RULE: Define “what’s best for kids” before you decide it.

We all say we want to do what’s best for students, but without a shared definition, that phrase becomes so broad that two well‑intentioned educators can reach opposite conclusions — and both feel justified.

Consider a high‑achieving sophomore planning next year’s schedule.  One leader might argue that maximizing AP courses is “best for kids.”  Another might argue that Choir, Theatre, and SGA are irreplaceable high‑school experiences and that is what’s best.  Both perspectives come from care, but without a common standard, the decision becomes subjective and inconsistent.

If we want our teams to make sound, student‑centered decisions, we have to anchor the phrase “what’s best for kids” in something more concrete than instinct or preference.

Three ways to define it well:

1. Use an objective standard.  Your school should have a shared philosophical framework for what “best for kids” means.

2. Discuss it intentionally.  Leaders must surface this philosophy in meetings, scenarios, and narratives so the team applies it consistently.

3. Shift the question.  Instead of “What’s best for kids,” ask, “What’s best for this kid?” — because context matters.

   
   

Crux of the Rule: Clarity creates consistency.  When we define “what’s best” before we decide it, we ensure our choices honor both our values and the individual student in front of us.