"In this playbook, we focus on instructional leadership as a means to improve student and teacher learning. Every leader within the school system should understand the instructional focus and initiatives designed to support learning. By engaging in the exercises and content in this playbook, school leaders can deepen their knowledge of instructional leadership and its importance, and refine their leadership skills. Each of the modules reference the related Visible Learning leadership Mindframes and can be used to support the learning of all staff engaged in instructional leadership"--
Sharpen your instructional leadership skills and guide your school toward equity and excellence for all.
Just think about how great schools could be if every instructional leader exercised their influence to create change—maximizing the efforts of others and mobilizing those efforts to work toward a shared goal.
How Leadership Works: A Playbook for Instructional Leaders walks educators through the processes of clarifying, articulating, and actualizing instructional leadership goals with the aim of delivering on the promise of equity and excellence for all. Grounded in Visible Learning® research, the exercises in this easy-to-use playbook illuminate the essential mindframes necessary for effective instructional leadership and prompt veteran, new, and aspiring educators to identify challenges and determine next steps. It includes:
- Ten essential mindframes for leaders, together with the leadership practices that illustrate each mindframe in action
- Teaching practices, such as teacher clarity or student engagement in learning, that support teachers in delivering quality instruction, along with tools to document the impact of those practices on learning
- Strategies for leading learning, including establishing school culture, utilizing feedback, and supporting professional learning communities as a pathway to building collective teacher efficacy.
- Tools for applying the principles of change, conducting an initiative inventory, and implementing and de-implementing initiatives
Exercise-by-exercise, educators and front office staff will deepen their knowledge, frame their priorities and practices, and gain new tools for supporting the instructional focus and initiatives designed to support learning at your school.
Arvustused
You feel exhausted hearing all the roles of a leader: aspirers of high expectations and great ambitions, builders of collectives of learners and professional development, social influences among leaders and teachers, leaders of teaching and learning, those who apply principles of improvement, amplifiers of effective instruction, architects of productive and inviting climates, beacons of trust, supporters of clarity about purpose and instruction, chief engagement officers of teacher and student learners, evaluators of impact, accountability officers, leaders of improvement, implementation scientists, and great managers. The alternative is a school of independent contractors, where great teaching and leadership is by
chance. How Leadership Works makes a convincing case about how to bring all these roles to fruition and how to have time left over to enjoy the success of all in the school (as well as your own successes). -- John Hattie * University of Melbourne * To enhance your skills as a teacher of teachers, How Leadership Works: A Playbook for Instructional Leaders invites you to be an engaged learner. If you are looking for a nightstand book to passively peruse before sleep, this is not the book for you. If you are ready to roll up your sleeves and invest in some serious reflection about your own leadership practices around a powerful set of ideas, then dig in! This book is organized around a set of modules that include learning intentions and success criteria, vignettes, research-based practices, and space for reflection on what you will keep, stop, or start doing with what you have learned. It includes a variety of learning tools that will not only support you in your learning but will become a valuable set of tools for you to use as you support the thinking and learning of the teachers you lead. In the end, the thinking and learning of your students will be blossom and grow. -- Megan Tschannen-Moran * Professor of Educational Leadership, William & Mary School of Education * This publication is very timely. . . . As I read the book, I was able to visualize how I would use it to provide professional development for my leadership team. . . . The book called many of my actions into question, which has already reshaped my thinking as a leader. I would recommend this publication to school and district leaders. -- Audrey White Gardner * Elementary Principal, Richland School District One * I found tremendous value in the suggested exercises throughout. They felt relevant to help me work through a leadership challenge, and determine the next right step, without taking an overwhelming amount of effort or time. The exercises would be beneficial for both novice and veteran leaders. This playbook helps leaders break down complicated scenarios into manageable next steps. -- Jennifer Douglas * Principal, Voris CLC, Akron Public Schools *
| Acknowledgments |
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xi | |
| Introduction: Exploring Leadership |
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1 | (6) |
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7 | (18) |
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8 | (2) |
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Ten Leadership Mindframes |
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10 | (1) |
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11 | (2) |
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Change and Challenge Mindframes |
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13 | (2) |
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Learning Focus Mindframes |
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15 | (7) |
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22 | (3) |
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THE WORK AHEAD--PART I LEADING TEACHING |
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25 | (56) |
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2 Demonstrate Instructional Leadership |
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27 | (20) |
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28 | (3) |
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Reaching Clarity on Instructional Leadership |
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31 | (1) |
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Self-Efficacy for Instructional Leadership |
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32 | (1) |
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What Do Strong Instructional Leaders Do? |
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33 | (6) |
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Trust and Instructional Leadership |
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39 | (2) |
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41 | (3) |
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44 | (3) |
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3 Support Teacher Clarity and Promote Student Engagement |
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47 | (18) |
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48 | (1) |
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Two Sides of the Same Coin: Clarity and Engagement |
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49 | (2) |
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One Side of the Coin: Teacher Clarity |
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51 | (2) |
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Look-Fors and Listen-Fors in Teacher Clarity |
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53 | (2) |
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55 | (2) |
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The Other Side of the Coin: Student Engagement |
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57 | (2) |
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But Why Do They Disengage? |
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59 | (3) |
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62 | (3) |
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4 Investigate the Impact of Teaching |
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65 | (16) |
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66 | (3) |
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Helping Teachers Determine Their Impact |
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69 | (5) |
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Leaders Determining Their Impact |
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74 | (5) |
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79 | (2) |
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THE WORK AHEAD--PART II Leading learning |
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81 | (46) |
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5 Build A Learning-Focused School Climate |
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83 | (14) |
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84 | (1) |
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The Intentionally Inviting School Leader |
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85 | (2) |
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A Supportive School Climate Begins With Relationships |
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87 | (2) |
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The School Climate Permeates Classrooms |
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89 | (2) |
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A Learning-Focused School Climate |
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91 | (3) |
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94 | (3) |
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6 Empower Professional Learning Communities |
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97 | (12) |
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98 | (1) |
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What Makes an Effective Professional Learning Community? |
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99 | (2) |
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An Inquiry Cycle to Focus the Work |
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101 | (2) |
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The Goal of a Professional Learning Community |
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103 | (3) |
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106 | (3) |
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7 Ensure Growth-Oriented Feedback |
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109 | (18) |
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110 | (1) |
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111 | (1) |
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Building a Shared Understanding |
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112 | (2) |
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Creating Feedback-Friendly Classrooms |
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114 | (2) |
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Multidirectional Feedback in the Classroom |
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116 | (2) |
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Matching Feedback to Learners' Instructional Levels |
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118 | (4) |
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Feedback Practices for Adult Learning |
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122 | (2) |
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124 | (3) |
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THE WORK AHEAD--PART III LEADING CHANGE |
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127 | (48) |
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129 | (18) |
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130 | (1) |
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Principles of Leading Change |
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131 | (3) |
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The People Factors of Change |
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134 | (2) |
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136 | (2) |
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Leading Change: Reality Check |
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138 | (7) |
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145 | (2) |
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9 Engage in De-Implementation |
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147 | (14) |
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148 | (2) |
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The Underpinnings of Successful De-Implementation |
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150 | (1) |
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Types of De-Implementation |
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151 | (3) |
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Plan for De-Implementation |
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154 | (4) |
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158 | (3) |
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10 Utilize Implementation Science |
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161 | (14) |
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162 | (2) |
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164 | (1) |
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The Stages of Implementation |
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165 | (3) |
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Writing Your Implementation Plan |
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168 | (5) |
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173 | (2) |
| Conclusion: The Work Ahead |
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175 | (4) |
| References |
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179 | (2) |
| Index |
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181 | |
Cathy Lassiter, Ed.D., is a consultant and author with Corwin Learning with over forty years in public education. Prior to this role, she served as a middle and high school social studies teacher, award-winning middle school principal and respected central office leader in a large urban district in Virginia. Her published titles include Everyday Courage for School Leaders, How Leadership Works, Leader Credibility and How Teams Work, all published by Corwin. Cathys consulting expertise includes all aspects of school and central office leadership, school improvement, curriculum, instruction, assessment and professional development. She is a certified consultant in all facets of Visible Learning, Teacher Clarity, and a number of other Corwin service lines. Cathy served as an adjunct professor at The George Washington University, teaching graduate courses in educational leadership. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
Dominique Smith, EdD, is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as Principal at Health Sciences High and Middle College in San Diego, California. Dominique earned his Doctorate in Educational Leadership from San Diego State University and a Master of Social Work from the University of Southern California. A passionate advocate for belonging, restorative practices, and leadership development, Dr. Smith has co-authored several influential books, including Belonging in School: Creating a Place Where Kids Want to Learn and Teachers Want to Stay; Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management; Building Equity: Policies and Practices to Empower All Learners; Leader Credibility; How Leadership Works: A Playbook for Instructional Leaders; and The Restorative Practices Playbook. Through his leadership, writing, and speaking, Dr. Smith continues to champion the belief that when students feel seen, heard, and valued, they are empowered to thriveboth academically and personally. His work challenges schools to move beyond compliance and discipline toward cultures of belonging, accountability, and restorative growth.
