Educational leadership plays a pivotal role in shaping the quality of teaching and learning within a school. Leaders who are visible, transparent, and present in classrooms can foster a culture of continuous improvement among teachers (Marzano & Waters, 2005).
In this week's more extensive post, I will explore the significance of leadership visibility in classrooms using instructional rounds and visible walkthroughs as a means to promote and support systemic improvements in teaching and learning. I also hope to show the impact of such leadership practices on fostering connections with students, teachers, and families.
To frame this, my definition of visible educational leadership is that it involves leaders actively engaging with the daily events and activities of the school, including classroom instruction and playground supervision.
When leaders are present and accessible to both students and teachers, it sends a powerful message. It communicates that leaders are invested in the educational process and genuinely care about the school's mission. This visibility also helps leaders better understand the unique challenges and strengths of their school (Leithwood & Hoy, 2003).
Investing in Teacher Practice
Investing time and effort in refining teacher practice is a cornerstone of effective educational leadership. It signifies a commitment to the ongoing growth and development of educators, which in turn has a profound impact on the quality of teaching and learning in a school (Hattie, 2009).
As an educational leader, I believe my role encompasses a proactive approach to support and empower teachers in their professional journey. This dogmatic stance involves allocating substantial resources, in terms of time, expertise, and attention, to foster meaningful growth among individual teachers and staff.
A focal point for me has been intentionally focusing on supporting my team to enhance their understanding and implementation of innovative learning, new curriculum, pedagogy and classroom management strategies. This commitment to continuous learning recognises that education is a dynamic and innovative field, progressively evolving to meet the changing needs and expectations of students. Therefore, it becomes essential for educators to stay abreast of the latest pedagogical approaches, instructional technologies, and classroom management techniques that can elevate the learning experience.
By investing in teacher practice, we contribute to the growth and development of the profession, which ultimately benefits students and the broader learning community. The benefits of such investments are reflected in improved instructional quality, enhanced student engagement, and greater impact on learning outcomes (Hattie, 2009). In this way, effective educational leadership goes beyond mere administration and management; it actively shapes and elevates the educational experience for all stakeholders.
Supporting Teaching Strategies
Leadership visibility and presence are invaluable in supporting teachers with the implementation of diverse teaching strategies such as inquiry-based learning and explicit instruction. When educational leaders actively engage in classrooms and instructional activities, they provide teachers with tangible examples and guidance on how to effectively employ these strategies. In the case of inquiry-based learning, I have observed leaders model the process of asking thought-provoking questions, encouraging critical thinking, and facilitating student-led investigations, helping other teachers gain confidence in adopting this student-centred approach.
Similarly, in the context of explicit instruction, I have noticed when leaders stop and demonstrate how to structure lessons with clear learning intentions and success criteria, step-by-step explanations, and guided practice they enable the teachers to grasp the nuances of this structured approach in an indirect but explicit manner. Through their presence and involvement, educational leaders not only inspire teachers but also offer real-time feedback, encouragement, and a collaborative environment for refining these strategies, ultimately enhancing teaching quality and student learning outcomes.
Thornburg's Learning Spaces, Learning Walls, and Daily Reviews represent innovative educational practices that I have recently prioritised and integrated intentionally into my work with my team. These practices exemplify a dynamic shift in educational paradigms, emphasising the importance of creating flexible and stimulating learning environments that cater to the diverse needs of students. Thornburg's (2014) concept of Learning Spaces advocates for a departure from traditional, rigid classroom setups, encouraging the design of interactive, technology-rich spaces that facilitate active student engagement and collaboration.
Learning Walls, on the other hand, serve as a dynamic and ever-present educational tool within the classroom. These visually captivating displays act as powerful anchor charts providing students with constant access to key information and concepts relevant to their studies. These walls are carefully designed to display essential information, concepts, and strategies related to the subject matter being taught (Warlick, 2012). Learning Walls transform the learning environment into an interactive and information-rich space, reinforcing critical knowledge and encouraging independent exploration. Unlike traditional anchor charts, which may be temporary and limited in space, learning walls are a permanent fixture, providing students with continuous access to key content throughout the year. By incorporating a variety of visuals, such as diagrams, charts, and illustrations, learning walls cater to a diverse range of students and reinforce critical concepts. When they are utilised by the teacher these visual aids can be interactive, encouraging student participation and engagement as they reference and contribute to the displayed information. Learning walls act as a resource that supports independent learning, fosters a culture of inquiry, and helps students make meaningful connections between topics, ultimately enhancing the overall learning experience (Ritchhart, Church & Morrison, 2011).
Additionally, Daily Reviews, as identified by Tom Sherrington's (2019) work on 'Rosenshine's Principles in Practice,' have emerged as a pivotal strategy to enhance students' retention and application of information. The incorporation of regular review activities into the daily classroom routine is recognised as a fundamental cognitive aid, reducing the cognitive load on students and supporting efficient learning.
It is thought that the effectiveness of such initiatives and approaches increases in the presence and involvement of leadership due to the mentoring, coaching and direct leadership support of teachers. In other words, leadership visibility is essential for sustaining these practices as part of an ongoing educational routine (Marzano & Waters, 2005).
By intentionally focusing on these practices, I aim to create a holistic learning experience that blends innovative thinking around learning spaces, rich multisensory learning and effective pedagogical strategies. This intentional integration fosters a learning environment where students are not only exposed to cutting-edge educational methods but are also empowered to actively participate in their education, explore concepts independently, and internalise key knowledge and skills for long-term retention and application.
Leadership Presence and Impact
The practice of mentoring and coaching opportunities provide leaders with a platform to guide teachers in their pursuit of effective teaching strategies. These interactions go beyond administrative evaluations; they create a collaborative environment where leaders can share insights, provide support, and emphasise the importance of specific pedagogical approaches (Zachary, 2005). Within this context, one critical focus often revolves around the incorporation of strategic goals into the classroom routine.
In mentoring and coaching sessions, educational leaders have a unique opportunity to highlight the pivotal role that strategic goals play in nurturing and expanding a teacher's professional capacity. These strategic goals serve as roadmaps for teachers' growth and development, providing a clear direction for their ongoing journey in education.
By emphasising the significance of these focus goals, leaders empower teachers to bridge the gap between their current starting point and the practical application of these goals in their future lessons. This emphasis is crucial because it provides teachers with a sense of purpose and direction (Zachary, 2005). It helps them understand not only what they need to achieve but also why it matters in the context of their professional growth.
The focus on these goals encourages teachers to see the broader picture and the long-term impact of their efforts. It prompts them to consider how these goals align with their teaching philosophy, classroom dynamics, and student outcomes. It also underscores the idea that professional development is an ongoing process, where each goal achieved is a building block toward greater expertise and effectiveness in the classroom.
In essence, by emphasising the significance of these focus goals, leaders inspire teachers to be intentional and strategic in their professional development. They encourage educators to set clear objectives, pursue them with purpose, and apply what they learn in practical, meaningful ways in their teaching. This approach not only enhances a teacher's professional capacity but also fosters a culture of continuous improvement, where each teacher's growth contributes to the overall success of the educational institution and has a direct impact on learning outcomes for students (Hattie, 2009).
Transparency and Clarity
Introducing any educational strategy, whether it pertains to teaching techniques, curriculum changes, or school-wide initiatives, demands a foundation of transparency and clarity (DuFour, DuFour, Eaker & Many, 2016). These two elements are paramount because they serve as the pillars on which successful implementation relies. It is imperative that all stakeholders, including teachers, students, and families, not only understand the intention behind the strategy but also have a clear understanding of what it looks like in practice within the context of their educational environment.
Creating an environment where everyone shares a common understanding of the objectives and expected outcomes of the strategy is similar to ensuring that all members of a team are pulling in the same direction. It establishes a unified vision that guides decision-making and actions, fostering a sense of purpose and collaboration among all stakeholders.
Transparency, in this context, extends beyond mere communication; it involves openly sharing the overarching goals, specific strategies, and the associated expectations with all stakeholders. When educational leaders effectively communicate their vision, it provides a roadmap that illuminates the path forward for everyone in the school community. This transparency builds trust and unity, as all members of the community have a clear grasp of what is expected and why it is important (DuFour, DuFour, Eaker & Many, 2016). It creates a sense of shared responsibility and accountability, which is crucial for the successful execution of any educational strategy.
Some of the most outstanding educational leaders I have worked with further reinforce their commitment to transparency and understanding by actively engaging in visible walkthroughs and maintaining a consistent presence in classrooms. These actions represented tangible demonstrations of their dedication to comprehending the realities of teaching and learning. By directly observing teachers' challenges, innovative approaches, and the strategies they employ, leaders gain firsthand insights into the educational landscape.
This presence is not passive; it is an active engagement with the educational process. It offers leaders the opportunity to provide immediate feedback, offer support where needed, and recognise exemplary practices. It strengthens the professional development of teachers by fostering a culture of continuous improvement, where leaders and educators collaborate to enhance teaching practices, which ultimately benefits student learning outcomes. This approach ensures that educational leaders remain closely connected to the heart of their organisation, the classrooms, where the foundation for educational excellence is laid.
The Benefits of Leadership Visibility
The impact of leadership visibility and transparency goes beyond individual classrooms. It extends to systemic improvements in teaching and learning (Spillane, Diamond & Reiser, 2002). When leaders invest time and effort in refining teacher practice and ensuring clear strategy implementation, it sets a precedent for excellence throughout the school (Leithwood & Hoy, 2003).
Connection with Students: When educational leaders are visible in classrooms, students perceive their commitment to their education (Waters, 2011). This visibility can foster a sense of confidence, trust and engagement between students and leaders, where students feel valued and seen to create an increasingly positive and supportive learning environment. It is thought that students are more likely to take their education seriously when they know that the leaders are actively involved in the learning process.
Empowering Teachers: Leadership visibility serves as a source of inspiration and guidance for teachers. When leaders actively participate in the teaching and learning process, it reinforces the idea that professional growth is a shared endeavour (Marzano & Waters, 2005; Spillane, Diamond & Reiser, 2002).
Strengthening Family Engagement: I believe parents and families are more likely to be engaged and supportive of the school when they see leaders actively involved in the educational achievements of their children. Transparency and regular communication regarding educational strategies can build stronger relationships between the school and its community (Wilder, 2014).
Systemic Improvements: The impact of leadership visibility and transparency goes beyond individual classrooms. It extends to systemic improvements in teaching and learning. When leaders invest time and effort in refining teacher practice and ensuring clear strategy implementation, it sets a precedent for excellence throughout the school (Leithwood & Spillane, 2009).
Leadership involvement in instructional rounds and visible walkthroughs allows for the identification of best practices and areas that need improvement. Leaders can then initiate targeted professional development, allocate resources strategically, and provide support where it's most needed (Hattie, 2009). This systemic approach enhances the overall quality of education and creates a culture of continuous improvement.
Conclusion
To that end, educational leadership visibility, transparency, and presence in classrooms, instructional rounds, and visible walkthroughs are essential components of a thriving educational ecosystem. By investing time and effort in refining teacher practice and ensuring the clear implementation of strategies, leaders can foster connections with students, teachers, and families. The impact of these practices extends beyond the individual classroom, supporting systemic improvements in teaching and learning that benefit the entire school community. Educational leaders who prioritise these principles are instrumental in driving positive change and promoting a culture of continuous improvement in education.
Stay the Course!
References
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Leithwood, K., & Hoy, W. K. (2003). Second international handbook of educational leadership and administration (Vol. 1). Dordrecht, Netherlands: Springer.
Leithwood, K., & Spillane, J. P. (2009). Distributed leadership for schools: Creating powerful learning communities. Jossey-Bass.
Marzano, R. J., & Waters, T. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. John Wiley & Sons.
Sherrington, T. (2019). Rosenshine's Principles in Practice. John Catt Educational Ltd.
Spillane, J. P., Diamond, L. B., & Reiser, H. (2002). Distributed leadership in teacher learning communities: Promises and challenges. Educational Researcher, 31(2), 3-12.
Thornburg, D. (2014). Learning spaces: Designing for learning in a digital age. ASCD.
Warlick, D. (2012). Learning walls: Tools for engaging students and displaying learning. Alexandria, VA: ASCD.
Waters, T. (2011). Leadership and student achievement: The role of principal visibility. Journal of Educational Leadership, 68(7), 6-11
Wilder, J. M. (2014). Parent-teacher communication and student achievement: A review of the literature. Education and Urban Society, 46(1), 111-134.
Zachary, L. J. (2005). Creating a mentoring culture: The organization's guide (Vol. 1). John Wiley & Sons.
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