Instructional Improvement

Instructional improvement is the latest catch phrase in the world of educational leadership.  The so-called experts proclaim it to be the primary responsibility of a school principal.  Instructional improvement refers to the responsibility of an administrator to provide regular, explicit feedback to teachers that elevate the level of learning in their classrooms.  (That's my own definition, not necessarily an official one.) 

Because I've been mentored quite a bit lately on how to conduct classroom teacher observations, I've been thinking more than I ever have before about instructional improvement.  In fact, I'm starting to develop my own blueprint for how a principal accomplishes instructional improvement.  As I see it, there are five discreet steps: 

1. Establish trust with teachers.  (based on interpersonal skills)
2. Find the time to frequently and regularly observe teachers when they are teaching.  (based on level of commitment)
3. Notice or uncover the gaps between a teacher's instruction and the students' learning.  (based on knowledge)
4. Provide teachers specific and ongoing feedback.  (based on communication skills)
5. Ensure that change occurs.  (based on leadership skills)

All the steps in the above process present enormous challenges in their own right and are equally important.  Based on my recent training experience, I feel I am currently trying to work my way through step 3.