Instructional Leadership in Action

As schools began to transition to a new system of distance and remote learning, the initial focus was naturally on the nuts and bolts: How will we ensure students have access to the technology they need? What video platforms and tools should we use? What’s the right amount of screen time?

Once the reality of distance learning set in, however, educators like Sean McKenna, the principal of Vale Elementary in the Cashmere School District, found that addressing students’ and parents’ emotional needs was just as important.

In schools and classrooms, societal inequities play out every day. So, from our inception, the team at CEL has believed in supporting educational leaders to improve their practice as a path towards racial equity. 

Teachers, principals and central office leaders are showing up every day to do their very best for students. We share this blog post in acknowledgment of how leaders are doubling down on their commitments to their students. And we, too, are deepening our commitment to help leaders.

The COVID-19 crisis has illustrated just how vital a focus on the student experience and open lines of communication are — so student learning can continue, even with the disruptions. And that starts with our leaders at the top — leaders like Jeff Pelzel, the superintendent of the Newhall School District in Santa Clarita, California.  

Jeff spoke with Dr. Anneke Markholt, associate director of the Center for Educational Leadership, about what it means to lead a district at this time, how he's remained focused on his vision for student learning, and how he's planning for the school year.

The transition to distance learning has been unquestionably daunting for students, parents and educators. One side effect of the transition from chalkboards to Zoom or Teams screens has been a feeling of isolation for teachers, who are trying to navigate new educational norms without an in-person network of colleagues, mentors and coaches.

In recent months, educators have had the daunting job of asking and answering, "What does teaching mean now?" They've had to make many impactful decisions and make them quickly — all while working together and teaching remotely.

Jody DeGroot, assistant principal at Bellarmine Prep High School in Tacoma, Washington, has similarly faced ongoing concerns about engaging students, assessing their learning, and supporting teachers with the right resources during the Covid-19 school closures. How has she navigated the situation? By asking guiding questions aligned with the 5 Dimensions of Teaching and Learning™.

Our current wave of school closures is yielding an unprecedented shift to online and distance learning.

Some are meeting this shift with a surge of enthusiasm for innovation. Others are approaching it more cautiously. I wonder — for my own children and for kids around the country — what the students’ experiences will be like on this frontier. Will education leaders aim only to reproduce their current experiences, or will leaders empower educators to use this opportunity to revitalize learning?

While the impact teachers make on learning is well-understood, there’s less appreciation for how principals can foster learning environments that empower students. 

In this six-minute video, Joanna Michelson, director of teacher leadership and learning at the UW Center for Educational Leadership (CEL), shares insights from the work she does with principals and district leaders. Drawing examples from the transformational leadership improvements at the rural Blaine School District in Washington state, she invites the audience to recall their own experiences as students — and to consider how much adult learning impacts student learning.

I wanted to share with you that the Institute of Education Sciences (IES) recently released a study that the University of Washington Center for Educational Leadership (CEL) was part of. Principals are vitally important for achieving educational equity, and there are few large-scale studies of principal professional development that identify what helps principals grow. 

On behalf of our team at the University of Washington Center for Educational Leadership, I am writing to wish a happy and peaceful new year to all of CEL’s partners, peers and supporters. I write this year with hope and optimism for what the coming decade will hold for students, educators and school communities nationally. For our team, the past year was an exciting one in which we released a new vision and mission, deepened our partnership with school systems across the country and engaged in development work that will produce new and revised frameworks in the coming months.