The photo at the left is the  Livermore Centennial bulb, the world's longest-burning electric bulb. 

The Dim Bulb

The Occasional Musings of an Educator

by Michael Keany

#77 - April 7, 2025, 2025

The brain is capable of performing 10 quadrillion (that’s 10 to the 16th) “calculations,” or synaptic events, per second using only about 15 watts of power. At this rate, a computer as powerful as the human brain would require 1 gigawatt of power. Maybe a dim bulb isn't as dim as it seems.

Interview Question:  How would I measure my success as a principal five years from now?

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Here's a strong, reflective answer to the interview question “How would you measure your success five years from now as a school principal?”, along with three credible references to support your response:

Answer:

Five years from now, I would measure my success as a principal by looking at three key areas: student outcomes, school culture, and teacher growth. Together, these indicators reflect not only academic progress, but also the overall health and sustainability of the school community.

1. Student Growth and Achievement My first metric would be student growth, not just in standardized test scores, but also in critical thinking, social-emotional development, and post-secondary readiness. I would want to see a sustained trend of students demonstrating mastery of key standards, improved graduation rates, and increased participation in enrichment opportunities. Importantly, I would disaggregate this data to ensure that we’re closing equity gaps and serving all learners well (The Wallace Foundation, 2013).

2. Positive and Inclusive School Culture Second, I would assess success based on the school climate—measured through annual staff, student, and family surveys, disciplinary data, and retention rates. A successful school is one where students feel safe, known, and valued; where staff collaborate and feel supported; and where families are engaged and trust the leadership. These factors directly influence academic achievement and teacher retention (Bryk et al., 2010).

3. Teacher Development and Leadership Capacity Finally, I would evaluate my success by the growth of the adults in the building. A thriving school develops strong instructional leaders at every level. I would want to see increased teacher leadership, improved instructional practices, and strong retention of highly effective educators. My goal is not just to lead—but to build a culture where others lead alongside me (Leithwood et al., 2004).

In short, five years from now, I would measure success not just by where the school stands, but by how we got there—through collaborative, student-centered, and equity-driven practices. Success is not a single data point; it’s a collection of stories, supported by data, showing that we’ve grown together.

References:

1. The Wallace Foundation (2013) – The School Principal as Leader: Guiding Schools to Better Teaching and Learning https://www.wallacefoundation.org/knowledge-center/pages/the-school...

2. Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010) – Organizing Schools for Improvement: Lessons from Chicago https://consortium.uchicago.edu/publications/organizing-schools-imp...

3. Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004) – How Leadership Influences Student Learning https://www.wallacefoundation.org/knowledge-center/Documents/How-Le...