As a Principal, I wore many hats. While each hat was important, my primary role was as the lead learner for our school. My goal was to establish a culture of learning and growth. I expected every member of the faculty and staff to grow and add to their toolkits.
To ensure I modeled what I expected from faculty and staff, I spent 80% of my day in classrooms. Additionally, I led Lunch-and-Learn sessions and professional development activities. I also continue expanding my skill set through professional development. As a result of our efforts, we developed a culture of learning among staff, faculty, and students.
Every day across our nation’s schools, administrators face the complex challenge of improving student outcomes while supporting teacher development. Many leaders find themselves caught in a cycle of managing crises, attending to urgent but low-impact tasks, and implementing initiatives that fail to create lasting change. The real question becomes: How can school leaders break this cycle and create sustainable improvement in both teaching quality and student learning?
The hard truth is that many administrators fall into common traps that limit their effectiveness. Some focus exclusively on operational efficiency, treating teacher development as a checkbox exercise of observation cycles and evaluation forms. Others chase the latest educational trends without building the foundation of trust and collective belief necessary for meaningful change. And perhaps most damaging, many leaders fail to model the very growth mindset and continuous improvement they expect from their staff.
The path to exceptional school leadership begins with understanding that teacher growth and student achievement are inextricably linked through leadership actions. When administrators demonstrate their commitment to professional development through transparent goal-setting and reflective practice, they create a culture in which continuous improvement becomes the norm rather than the exception.
Consider the impact when leaders prioritize high-leverage activities that directly influence instruction. Rather than getting buried in emails and routine tasks, effective administrators spend significant time in classrooms, engage in meaningful coaching conversations, and facilitate collaborative learning among staff. They understand that their primary role is not to manage buildings but to build capacity in the educators who directly impact students.
“When school leaders invest time in developing strong relationships with teachers and creating structured opportunities for peer collaboration, they tap into the collective wisdom and experience of their staff.” – Dr. Kim D. Moore
The power of mentorship cannot be overstated in this equation. This approach builds what researchers call collective teacher efficacy – the shared belief among teachers in their ability to impact students positively. Studies have consistently shown that collective efficacy has a greater influence on student achievement than socioeconomic status or prior achievement.
The transformation begins when leaders shift their focus from managing teachers to growing educators. This means creating individualized development plans that align with both personal goals and school priorities. It means protecting time for meaningful professional learning communities where teachers can collaborate, analyze student work, and refine their practice. Most importantly, it means being present and engaged in the daily work of teaching and learning.
The results of this leadership approach are powerful: Teachers feel valued as professionals and supported in their growth. They become more willing to take instructional risks and implement innovative practices. Student engagement increases as teachers bring renewed energy and expertise to their classrooms. Perhaps most significantly, a culture of continuous improvement becomes self-sustaining as teachers begin to lead their own professional growth and support their colleagues.
To create this positive cycle in your school:
- Start by examining your own professional growth plan and sharing it openly with staff. Be vulnerable about your areas for improvement and specific about your learning goals.
- Ruthlessly evaluate how you spend your time and eliminate tasks that don’t directly impact instruction. Delegate administrative duties when possible to protect time for classroom visits and teacher coaching.
- Build structures for teacher collaboration and mentorship that go beyond traditional department meetings. Create opportunities for teachers to observe each other, provide peer feedback, and share successful practices.
- Celebrate growth and risk-taking, not just achievement. Help teachers understand that struggling with new strategies is a natural part of improving their practice.
The call to action is clear: School leaders must move beyond managing buildings to truly leading learning. This means modeling professional growth, prioritizing instructional leadership, and building collective efficacy through meaningful teacher development. The success of our students depends on leaders who understand that their most important work is growing the educators who work with children every day.
Your challenge is to reflect honestly on your current leadership practices. Are you spending most of your time on tasks that directly impact instruction and teacher growth? Have you created structures that build collective efficacy among your staff? Most importantly, are you modeling the continuous improvement mindset you want to see in your teachers?
The answers to these questions will determine whether your school becomes a place where both teachers and students thrive.
The choice – and the opportunity – is yours.
#EducationalLeader,
Kim
When students are well led, they learn well.
References:
- Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Corwin.
- Hattie, J. (2018). Collective teacher efficacy. In The learning and teaching toolkit: An evidence-based guide for teachers. Visible Learning.
- Robinson, V. (2011). Student-centered leadership. Jossey-Bass.
- Vaden, R. (2019). Procrastinate on purpose: 5 permissions to multiply your time. Penguin Random House.
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.
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