I recently watched the TV series Stick, the story of a once-prominent golf pro who returns to the game not to reclaim his own glory, but to coach a young golfer named Santi. Now, let me be clear: there is plenty in Stick that has nothing to do with my life as an educator. There is no country club drama in my world (ok, maybe a little), no agents calling, and definitely no PGA trophies collecting dust in my living room. But there was one thread that resonated deeply with me: the way Stick himself was rejuvenated by the act of teaching.
Last week, I had the chance to step back into the classroom and teach our 10th graders full time for 5 days. Like Stick, I wasn’t returning to prove anything, but rather to engage in the joy of guiding others. My focus was helping students explore what it means to “walk in purpose.” At the start of the year, I had spoken with teachers and parents about aligning our actions with our goals, about how purpose isn’t a lofty idea but a daily practice. With students, I brought those same ideas into focus by weaving them into a series of team-building activities.
Each challenge became more than just a game. Afterward, we paused to reflect on what had just taken place. Students began to notice when their actions had supported the group and when they had made the task harder. They became aware of the ways others had encouraged them or carried the load when things got difficult. And what emerged was something powerful: a recognition that we can’t walk in purpose alone. Just like on the golf course, or in life, we are at our best when we are encouraging, supporting, and uplifting those around us.
This emphasis on learning through doing connects to my roots as an educator. I began my career as an experiential educator, taking students into outdoor settings where the lessons were not about worksheets or exams, but about trust, teamwork, perseverance, and consensus. One of the most important practices in that work was the debrief, pausing after each activity to ask students what happened, why it mattered, and how they might carry it forward. That rhythm of experience followed by reflection has always stayed with me. It shaped who I am as a teacher and as a leader, and I still use those same tools today, whether I’m with a group of students in the classroom or with a team of teachers in a faculty meeting.
Experiential learning has always shown me that some of life’s most essential skills (collaboration, accountability, listening, and leadership) cannot simply be told to students. They must be lived. When students grapple with challenges, test strategies, fail, adapt, and try again, they don’t just learn about purpose; they embody it. That is why I believe experiential learning remains such a vital part of helping students put their learning into action.
For me, the week was as much about teaching as it was about remembering. I floated between classrooms, took attendance, issued hall passes, and covered recess and lunch duty. I felt again the daily rhythms our teachers live: the balancing act of routines, responsibilities, and relationships. As an educational leader, this week reminded me why I believe it’s so important to keep teaching. Leadership can easily pull us into meetings, strategies, and reports. But stepping back into the classroom brings me back to the core of our mission: the creativity, curiosity, and community of our students.
Stick found his own game again by teaching Santi. I found renewed purpose by teaching my students. The details are wildly different (trust me, my golf swing won’t inspire anyone) but the feeling was the same: rejuvenation. That’s why I look forward to this practice each year. Later this semester, I’ll take another full week to teach again. Every time, I walk away energized by the ideas of our students, reminded of the incredible work of our teachers, and grateful for the privilege of being part of this community.
Walking in purpose isn’t just what I taught this week. It’s what my students gave back to me. And in the end, leading a school is much like experiential learning itself: it is always about creating the conditions for others to grow, reflect, and walk in purpose.
Please Come to the Principal’s Office 