Blog Post [ELM#1103] Strong Governance Creates Stable Learning Environments

As a new Principal, one of the areas my teachers asked me to address was reducing interruptions to teaching and learning. As I investigated the issue, I quickly realized we didn’t have guidelines governing when and who could interrupt learning.

Over the following month, my teachers, assistant principals, and I defined the who, when, and what of when leaning could be interrupted.

In today’s complex educational landscape, one question persistently challenges school administrators: How do we shield our classrooms from external disruptions while maintaining high-quality instruction? This question has become even more critical as schools work to recover from pandemic-related learning losses.

The answer lies in developing robust student-centered governance systems that prioritize instructional time and quality. Research shows that when schools implement clear protocols and non-negotiable standards, they create stable learning environments where teachers can focus on what matters most – teaching.

Consider these key findings:

• Schools that establish clear governance protocols see substantial gains in instructional time utilization and academic achievement.
• Without strong governance systems, schools lose between 16-25% of instructional time to various disruptions, with high schools experiencing the highest losses.
• Effective governance requires both top-down policy frameworks and bottom-up buy-in from teachers and staff. When these align, schools can better protect instructional time and maintain consistent learning environments.

What Gets in the Way?

Several common pitfalls undermine instructional stability:

1. Unclear Decision-Making Channels: When roles and responsibilities are ambiguous, issues that could be handled quickly end up disrupting instruction while people figure out who should address them.
2. Reactive vs. Proactive Policies: Schools that lack clear protocols tend to handle situations inconsistently, creating confusion and eating into teaching time.
3. Insufficient Boundaries: Without established “non-negotiables” around instructional time, outside demands steadily erode the school day.

Building Better Systems

Effective student-centered governance relies on three key pillars:

1. Clear Protocols: Develop and document specific procedures for everyday situations – from visitor policies to emergency responses. This eliminates confusion and maintains consistency.
2. Protected Instructional Time: Establish non-negotiable blocks of uninterrupted teaching time. Research shows that students in schools with protected instructional time demonstrate higher academic achievement.
3. Empowered Implementation: Give teachers and staff the authority to maintain these boundaries, backing them with clear administrative support.

Making It Work

The most successful schools:

• Create detailed procedural handbooks that clarify roles and responses
• Schedule regular governance reviews to refine and update protocols
• Invest in staff training on governance procedures
• Communicate expectations clearly to all stakeholders
• Track and analyze time usage data to identify areas for improvement

Now What?

As you work to strengthen your school’s governance systems:

1. Audit your current protocols – Where are the gaps that allow disruptions?
2. Survey teachers about their biggest instructional time challenges
3. Document and share clear procedures for common situations
4. Establish protected instructional blocks in your master schedule
5. Create accountability measures to ensure protocols are followed

Remember – every minute saved from disruption is a minute gained for learning. By implementing strong student-centered governance practices, you create the stable, focused environment that teachers need to teach, and students need to learn.

When students are led well, they learn well.

Student-centered governance isn’t about rigid rules – it’s about creating systems that serve their core purpose: protecting the sacred space where teaching and learning happen. When we get this right, we give our teachers and students the greatest gift we can – the time and space to focus on what matters most.

When students are led well, they learn well.

#EducationalLeader,
Kim

References
Kraft, M. A., & Novicoff, S. (2024). Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration. American Educational Research Journal.

The views shared in the Educational Leadership Moment are solely those of Dr. Kim D. Moore and do not reflect the positions of her employer or any entity within the local, state, or federal government sector.