Starting 2023 fresh: Instructional leadership roundup

Instructional leaders like you know the first few weeks after winter break are so important – because that’s your time to get teachers, students and families invested in a fresh start. Some educators may return to the building excited to try new practices and tackle new instructional goals, while others may feel daunted by the work ahead. Some students and families, too, will feel more ready for new learning than others. That’s why your approach matters so much: The tools and tone you bring to instructional leadership can renew team commitment, encourage teacher excellence, and support joyous growth for your students.

And that’s why, in a #PrincipalOfficeHours Twitter chat, your colleagues shared their instructional leadership tips for starting the semester off strong in every subject (with a few concrete tips on math leadership!). We’ve rounded up their insights to support your plans for this new season of learning. We hope you’ll find a few new tips for your leader toolkit – and a little extra encouragement for the vital work you’re doing, too:

What’s one piece of instructional leadership advice you’d love to offer a new P or AP? Join our next Twitter chat to share perspectives and make connections with your fellow leaders! #PrincipalOfficeHours happens on the third Thursday of every month – check out our profile to join in on the conversation!


Perspectives

Promoting teacher expertise & growth

We asked: 

If you learned that a teacher didn’t feel confident about teaching some material, what steps would you take to support them – and to promote growth for your team as a whole?

Veteran leaders answered …

“Support that teacher – and all teachers – by promoting authentic instructional partnerships between educators, securing daily collaborative planning time, creating opportunities to visit the classrooms of colleagues and affirming a culture of growth and progress, not pressure.”

—Principal Heath M. Harmon

“Encourage that teacher to visit a colleague and watch that material being taught. Model lessons and activities for that material and then transition into co-teaching (I do, we do, you do). Develop multiple avenues for team collaboration: mentorships, common prep times, teacher field trips, targeted professional development – and time to reflect!”

—Assistant Principal Charles Williams

I would first affirm the quality that resides in an educator merely being reflective and introspective about their craft. Secondly, I would proclaim my belief in their ability to grow and develop as a practitioner. I would then proceed to engage in a conversation about their perspective on what part of the lesson they felt was ineffective and particularly what was the criteria for measuring. I would always conclude by reaffirming my investment and support for them: willing to try anything to support their growth!”

—Assistant Principal Tim Livingston

“Acknowledge publicly that both new and veteran teachers are the secrets to our success as a campus, but also team them together for reflective professional learning with each other and staff. Iron sharpens iron.”

—Assistant Principal Max Smith

Empowering students through interventions

We asked: How can leaders make interventions feel empowering, not discouraging, for students?

Veteran leaders answered …

Empower students to know their data and speak to what they need. Help them to understand why they need the support. Then provide them with ways to show their mastery and move on and up!”

—Principal Traniece Brown-Warrens

Don’t make intervention time punitive. We incorporated this into our schedule so that ALL students can receive what they need – no stigmas. Think of questions 3 and 4 from Solution Tree: What do we do when they aren’t getting it? What do we do when they are? (For details on my scheduling strategy, click here!)”

—Assistant Principal Charles Williams

Leaders can support empowerment in and through math interventions by establishing and ensuring that the culture of the school appreciates and embraces asset-driven teaching. A student’s incomplete learning should not be viewed through the lens of that child’s deficits. It’s not what they don’t understand that we start with, but what they do.” 

—Assistant Principal Tim Livingston

“This is easier said than done, but begin with an authentic emphasis on growth. We can’t get bogged down in the intervention for the sake of intervention. Think about enrichment – and ALWAYS celebrate growth!”

—Principal Heath M. Harmon

“Always promote taking time to get to know students. Begin with student strengths, use how they learn best, and connect the two. Think about providing on-ramps rather than filling gaps.”

—Instructional Coach Margie Pearse

Equipping families to support student learning

We asked: How can leaders support families who don’t feel confident helping students with math (or any subject!) at home?

Veteran leaders answered …

“Provide families with access to materials that will help their students be successful. For example, the campus can try flipped classroom tutoring where teachers can make short videos explaining how to solve problems.”

—Principal Traniece Brown-Warrens

I invite our families to school for regular ‘Family University’ events. This is a great way for them to learn and grow with their students. Most times, I have a teacher demonstrate a lesson so that the families can see how learning occurs in the classroom.

—Principal Morgan Harris

Host math nights at school so families and students can engage with the content in fun and meaningful ways. Host ‘Family University’ nights to provide families with the skills to support their students at home. And provide resources for additional supports through community partnerships!”

—Assistant Principal Charles Williams

“Connect home and school life by holding family math nights. We share homework support, reveal ways to build thinkers and not just mimickers in math, create and play math games, talk about fluency, celebrate what the kiddos were doing and answer all questions. Every year, we also give out this list of questions for families for when they are helping their kiddos with math homework (from educator Denis Sheeran).”

—Instructional Coach Margie Pearse

“First we need to ask ‘What does it mean for families to help students with math at home?’ If students are leaving the classroom with an assignment, then we should be sure they can do it; otherwise, don’t assign it. But we can provide resources so there can be a space for learning at home, and we can offer opportunities for families to come and learn more about the math we’re teaching students – not so they can tutor, but so they can feel more confident about their own math ability and advocate for better learning experiences for their children. For example, we provide HomeKits of the math tools students need to continue their learning at home.”

—Instructional Coach Diana Ceja

Leading great instruction in every subject

We asked: If a new leader asked you for advice on promoting great instruction in content areas outside their expertise, what would you say?

Veteran leaders answered …

“I would say, school leaders are not expected to be content experts in all areas. Instead, you should focus on great teaching practices that can be applied in all classrooms. Let your teachers know the ‘what’ while you help them with the ‘how’!”

—Assistant Principal Charles Williams

“I would suggest transparency as the key to your success. Collaborating with the instructional team of that content and talking as a group about what we know – along with how we will grow as a team – is the key to great instructional leadership. It’s not all about how much we know, but how much we are willing to grow with those around us!”

—Assistant Principal Max Smith

“The most effective means of promoting great instruction, in any content area, is to allow that effort to be primarily driven by your teachers. When intentionally empowered to do so, trust that teachers know their areas for growth and are more than capable of reflecting and prescribing areas of development for their practice. For teachers less familiar with an interactive growth cycle, build trust, observe first without judgment, and focus your supportive efforts on the art of bringing out of the teacher, through purposeful inquiry, the reflective targets for growth that they’ll embrace and take ownership of.”

—Assistant Principal Tim Livingston

“Knowing the strengths and expertise of those around you is key – seek them out! If you’re desiring to learn more, using the instructional coach to grow their learning would be the first option. Some of the best principals I know have actually chosen a coaching cycle with me!” 

—Instructional Coach Ann McCue

“Consult the research and listen to those who are doing the work. Connect staff to those people for powerful, job-embedded professional learning!”

—Principal Megan Stein