IDENTIFYING & EMPOWERING INSTRUCTIONAL LEADERS 1

Identifying and Empowering Instructional Leaders

Laurie Salem

Grand Canyon University

EAD 533: Developing and Empowering Instructional Leaders

Dr. Justin Greathouse

July 19, 2023

IDENTIFYING & EMPOWERING INSTRUCTIONAL LEADERS 2

Analysis of the Case

The first year in any role can be challenging especially that of a school principal. The

school, while having a diverse group of teachers serving as representatives of the grade bands,

the offer of a stipend is not even motivation enough for them to want to be there. To address this

issue, I would want to get a feel for the culture and climate of the school by having a meeting

with the different grade bands of the school. My goal would be to determine the reason behind

their not wanting to be a part of the team. The next step would be for me to identify 1-3 areas for

improvement and actionable steps to address those concerns. Finally, I would meet with various

stakeholders to discuss the mission and vision of the school and whether it accurately captures

the needs and wants of those involved.

As a new principal building relationships would be the next immediate goal to ensure that

we are all of one vision and goal for the school. This would be a great time to set expectations up

front and allow for discourse so that all voices and concerns are heard and addressed. Creating a

positive culture and climate for the school. This helps my staff to see that I am reasonable,

flexible and aware of their contributions to the school and that I value their thoughts and voices.

The professional development week before school begins is an opportunity to set the goal for the

students, the staff, the community and the school. I want to ensure that we move as one accord to

secure student success.

I want to revamp the leadership team so I would share the criteria and expectations for

being a part of the leadership team and talk with the current members about staying on board or

leaving their positions. I want them to know the plan for the school and what support I would

need from them to reach those goals. Being on the leadership team can feel overwhelming,

especially for new teachers, so I would want to let them know that while the work would be
IDENTIFYING & EMPOWERING INSTRUCTIONAL LEADERS 3

challenging, we are working as a team and can lean on others when we need it. Teachers that

become leaders are catalysts for change using their knowledge, passion, bravery and experience

(Levin & Schrum, 2016).

Larger Issues Identified

As a way to further nurture a positive climate and culture, any outgoing members on the

leadership team will be invited to be a part of the nomination, selection and welcoming process.

They can then share their experience and provide advice and tips for new members. We want to

acknowledge them for their hard work and effort to promote student achievement despite

obstacles and challenges. Principals also have the duty of empowering teachers which is a clear

message that the principal recognizes the value in teacher leaders and the impact they have on

students and the culture (Angelle, 2007).

If no changes are made, the impact is felt as well. Having teachers serve is roles they do

not want to can easily build resentment or result in lackluster participation and performance of

the team. Of course, this would have an adverse affect on the school because with resentment

comes disagreements and arguments and nothing much will be accomplished. Any type of

change can have good or bad consequences. An environment that fosters positive relationships,

earnest support, honest and trust and communication is necessary if students and staff are going

to benefit from those changes (Levin & Schrum, 2016).

Action Plan

A principal leader wants to create maintain a school culture where teachers are motivated

to step out of their comfort zones into positions of leadership in the school. As such, I would use
IDENTIFYING & EMPOWERING INSTRUCTIONAL LEADERS 4

collaborative planning meetings, grade level meetings, faculty meetings and our leadership

meetings to hear all concerns, questions and ideas. It is important to understand that other staff

member contributions are value and can have a positive impact on the growth and achievement

of the school (Trapanese, 2017).

The next part of my action plan is to create an interest form and review criteria for the

position. Potential candidates will meet with leadership where we can discuss the likelihood of

them being successful in the role. Once selected, they will be required to attend a professional

development sessions that will include need to know information, areas of need for the school,

data and other pertinent information for them to be prepared for the role.

During the course of the year, we will have several meetings to discuss the trajectory of

the school and if it is moving in a favorable direction. At the final year ending meeting, we will

determine what steps need to be taken to continue moving forward or if we need to adjust. It

would also be a meeting where we can determine if any members are ready and willing to serve

in other leadership roles such as serve as a mentor or instructional coach. Members can feel

supported and respected while other teachers may develop a desire to join the team.

Establishing a leadership team is not without its challenges. Becoming a leader requires

adjustment to the workload as well as to how they will support their colleagues. This may result

in some tension between teachers and staff since they may feel it is a show of favoritism. Being

honest and transparent will help me as I address these concerns and feelings. The vision of the

school need to be at the forefront of all conversations so as to maintain what the purpose and

goal of the leadership team is. A vision without practice is folly. To nurture success, all parties

should have the same vision and goals for the school as well as put those things into practice
IDENTIFYING & EMPOWERING INSTRUCTIONAL LEADERS 5

(Austin et al, 2018). Leaders, no matter in what capacity or area, garner teacher support and

respect by being truthful, open, supportive, flexible and collaborative.

IDENTIFYING & EMPOWERING INSTRUCTIONAL LEADERS 6

References

Angelle, P. S. (2007). Teachers as leaders: Collaborative leadership for learning communities.

Middle School Journal, 38(3), 54–61.

Austin, S., Anderson-Davis, D., Graham, J., & White, M. (2018, September). Instructional

Leadership Teams to the Rescue. Center for Educational Leadership. Retrieved April 4,

2023, from https://info.k-12leadership.org/hubfs/documents/blog/NASSP-Principal-

Leadership-September-2018-Austin.pdf

Levin, B. B., & Schrum, L. (2016). Levin, schrum. Every teacher a leader.. SAGE Publications.

Mack Trapanese, E. (2017). Helping Teachers Become Leaders. Education Digest, 83(3), 37–39.