The “Founder Mode” Approach for School Administrators

ASMSA Executive Director Corey Alderdice explores how school administrators can apply the principles of Paul Graham's essay "Founder Mode" to their leadership practices. Originally a concept from the tech startup world, "Founder Mode" emphasizes deep involvement, direct communication, and staying connected to the core mission. We'll discuss how these ideas can transform the way schools are led, making them more dynamic, responsive, and aligned with their educational vision.

For additional thoughts from Director Alderdice, visit coreyalderdice.com.

You can also follow Alderdice on Twitter/X, LinkedIn, BlueSky, YouTube, Instagram, and Threads.

Learn more about ASMSA at asmsa.org/thrive.

Transcript

I want to highlight a concept that originally comes from the tech world but has powerful implications for school administrators. It’s called “Founder Mode,” and it was coined by Paul Graham in an essay that’s made waves in recent months among startup founders. But here’s the twist—what if we applied the principles of “Founder Mode” to how we lead schools?

In his essay, Graham draws a line between two very different ways to lead an organization: “Founder Mode” and “Manager Mode.” The former is about the hands-on, deeply involved leadership that founders of startups often have in the early days of their companies. It’s passionate, it’s detailed, and it’s personal. The latter, “Manager Mode,” is what happens when leaders step back, delegate, and trust their teams to carry out the vision with little interference. Now, if you’re thinking, “This sounds like micromanaging versus empowering your staff,” and you’re not entirely wrong. But there’s a lot more to it than that.

Graham’s idea is that while “Manager Mode” works well in large, stable companies, it’s not always effective in dynamic, evolving environments—like startups, or dare I say, schools. Schools, much like startups, are constantly changing. New policies, new students, new challenges—there’s always something that requires a leader’s attention. And just as a startup founder can’t afford to disconnect from the core of their business, a school administrator can’t afford to disconnect from the day-to-day realities of their school.

Let’s break this down a bit. Graham talks about how founders, when they shift into “Manager Mode,” often feel like something’s wrong. They’ve been told by well-meaning advisors to step back, hire good people, and let them do their jobs. Sounds great, right? But when they do this, things often start to go south. Why? Because founders bring a unique energy, vision, and deep understanding of their company that simply can’t be replaced by even the most talented hires.

Now, translate this to a school setting. As a school administrator, you’ve probably been told something similar: hire great teachers, set the vision, and then step back. But what happens when you step back too far? You might start to notice that the culture of your school isn’t quite what you envisioned, or that certain programs aren’t being implemented with the same enthusiasm you’d hoped for. That’s because, like a founder, your presence and your deep engagement are crucial.

In “Founder Mode,” Graham suggests that the CEO—much like a school principal or superintendent—shouldn’t be afraid to get their hands dirty. This doesn’t mean micromanaging, but it does mean being involved in the details that matter. For instance, Steve Jobs, during his time at Apple, ran annual retreats for the 100 most important people at the company—not necessarily the highest-ranking, but the ones who were making the most impact. Imagine what that could look like in a school: an annual retreat with your most innovative teachers, your most engaged parents, or even a group of students who have shown remarkable leadership. The idea is to keep your finger on the pulse of the organization, to know what’s really happening, and to ensure that the culture and vision are alive and well.

Now, I know what you might be thinking: “But schools aren’t startups, and we can’t run them like one.” And that’s true—up to a point. Schools are complex organizations with layers of responsibility, and you can’t be everywhere at once. But the principle of “Founder Mode” isn’t about doing everything yourself; it’s about staying connected to the core mission and being present where it matters most.

For example, instead of just relying on reports and data to understand how a new curriculum is being implemented, spend time in the classrooms. Observe, ask questions, and engage directly with both teachers and students. Or consider how you might involve yourself in the professional development of your staff, not just by sending them to workshops but by participating in those workshops alongside them, demonstrating your commitment to their growth.

Another key aspect of “Founder Mode” is about breaking down the traditional hierarchy. In his essay, Graham mentions how the idea of “skip-level” meetings—where a CEO meets with employees several levels down the org chart—is considered unusual in the corporate world. But in “Founder Mode,” this becomes the norm. For school administrators, this could mean bypassing the usual chain of command to hear directly from teachers, students, or even support staff. These are the people who experience the day-to-day realities of school life, and their insights are invaluable.

By maintaining these direct lines of communication, you not only stay informed but also build a culture of trust and collaboration. People feel seen and heard, and they know that their voices matter. This isn’t about undermining your leadership team; it’s about complementing it with your presence and involvement.

So, as we wrap up today’s episode, consider how you might shift into “Founder Mode” in your own leadership. How can you stay deeply connected to the heartbeat of your school? How can you ensure that your vision isn’t just a directive from the top but a lived experience throughout the entire school community?

Of course, there’s a balance to be struck. Just as founders can’t run a 2000-person company the way they did when it had 20, school administrators need to delegate and trust their teams. But the takeaway from Graham’s essay is that delegation doesn’t mean detachment. It’s about being strategic in where and how you engage, ensuring that your influence is felt in the areas that matter most.