughout my life to be surrounded by amazing people who have encouraged me, challenged me, prayed for me, and helped me see the good even in difficult seasons. After retiring last June, following 27 years of service in education, I have found myself with more time to reflect, write, listen, and reconnect with many of you who have followed this blog since it was created 15 years ago.

The Unlock the Teacher blog has received more than 1.5 million views over the years and continues to average around 100 views a day. The feedback received on this blog humbles me deeply — thank you! Current research highlights the need for us to truly see and hear one another, and I would like to help make sure those placed on my path during this journey of life feel seen and heard.

So today, I want to personally invite you to continue the conversation with me in a new way.

Please visit Sharing the Good with Dr. Denise Ball on YouTube. Subscribe if the message speaks to you. Share it with an educator, leader, parent, or friend who may need a reminder that goodness is still unfolding.

Check out Christina’s inspirational minute message by clicking the link below. This is my first YouTube “short”…thank you for the grace!

An End-of-the-School-Year Inspirational Message from Dr. Christina Mendez-Hall

I am a novice in this space, and I am very much a lifelong learner. If you have a tip, suggestion, idea, or story to share, I would love to hear from you. Send me a message and share the good you are seeing. Tell me about the people who are carrying light in your school, family, parish, workplace, or community.

I believe this deeply, that when we train our eyes to see the good, amazing things happen.

We can do more for the world when we share the good together, one word, one story, and one action at a time.

May we continue to seek knowledge in all things!

Denise

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May 12, 2026 · 3:07 PM

What We Build Together: The Power of Collaboration–A Middle School Mindset Initiative

There is a particular kind of energy that comes from meaningful collaboration. The kind that is grounded in shared mission, fueled by trust, and sustained by a deep belief in the work we are called to do.

Over the past year, I have had the privilege of working alongside incredible partners to bring the Middle School Mindset Portfolio of Services to life. What began as an idea has grown into something far more powerful than any one organization could have accomplished alone. In just a few short weeks, we will launch this work nationally on May 29.

This moment feels significant, not simply because of the launch itself, but because of what it represents.

A Response to a Critical Moment

Middle school is a pivotal season of formation. It is a time when students are asking deeper questions about identity, belonging, and purpose. It is also a time when educators are navigating increasing complexity like academic recovery, student engagement, and social-emotional needs, all while striving to create classrooms where students feel known and valued.

We cannot meet this moment in isolation.

The Middle School Mindset Portfolio was built in response to that reality. It is not a single program or a one-size-fits-all solution. Rather, it is a collaborative ecosystem designed to support educators with practical strategies, meaningful resources, and a shared commitment to strengthening both instruction and culture.

The Gift of Partnership

One of the greatest joys in this work has been collaborating with mission-aligned partners who bring both expertise and heart to the table.

A special acknowledgment goes to Archangel Education and Technology, whose team is building an innovative digital ecosystem that will no doubt become a destination space for educators and system leaders. Their work reminds us that when technology is designed with purpose, it can truly amplify impact.

Equally inspiring has been our partnership with the Archdiocese of Miami pilot schools. On May 29th, during this complimentary webinar, we will hear directly from middle school teachers who have engaged in this work, educators who are thoughtfully applying strategies, reflecting on practice, and shaping what this portfolio will become at scale.

To visit these vendor partners supporting schools nationwide, please visit:

www.theadac.com | https://friendzy.co/ | https://www.sadlier.com/ | https://arch-te.com/

We can serve students and teachers more when we do it together!

From Research to Practice: Naming What Matters Most

This work has also deepened my ongoing collaboration with Dr. LaTonya White. Together, we are preparing to share our research in the forthcoming Middle School Culture Blueprint (Ball & White, 2026).

At the center of our work is a simple yet deeply impactful reminder: what we reinforce each day becomes the culture we experience, whether by intention or by default.

Middle school culture does not happen by accident. It is shaped in the small, consistent moments: in how we greet students, how we structure learning, how we respond to challenges, and how we create space for student voice. Belonging is not a program we implement. It is a condition we intentionally cultivate through every interaction, every structure, and every expectation (Ball & White, 2026).

When we are intentional, we create environments where students and teachers can thrive. When we are not, culture is still formed, but often in ways that do not serve our mission. The opportunity before us is to lead with clarity, purpose, and hope, and to build cultures where every student and educator knows they are seen, valued, and called to grow.

A Moment of Anticipation

As we look ahead to our national webinar launch on May 29, I am filled with gratitude for the partnerships, for the educators, and for the shared commitment to this work. This is more than a program launch. It is a reflection of what is possible when we come together, listen deeply, and build something that responds to the real needs of our schools. It is a reminder that we are not alone in this work. And… it is an invitation to continue to collaborate, to continue to learn, and to continue to see the good that is unfolding all around us.

The May 29th registration is live (scan the QR code above). Come and join the conversation!

What a privilege it is to serve!

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June 13, 2024 · 12:04 AM

Engaging with Data: Key Takeaways from Thought-Provoking Sessions at the 5th Annual Ferguson Institute

I believe in sharing the good; words have power. There were so many words of wisdom shared over the last few days, I took pen to paper to capture a few words that spoke to me. I hope they inspire you or encourage reflection as you wrap up the 2023-24 school year. Please refer to the recommended resources for the names of some of the speakers who lit my fuse of curiosity this week. Never forget that to teach is a choice. To lead in education is a choice. The work you choose to do matters! Thank you for saying yes to the call to serve in education…

I found this week so engaging that I needed to pause and reflect to process the many data insights supported by research shared this week. There was such a dynamic cadre of national educational leaders that gathered in Dallas for this well planned and executed event. Many opportunities were provided to listen and discuss data and how to use data to inform decisions that effect student learning outcomes. I have a notebook of takeaways that I will spend some time with over the summer to unpack from attending the Curriculum Associates 5th Annual Ferguson Institute.

Denise Ball, Assistant Superintendent for Teaching and Learning/Lori Chaney, Curriculum Associates, Director of Sales, Mid-Atlantic/Kelly Branaman, Secretary for Catholic Schools and Superintendent of Schools

Key Takeaways:

1. It is important to come together; educating students takes a community.

The power of collaboration in education was a resounding theme at the Ferguson Institute. The diverse perspectives and experiences shared among those present served as a powerful reminder that the education of our students is a collective endeavor, not an individual one.

2. As educational leaders, we need to ensure we are providing teachers with opportunities to create environments where students feel “invited” to learn and that we are embracing and using data across all grade levels.

Creating inviting learning environments is crucial. By leveraging data, we can tailor these environments to meet the needs of every student, fostering an inclusive and supportive atmosphere that encourages engagement and learning.

Hattie, John. “Foster a Learning Culture.” 2024. What Brings You Joy. 5th Annual Ferguson Institute.

3. Remember never to underestimate a student’s potential and that every child is a capable mathematical thinker. Wouldn’t it be amazing if all students believed they were capable mathematical thinkers? Expecting excellence will transform a school culture!

At the heart of our educational mission is the belief in the untapped potential of every student. By fostering a culture of high expectations and support, we can empower our students to see themselves as capable mathematical thinkers, thereby transforming the overall school culture. Embracing this thought process might also require some professional development to ensure your faculty sees a capable mathematical thinker in every student. Let us enter the conversation…

4. Continue to seek to be inspired, encourage one another and the students placed in your care. Do not edit out the innovation; create environments for students and teachers that promote curiosity and inquiry.

Innovation should be at the heart of our educational practices. By nurturing curiosity and inquiry, we can create dynamic learning environments that inspire both teachers and students to explore, experiment, and grow.

Hattie, John. “Students are Engaged in their Learning.” 2024. What Brings You Joy. 5th Annual Ferguson Institute.

5. Building capacity through teaching inference and evaluating the impact is essential.

Teaching inference is essential for developing critical thinking skills. Evaluating the impact of our teaching practices ensures that we are effectively building these capacities in our students and continually improving our methods.

6. Hearing school districts share their data story was inspirational and provided opportunities for rich data dialogue. Hearing that achievement is up half a grade level equivalent in one year was simply a testament that the i-Ready curriculum and assessment resources make a difference!

The success stories shared by various school districts were both inspiring and affirming. The significant improvements in student achievement underscore the effectiveness of the i-Ready curriculum and assessment resources in enhancing educational outcomes.

Sullivan, Mark. Birmingham City Schools. 2024.

7. Curriculum Associates stimulates inquiry…always growing and improving through research and collaboration where speech recognition, Algebra I, and i-Ready Pro initiatives will be student game changers.

Curriculum Associates’ commitment to continuous growth and improvement through research and collaboration is evident in their innovative initiatives. These advancements promise to be transformative for students, particularly in areas like speech recognition and Algebra I.

8. One gold nugget that is life-affirming is to embrace the errors. No one says no to better!

Embracing errors as opportunities for growth is a powerful mindset. It reminds us that continuous improvement is always possible, and every mistake is a step towards betterment.

The world is chaotic, and we are called to be a positive light for the students and parents in our care. We must have courage, and as reflective practitioners, we must remember to reflect often on what brings us joy. Nothing great happens in the absence of enthusiasm. Build that playlist this summer, sing aloud and dance. Get energized to develop a personal and professional framework for greatness for the 2024-25 school year.

I am leaving Dallas and headed back to D.C. with the clear understanding that Curriculum Associates is an organization where everyone believes that every child deserves to be on grade level. It has been an exceptional week, enriched with data discussions with passionate school and district leaders committed to making a difference in a child’s life. I look forward to continuing to unpack all that I learned with my team and the school leaders I serve, strengthening the relationships developed and lessons learned while engaging with data at the 5th Annual Ferguson Institute.

Inspiring Leaders Making a Difference in Education

Recommended Reading Resources

Whitepaper: Culturally Responsive Mathematics Teaching (curriculumassociates.com)

School Readiness for Young Students Post-Pandemic (curriculumassociates.com)

Rethinking Middle School Math Acceleration (curriculumassociates.com)

Student-Focused AI Capabilities

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May 30, 2024 · 3:27 PM

Top Five Recommended “Musts” to Ensure Teachers Feel Valued Before the Summer Pause

It is an exciting time, but this season of transition can be chaotic and often stressful for faculty, staff, students, and parents. A little bit of grace this time of year goes a long way.

When I was a school leader, I used to tell my staff that the end of the year was a time for putting on the “red shoes”…making sure to leave home needs at home and embracing each day with purpose; we are called to be the difference. Retention data shows that it is important now more than ever to ensure that all stakeholders end the year on a high note.

A school climate affects teacher satisfaction, morale, and expectations about staying in the profession (Garcia & Weiss, 2019). A high percentage of teachers do not feel appreciated, and this feeling can have an impact on their choice of staying or leaving the classroom. It would be beneficial for society to remember that teaching remains an extraordinarily noble profession with intrinsic rewards that few other disciplines experience (Vocke & Foran, 2017). There are many ways to show teachers support. Below are my five recommended “musts” to finish the school year strong, ensuring teachers feel valued.

Top Five Recommended “Musts” to Ensure Teachers Feel Valued Before the Summer Pause

  1. Handwritten Thank-You Notes: Write personalized notes to each teacher, highlighting specific contributions and expressing sincere gratitude. Encourage faculty and staff to write anonymous notes to one another. Positive energy is synergistic!
  2. Public Acknowledgment: Use school newsletters, social media, and assemblies to publicly recognize and celebrate teachers’ achievements and dedication. Use these last few weeks of school to promote and share the good that has happened on your school campus. Sharing the good can change a school’s culture.
  3. Classroom Resources: Provide teachers with additional resources or gift cards for classroom supplies as a token of appreciation and to ease their financial burden as they begin to plan this summer for the upcoming school year.
  4. Professional Development Stipends: Offer a stipend or provide a gift card for summer professional development courses, or educational reading materials, indicating investment in their continued growth.
  5. End-of-Year Celebration: Host a celebratory event to honor teachers’ hard work and achievements throughout the year. Include awards or small gifts to show appreciation. Have a discussion on the theme for the upcoming school year to help give direction (which will reduce stress) in helping teachers plan over the summer.

Give your team permission to put an “out of office” message on their email for a period of time to spend with family and friends, recharging so they can be all they are called to be for the upcoming school year. Building in a “time to pause” into one’s daily schedule, will allow teachers to come back to campus more creative, energized, and ready to accomplish team initiatives for the new school year.

Photo Credit: Anna Quattrone, Director of Marketing and Enrollment

Ultimately, it is essential to never underestimate the importance on greeting your faculty and staff as they begin the school day, providing an encouraging word or smile, and making sure your team members feel seen and heard. Teachers choose to serve in schools where they feel welcomed and appreciated.

Regardless of the time of year, it is always a good idea to thank a teacher for choosing to teach!

May the last few weeks of school be filled with joy and peace!

Denise

Denise Ball, Ed.D.

Recommended Reading

Carver-Thomas, D., & Darling-Hammond, L. (2019). “The Trouble with Teacher Turnover: How Teacher Attrition Affects Students and Schools.” Education Policy Analysis Archives, 27(36).

Garcia, J. R., & Weiss, N. (2019). Challenging working environments “school climates”,  especially in high-poverty schools, play a role in the teacher shortage. Economic Policy  Institute. Retrieved from https://www.epi.org/publication/school-climate-challenges affect-teachers-morale-more-so-in-high-poverty-schools-the-fourth report-in-the-perfect storm-in-the-teacher-labor-market-series/

Kraft, M. A., Papay, J. P., Charner-Laird, M., Johnson, S. M., Ng, M., & Reinhorn, S. K. (2020). “Educator Work Environments and Teacher Effectiveness: A Two-Year Longitudinal Study of Teaching Assignments.” Educational Evaluation and Policy Analysis, 42(3), 436-460.

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2019). “Strategies for Attracting and Retaining Educators: What Does the Evidence Say?” Education Policy Analysis Archives, 27(38).

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