Renee Klinkner

Instructional leaders proactively advocate

Best Practices in Instructional Leadership (March 2007)

Renée Klinkner, principal
St. Clair Elementary, St. Clair

Avoid the fire fighter role
Due to the increasing demand for accountability from government, parents, and society, principals can easily get drawn into the role of “fire fighter” – focusing on day-to-day management, with daily flare-ups involving finances and facilities. Lack of instructional priorities can prevent the development of schools of excellence and limit the academic growth of students.

Education gets so intertwined with the bureaucracy of rules, policies, and legislation that we lose sight of “what’s best for kids” and commonsense can seem to be lost. Challenging all students can be an exhausting endeavor and at times there may be temptation to discontinue initiatives or lessen expectations. Academic improvements often seem to move at a glacial rate and in a society that expects instant gratification, frustrations can grow if significant progress is not quickly evident.

Ensure one size does not fit all
Instructional leaders are charged with a difficult task of ensuring educational staff are not trapped in a one size fits all delivery model. The strategies, materials, and schedule that were in place in a previous year’s classroom, in all likelihood will not meet the needs of all the students in this year’s classroom. As an instructional leader, there must be an unwavering expectation that students’ standardized assessment and classroom data be frequently reviewed and used to guide instruction. Instructional leaders must promote self-reflection for all responsible for instructing our students. Are the needs of all students -- not just those who are struggling -- being met? What resources, materials, or help is needed to foster academic growth for all students?

Embrace change
Instructional leaders promote a willingness to embrace change and incorporate new strategies and best practices. This may involve taking a risk and changing the routine, which means not doing it “the way we’ve always done it.” It is imperative that instructional leaders encourage thinking outside the box, use different approaches, and make adjustments to procedures and processes that were done in the past. In addition, teachers must determine the essential skills and knowledge, as well as incorporate the state standards, that children need for the foundation upon which to build future achievement.

With the needs and direction determined, instructional leaders must solidly support staff efforts as well as seek input/feedback for continuous improvement and determine professional development. The celebration of achievements and goals met boosts confidence, motivates, and validates the efforts of students and all in the educational community.

Provide time
Time is the most valued resource in education. In fostering academic growth and preparing students to be productive contributors to society, instructional staff must be given time to collaborate, examine their efforts, network resources, review data, and have opportunity for professional development. It is the cornerstone of creating a culture of high expectations and high achievements.

Advocate for your students and staff
Instructional leaders are proactive advocates for the needs of their students, building, and staff. They are in a constant cycle of analyzing their organizational structure which includes, but is not limited to programs, curricular, and/or instructional needs: identifying strengths and weaknesses; promoting teacher’s professional growth; and supporting collaboration and implementation of strategies that meet the needs of all students.