Leadership Strategies to Transform Instruction

A small district started to analyze the root cause of their low student achievement. They found out that the primary root cause of their poor results was a lack of instructional strategies. Because of this, they decided to adopt a research-based program to help them improve. They made sure that the program had proven results for students with similar demographics of high poverty and learning a second language. 

After two years, one school stood out and outperformed the other schools, Ironwood K-8 School. The principal understood the importance of strong instruction and worked with her instructional coach. She also worked with external consultants to help teachers develop the skills needed to impact results.

Last week, I shared about the importance of instructional coaching in the transformation process. In addition to coaching, there are three things successful leaders do to transform instruction.

School leaders of instructional transformation:

1) Create a Vision of Academic Success for All Students

Principals with a vision of success will share that vision with everyone in the school. They establish a plan for training new initiatives and provide a timeline for implementation. In addition, they identify positive strategies that strengthen their vision. They celebrate and replicate those instructional skills and behaviors.

• What is your vision of Academic Success for the students in your school?
• How do you communicate that vision with your staff?

2) Lead Instructional Interactions with a Focus on Student Learning

The most effective principals insist on making decisions that are best for students. Focusing on student learning takes the subjectivity out of conversations. Reviewing student work is the best way to discover if a student has learned the material. Reviewing students’ work and focusing on students' learning opens a window for engaging in instructional-focused conversations with teachers about what to do next.

School leaders need to know their teachers’ instructional skills and beliefs about student learning. Develop plans to direct and support teachers based on those needs. This can range anywhere from empowering your strongest teachers to guiding teachers who want to make changes to directing teachers who need improvement plans. It is not one size fits all. 

• How do you lead instructional interactions with a focus on student learning?

3) Utilize Data to Guide Instructional Decisions for Continuous Improvement. 

When you have an instructional solution in place, the next step is to utilize data to continually improve results. This requires spending time in classrooms to not only observe teachers but also observe students and student work. The information gathered from classroom observations and implementation is useful for follow-up discussions, feedback, and training. 

When you hold follow-up conversations, lead with your student work data, and follow with questions. Focus questions about “why” things are occurring and what students need to achieve success. Reflective questions in a safe environment can lead to real change and ownership of the data. 

• How do you utilize data to guide teachers in their instructional decisions?

When the principal is the instructional leader, everyone who walks onto your campus knows that student learning and student success are a priority. It is evident in your conversations, in the classrooms and displayed student work, and in your decisions about what is important. 

The principal at Ironwood K-8 School worked with her instructional coach to reinforce her vision of achievement for the school. Together they worked to transform instruction. They also focused on student learning and used the data to help teachers determine the next steps for classroom instruction. 

In contrast to the other school leaders in the district, the Ironwood principal made classroom visits a priority. She expected the teachers to implement the strategies that they received from their external consultants. Their leadership made a difference in the transformation process. 

The school climate was positive, and everyone worked together to help students achieve their goals. There was no doubt that instruction was a priority on this campus, and it proved itself in the results, year after year. 

If you are interested in more information or would like assistance analyzing your data and identifying leadership strategies to transform instruction, request a FREE consultation call. Fill in the Contact Form: https://debradurma.com/contact-us 

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