A powerful year-end reflection for school leaders on why “later” often becomes too late—and how intentional leadership makes the difference.
As the academic year winds to a close, it’s tempting to slip into task-mode. Reports. Evaluations. Handovers. Transitions. These are all necessary, of course. But in the busyness of endings, there’s a quieter truth we sometimes overlook: not everything can wait.
A quote from Toshikazu Kawaguchi has been sitting with me:
“Don’t leave anything for later.
Later, the coffee gets cold.
Later, you lose interest.
Later, the day turns into night.
Later, people grow up.
Later, people grow old.
Later, life goes by.
Later, you regret not doing something… when you had the chance.”
This speaks directly to the heart of school leadership.
“Later” is the conversation we postponed with a teacher who needed support. It’s the classroom we meant to visit, but never did. It’s the thank you left unsaid, the small win left uncelebrated. It’s the decision we delayed—not because it wasn’t important, but because it didn’t feel urgent.
But schools are not static places. They breathe. They shift. Children grow quickly. Staff move on. Culture evolves. The moment we meant to seize often becomes the one we remember with a twinge of regret.
At the end of the school year, we often look ahead—planning, forecasting, refining strategy. That’s vital. But we must also look around. Now is the time to finish well. To lean in. To choose presence over postponement.
So, take the time:
- Have the conversation.
- Acknowledge the effort.
- Visit the classroom one more time.
- Write the note.
- Say what needs to be said—with kindness, honesty, and intent.
Leadership is made in these micro-moments. Not grand gestures, but quiet choices. And what we do now—at the end—shapes how we begin again.
Don’t leave it for later.
Because “later” may be too late.
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I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness.
I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.
Author: Dr Jake Madden
I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness.
I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.
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