Sometimes when I talk with school level leaders about the critical importance of instructional leadership, I have to be careful not to scare them. If I don’t explicitly state that it doesn’t mean you have to be a subject area expert in every content taught in your school, folks walk away thinking just that, but that’s not at all what I mean. Instead, I believe that as instructional leaders we must know and familiarize ourselves with learning science, high-leverage instructional practices and pedagogy, and then set an expectation that those practices will serve as anchors to core instruction in every classroom, at every grade level, in every subject, every day. The research is clear and we know that there are powerful things teachers can do to improve student outcomes: focus on metacognition, developing and articulating clear learning objectives, focus learning on the critical content, etc. Those things should anchor teaching and learning in our classrooms, schools, and districts.
If you have been a school leader or you are one currently, you may be familiar with the parent who calls to ask for a specific teacher or calls to ask specifically that their child is not assigned to a particular teacher’s classroom. This variation in teaching quality leads to a variation in academic output among students. When we anchor instruction in a set of evidence-based strategies and practices, we can reduce the variation in teaching quality and potentially increase outcomes for all students. We can also develop our ability to recognize successfully implemented practices and provide feedback to help teachers enhance, refine, and improve their instructional skills. Anchoring core instruction in a set of evidence-based practices and strategies that we expect to take place in every classroom can be a powerful catalyst for improvement. The key here is to be certain we have anchored the core in the right practices to meet the needs of our students and our improvement goals.
Variety may be the spice of life, but it can be the enemy to improvement efforts if not managed appropriately. Some instructional concepts, practices, and strategies must become non-negotiables if we want to ensure that all of our students have the opportunity to receive teaching of the highest quality.Anchor the core!
Until next time, be you! Be true. Be a hope builder!