The feedback I got from this principal – with over 15 years of experience in leadership positions in the US and Central America made me speechless…

If you’ve worked with me, you probably know this: I have no issue speaking to large audiences at conferences or leading workshops, but when someone gives me a compliment, I become awkwardly shy.

1.5 years ago, I started working with a school in Costa Rica. Every two months, I travel there to work with the team on-site, and between visits, we stay connected online. 

In August, Carlos joined the leadership team, and we’ve since had two separate weeks of working closely together during my visits.

After I returned home from my last trip, I received the attached video from Carlos—a heartfelt reflection on our time together.

Carlos said something that completely floored me:

He shared that he considers me "one of the strongest educational leaders around the globe."

Hearing those words gave me pause. I’ve always found it hard to articulate what I’m truly good at, preferring to let my work speak for itself. But Carlos captured in words what I aim to achieve: 

Bridging the gap between theory and practice to create a lasting impact in education.

His compliment didn’t just make me shy—it made me reflect. 

Carlos’s words reminded me that our work doesn’t exist in isolation. 

It’s getting the engagement and happiness of staff, parents, and with that students up which does the trick. And as a result, we are seeing:

→ The smiles of students as they achieve milestones they once thought impossible—for example, during the bi-weekly Shine and Share moment, when they confidently present their products.

→ The response of experts and parents when they see that our students are highly engaged and truly internalize what they study—for example, a six-year-old during one of our bi-weekly field trips confidently using words like sediment and fully understanding their meaning, even impressing the local expert.

→the innovative methods teachers now confidently employ, challenging students by starting from where students want to learn, rather than from where the teacher feels obligated to begin. 

→ and the strategies leaders use to inspire change, leading by example: using the same strategies we want teacher to apply with their students. 

All the above is proof of the progress we've made together!

Carlos’ perspective illuminated my personal journey even more, helping me appreciate how these collective efforts have transformed his school into a thriving learning community.

Carlos, thank you for your kind words and for trusting me to be part of your mission. And to anyone reading this: Never underestimate the power of gratitude and honest feedback. It may leave someone feeling a little shy, but it can also inspire them to keep moving forward with renewed purpose.