When it comes to communication, teachers are like everyone else: When they listen to or interact with their leader, they want to feel inspired. Many school leaders are good at inspiring an audience with articulate, rousing speeches, but research shows that what’s more important are the small, everyday interactions that are driven less by rhetorical talent and more by emotional intelligence.
Category Archives: Leadership Insights
In 1999, I embarked on my first year of teaching, eagerly anticipating leading my own classroom and filled with much hope, promise, and possibility. However, as my initial year unfolded, it turned out to be a no good, terrible, very bad year (so disappointing that I even wrote an editorial about it for the Denver Post). I consider myself a very positive person—a team player—so this experience was as much a surprise to me as anyone else. What changed my hope to despair and, eventually, my profession from teacher to education consultant?
When a school needs to improve, school leaders can approach it one of two ways—tell your staff what to do and how to do it, or work together to figure out what to do and how to do it. Because the direction you take will shape the success of your improvement efforts, it’s crucial to choose the approach that’s best for your school’s needs and will help reach your long-term achievement goals.
Educators face many challenges each day—large and small—that when addressed effectively have the ability to inspire better teaching, leading, and learning. Our staff continually ask themselves the same question you might ask yourself: As educators, how can we make a bigger, better difference in student engagement and knowledge?
For most occupations, routine continuing education is necessary to keep current with new and changing policies, procedures, and technologies and is critical to job expertise and career advancement. Why is it, then, that educators too often view professional development (PD) opportunities with a touch of dread and angst?
Successful school systems understand the need to attract, select, develop, and retain the right leaders. In a 2004 study for the Wallace Foundation, Kenneth Leithwood and the study’s authors found that effective leadership is second only to good teaching when ranking school and classroom factors that have a measurable effect on improving school outcomes and student performance. A later report from McKinsey & Company further emphasized that school improvement requires a strong pedagogy, supported by collaborative practices and leadership continuity.
Many factors can dramatically affect a school’s population in a short period of time. Maybe a new industry moves into town. Maybe a new school opens or an old school closes. Maybe school or district boundaries are redrawn.
Regardless of the causes, new student demographics bring both challenges and opportunities, and school faculty must decide how to respond. The experience may be both rewarding and disorienting. As faculty work to improve student outcomes, they may ask, “How do we adapt?”
In our study we were less interested in what superintendents bring to the job (personal characteristics such as gender, age, or ethnicity) than what they do on the job (leadership behaviors). We wanted to learn if the effect of superintendent leadership is positive, negative, or non-existent. We also wanted to learn which leadership behaviors/practices of superintendents, if any, had the largest effects on achievement. We discovered positive relationships between key, specific practices of superintendents—and, perhaps more importantly, their leadership teams—and higher average measures of district-level achievement.
McREL’s Power Walkthrough Coach, available July 1, builds upon our successful informal walkthrough platform for school leaders, providing tools and protocols to help coaches more specifically address instructional needs with the teachers they serve. This is in line with emerging trends we’ve seen in schools and districts, where coaches or peers give feedback to one another, yet don’t often have a vehicle for doing so in way that captures look-fors and progress without being evaluative.
During those critical hours between bell times, school leaders are continually challenged to find the time to conduct classroom observations—let alone, the time to take all the data they collect and use it effectively. For principals and assistant principals who have figured this out, we wondered how the tools they use to collect data help them be more effective, efficient leaders.
I had the opportunity recently to ask long-time users (six or more years) of McREL’s Power Walkthrough® observation software this question. Their answers highlighted the challenges school leaders face with conducting observations and how technology can help them maximize the experience for themselves and their teachers.
It makes the task of observing simpler but more meaningful. Administrators are more motivated to leave the office, visit classrooms, conduct brief walkthroughs, and collect data when they can use it immediately and meaningfully. With software loaded right onto their digital device, they save time and effort by not having to hand-write observations and reports. The time they save allows them to conduct more walkthroughs more frequently, which creates higher visibility for them in the school and ends up causing less disruption. The technology also allows them to give teachers formative feedback more quickly, by e-mailing data to them soon after an observation.
The data collected helps administrators and their teachers “zoom in” on what matters most. The software helps principals and assistant principals collect data that can be shared with teachers to heighten their awareness of school initiatives and progress. This opens lines of communication about what professional needs are and should be. Further, the data can help administrators determine the value of specific professional development and provide documentation needed for grant proposals and district reports.
In addition, the ability to customize templates to measure initiatives taking place allows school leaders to “inspect what they expect,” as one district administrator put it. “If you expect teachers to use 21st century skills, then you need to go into their classrooms and inspect [for 21st century skills],” she said. Similarly, one leader said his district started using a template based on the instructional strategies from Classroom Instruction That Works (2nd ed.), and then added to it their own “look-fors” related to the Common Core.
The reports generated help administrators “zoom out” and use the data at many levels. Power Walkthrough software can create more than 15 kinds or reports based on the data collected. These reports can be used to share information with colleagues and staff at the individual, grade, department, school, and district levels. The reports also can be used as an accountability measure on a larger scale for money spent on technology and other investments.
Conducting walkthroughs and gathering data is vital to identifying what individual teachers are doing well and the areas in which they need support, as well as ensuring high-quality instruction across classrooms. Technology can help simplify this process and, in short, maximize the power of walkthroughs.
Lisa Maxfield is managing consultant in McREL’s Center for Educator Effectiveness. To learn more about Power Walkthrough, contact her at firstname.lastname@example.org or 303.632.5561.