Instructional Leadership

Improvement Initiatives and Recovery Plans

I know a few people who have never been on a diet. Not many, but a few. If you are one of them, you may be unfamiliar with the concept of a recovery plan. Basically, it means that you have a concrete, well-thought-out strategy for coping with the aftermath of moments of weakness when you… Read More

In my last post on this topic, I introduced the idea of Learning Walks as a strategy for the leadership team to begin collecting data on an instructional practice that is a high priority for the staff. De-privatizing classroom practice moves the entire school forward as a community of professional learners and is powerful for… Read More

What do you do when you know that instructional practices in your school do not reflect current research on learning? Student outcomes may not be reflecting high levels of learning, but some of the teachers may blame the students or their families. I often hear principals complain of resistance, but what can you do when… Read More

When rethinking traditional district practices to meet the changing needs of schools, a critical area for re-examination is differentiation of fiscal support. While some areas of differentiated support, such as the innovative HR practices as I described in my last post, do not require additional dollars, others, such as professional development, may demand a reallocation… Read More

PD for Principals: Walkthrough Buddies

By Terry Wilhelm February 10, 2014

In my last several posts on the topic of professional development for principals, I’ve discussed a useful strategy district office leaders can model for site-level administrators: how to convert staff or informational meetings into meaningful PD sessions using book talks and discussion protocols. This only requires district leadership to be willing to disseminate business items… Read More

When it comes to professional development (PD) for teachers, schools have begun to shift away from the traditional practice of standalone lectures by outside presenters. They are moving toward PD that is more job-embedded — relevant to teachers’ actual work environment and their specific grade levels. To help maximize your professional development and better serve… Read More

Consistent messaging combined with differentiated support may sound like an oxymoron, but please read on. While all students in a classroom are expected to achieve high levels of proficiency on the grade-level standards or Common Core State Standards — our consistent expectation and message — there are inevitably some students who need additional support. For these students,… Read More

A Pantene ad recently gained attention for addressing unconscious discrimination in the workplace. Watching descriptors like “boss” turn to “bossy” and “persuasive” turn to “pushy” depending on whether a man or woman was onscreen provides food for thought. While most people do not intend to discriminate, these subtle differences in perception have a lasting influence… Read More

Four Instructional Leadership Skills Principals Need

By The Room 241 Team April 30, 2013

There’s no doubt that instructional leadership requires the school principal to wear many hats. At various times, principals must be administrators, managers, diplomats, teachers and curriculum leaders, sometimes all within one school day. It is definitely a balancing act, and principals must be proficient in all of these areas, as well as able to fluidly move… Read More