Instructional Leadership: Finding Time for What Truly Matters

Instead of writing about a specific school or principal this week, I want to talk about what I see impacting low results in many different schools. In the fast-paced world of education, school leaders often find themselves juggling countless responsibilities, leaving little room for what truly matters: effective instructional leadership. The real challenge extends beyond mere time management; it involves making intentional choices that prioritize the growth and development of both teachers and students.

Whenever I discuss instructional leadership with school leaders, the most significant barrier that arises is time. As busy school principals, it’s essential to remember that we can’t tackle everything at once. To make a meaningful impact, we must first focus on what truly matters—building relationships, fostering learning, and supporting our staff. These foundational areas are instrumental in creating a lasting positive effect on our school community.

So, how can we translate this understanding into practical actions? Let’s explore some strategies to help us prioritize effectively and reclaim our focus on instructional leadership.

Whitaker (1997, yes almost 30 years ago, but the competencies still hold true today) identifies four essential skills that are critical for successful instructional leadership. By honing these skills, principals can focus on what really counts and create a lasting impact within their schools. Let's explore these key competencies and discuss strategies for integrating them into the daily ebb and flow of school life.

It goes beyond merely understanding your faculty's strengths and weaknesses. Principals must be aware of teachers' need for recognition and appreciation for their hard work. Acknowledging teachers can reassure staff that you are available to support them as a valuable resource. Wise instructional leaders recognize the efforts of their teachers.  

This does not require a lot of time. Taking a few moments at a staff meeting to recognize teachers for effectively implementing your areas of focus or randomly leaving small tokens of appreciation when you are in the classroom can go a long way. Look at what you can do by leaving a MINT with a simple note after your observation:

MINTS (Jr Mints, Peppermints, York Mints, Andes Mints) 

● “You create a positive classroom environMINT by…”, 

● “We are in amazeMINT over the implementation of…” 

● “A great lesson eleMINT I observed was…” 

● “A great teaching moMINT was…? 

How do you provide praise and recognition for your teachers? 

Teachers rely on their principals as valuable resources for up-to-date information on current trends and effective instructional practices. Instructional leaders stay informed about key issues related to curriculum, strategies, assessment methods, etc. They need to have some working knowledge to be able to help a teacher on how to better support a struggling student. This can include the informal conversation with a teacher as you are walking down the hallway. 

Talking to teachers about students is often a daily occurrence in schools impacting resutls. These conversations highlight the vital role that you play in guiding and empowering your staff to enhance student learning. How often do teachers come to see you for advice and help? 

Another important strategy includes a school principal who Implemented structures and protocols for collaborative learning. She was present at the beginning of collaborative meetings. This allowed her to lead instructional conversations and ask reflective questions. Notice I did not say she was present at all the collaborative meetings. Prioritizing 10-15 minutes to be a resource tells your teachers that this is important. 

At the same time, she empowered and developed teacher leaders who would share strong instructional practices with their teams. When principals prioritize these interactions, they cultivate an environment that values growth, support, and shared learning.

There will be teams that need more time and support. These may even require the help of outside consultants to help them to grow. Recognizing who these team members are and addressing their needs shows your commitment to fostering a culture of collaboration and continuous improvement. 

How do you develop your skills as an instructional resource? How do you prioritize your time and resources to support areas that foster collaboration as well as those that need improvement? 

Effective instructional leaders must be skilled communicators because their ability to convey information clearly is vital for creating a positive school environment. Good communication helps build trust and transparency among staff, students, and parents. Instructional leaders need to share their vision and academic goals clearly so that everyone understands and works toward the same objectives. When leaders provide regular updates and feedback, they create a culture where everyone feels valued and informed, leading to greater collaboration and a sense of community within the school.

Additionally, skilled communication is key to professional development and teamwork among educators. Instructional leaders who encourage open dialogue in meetings make it safe for teachers to share their experiences and challenges. By listening actively and asking thoughtful questions, leaders can inspire meaningful discussions that promote growth and reflection. Moreover, effective leaders adapt their communication style to fit different audiences, ensuring that their message resonates whether they are speaking to teachers, parents, or students. In short, strong communication is essential for instructional leaders to drive success and foster a positive culture within their schools.

How do you communicate your vision and goals to your staff? How do you promote a positive school climate through your communication?

How often do you spend time in the classroom? Many principals conduct formal evaluations but find it challenging to make daily visits. I learned firsthand the consequences of allowing daily responsibilities to keep me from the classroom. After my office assistant had to relocate in the fall, I was tasked with hiring a new one. Unfortunately, I let the office demands pull me away, and during that quarter, our data suffered. I don’t blame the teachers or the assistants who left. It was my responsibility to oversee the instructional program. I failed to prioritize and delegate effectively to carve out time for classroom visits, even if it was just two days a week during that transition. By not being present, I missed the opportunity to observe what was happening. 

I was not able to check areas that required support to ensure we made progress. Everything is important, but classroom visits have to be a priority if they are going to happen regularly. Principals who are impacting students’ achievement prioritize time in the classroom. See last year’s blog for more information on how I prioritized my time: 3 Building Blocks for a Student Success Culture (Part 3 of 4) : “Leadership Lesson: Time for Instructional Leadership”

If you need help to prioritize time in the classroom, reach out to me or someone who can help with identifying solutions. Sometimes a fresh set of eyes on our schedule can make a difference going forward. 

How do you prioritize your time to make classroom visits every week? 

Data 2.0 – Year 2 for the 4 Data Steps

The next step for Data Steps 2.0 is to take some time to think about the four key areas and where you stand as an instructional leader. Instructional leadership is a journey we revisit each year. To achieve lasting success, it’s important to recognize your strengths so you can build on them, as well as identify areas where you can grow. As we develop our instructional leadership skills, we empower staff to reach their full potential!

"Leadership is not a position. It’s a journey of growth and learning." Kouzes and Posner. 

Being an instructional leader is about staying focused on the heart of our work by helping teachers and students succeed. It means making time to understand the challenges and achievements happening in our classrooms, supporting our teachers with the tools and guidance they need, and creating an environment where growth is a shared goal. When we focus our efforts on teaching and learning, we create a stronger, more connected school community. As instructional leaders, we have the power to shape a school where everyone has the chance to learn, grow, and thrive.

If you are looking for support analyzing your data and identifying your next leadership steps, request a FREE consultation call with me. Fill in the Contact Form Link: https://debradurma.com/contact-us 

Type in “Yes” for “Are you Interested in STAR Leadership Data Solutions?” You will receive a follow-up email with the next step to schedule a phone call to discuss your needs and questions.

Are you unhappy with your results or feeling overwhelmed by data? If so, contact me for more information on STAR Leadership School-Student Data Solutions Training for you and your leadership team. This training will guide you through the 4 data steps and give you a blueprint for achieving results. This training is individualized and tailored to your data, your needs, your staff, your students, and your best route to achieve results.