Two Years of Leadership With a Latte
Two Years In: What This Latte-Fueled Leadership Journey Has Taught Me
Two years ago, I pressed “publish” on something that felt deeply personal and quietly brave.
Leadership With a Latte wasn’t created to go viral. It wasn’t built on algorithms or aesthetics. It was born from real leadership moments...early mornings, hard conversations, grief, growth, and the steady courage it takes to lead with integrity when no one is watching.
And today, it turns two.
What Started as a Whisper Became a Platform
Leadership With a Latte began as a space to tell the truth about leadership, especially in education. The truth that leadership is often heavy. That strong leaders still get tired. That courage sometimes looks like rest, reflection, and choosing grace when grit would be easier.
Since then, this journey has grown in ways I never anticipated:
The launch of www.leadershipwithalatte.com, a home for thoughtful leadership reflections
My first Teachers Pay Teachers resources, supporting educators beyond my own school walls (still a major work in progress- but I am proud that I branched out!)
The publication of my book, "Cup of Courage: The Key to Leading with Grace and Grit", a project straight from the heart
Being honored as Charleston’s 40 Under 40 by SCBiz News
Being named South Carolina Charter Leader of the Year by the Public Charter School Alliance of SC
These milestones matter—but they aren’t the whole story.
What Matters More Than the Accolades
What matters most are the messages from leaders who say:“I thought I was the only one who felt this way." ”Your words helped me stay.” “I finally gave myself permission to lead differently.”
Leadership With a Latte has never been about having all the answers. It’s about creating space—for honesty, reflection, and courage in the everyday moments that define leadership.
What Two Years Has Taught Me
I’ve learned that:
You can lead boldly without losing your softness
Courage doesn’t require perfection
The most impactful leadership often happens quietly
And community changes everything
This space exists because of you—leaders, educators, dreamers, and doers who believe leadership can be both strong and human.
Looking Ahead
As Leadership With a Latte enters year three, my commitment remains the same: To tell the truth. To lead with grace. To honor courage in all its forms.
Thank you for being part of this journey—one cup, one conversation, one courageous step at a time.
Here’s to what’s brewing next. ☕✨
The subject of exploring learning through shared interests feels more interesting when there is room for a reader to stop and ask their own questions. A shared interest can give a group a reason to exchange explanations and examples. Seen this way, collaborative learning interests becomes a topic to explore rather than something to sum up too quickly. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. How can a learning group welcome beginners alongside more experienced participants?
My first thought about developing confidence in language practice is that the everyday experience deserves as much attention as the larger explanation. A low-pressure conversation can help a learner use words they recognise but rarely say aloud. This is why I would approach language practice confidence with a specific question rather than a fixed expectation. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. Which activities encourage speaking without making every mistake feel important?
When it comes to supporting teachers through shared learning resources, I would rather understand one useful detail properly than rush through a long list of ideas. A resource becomes more useful when it includes enough context for another teacher to adapt it. That is the kind of detail I would keep in mind while exploring teacher learning resources. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What information would you include when sharing an activity that worked in your classroom?
There is something approachable about discussing turning curiosity into deeper understanding through situations people can actually picture. A good follow-up question can turn a quick fact into something worth exploring. It also gives the phrase curiosity and knowledge a clearer meaning than a label on its own. I am still thinking through the details, and a small example would help me picture how this works in practice. How do you decide which question to investigate after an initial explanation?
The topic of learning from the environment around Przywidz gives me a few things to think about, especially when the discussion moves beyond general advice. A familiar outdoor setting can offer new questions when learners observe it at a different time. It makes me curious about the practical side of Przywidz environmental education. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How could a class compare seasonal observations without needing complicated equipment?