Mini-Series Part #3 — 3 Things I’m Doing to Plan for Instructional Leadership

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Welcome to the podcast. Today we are talking about three things I’m doing to plan for instructional leadership for the next school year. That’s all coming up next, right here on the Principal’s Handbook.
Stay tuned.

Speaker:
Welcome to the Principal’s Handbook, your go-to resource for principals looking to revamp their leadership approach and prioritize self-care. I’m Barb Flowers, a certified life coach with eight years of experience as an elementary principal. Tune in each week as we delve into strategies for boosting mental resilience, managing time effectively, and nurturing overall wellness.
From tackling daily challenges to maintaining a healthy work-life balance, we’ll navigate the complexities of school leadership together. Join me in fostering your sense of purpose as a principal and reigniting your passion for the job. Welcome to a podcast where your well-being is the top priority.

Welcome back. Today we are in part three of our mini-series, and I am talking about three things [00:01:00] I’m doing to plan for instructional leadership for the new school year.

To give you a quick recap, I am taking over a new elementary school that is a K–2 building. I was a previous principal in a K–5 school, and I created this mini-series to help other leaders think about different areas they need to plan for the next school year.

Today is going to focus on instructional leadership, and I’ll give three areas I’m focusing on to prepare to lead instructionally and set the building up for academic success.

1. Learning About the Curriculum

Since I’m in an elementary school, I’m learning what curriculums they have and how they’re being used.

For example, in ELA they use Amplify, and they’ve had it for a couple of years. So we’re talking about whether it’s still being used with fidelity and what support teachers may need.

This curriculum comes with assessments and a full suite of resources—teachers can log in, view data, and use it to guide instruction. They also have interventions aligned to it. That’s helpful, especially in Ohio, where there’s been a strong push for science of reading alignment.

They also have a new math curriculum, so I’m learning about that and figuring out what PD will be offered. I’m reviewing documents, talking with the curriculum director, and reaching out to teachers and coaches to gather as much insight as I can.

As a principal, it’s important to know:

• What curriculum is being used?

• What is the expectation for its implementation?

• How can I support fidelity and provide PD?

In my last school, we lost integrity with our curriculum over time because it wasn’t used consistently. That can happen when teachers are unsure of how to use it or when there’s no follow-up support.

I’m also exploring:

• Where are teachers confident?

• Where are they struggling?

• What PD would be helpful now that we’re a few years in?

In science-of-reading-aligned programs, students often engage with big topics at young ages. That can feel unfamiliar to teachers, so I want to help them understand why we teach that way and how to support student learning through it.

Also, I’m reviewing curriculum maps and pacing guides to see what’s in place and how well they’re being used.

2. Analyzing Building Data

Next, I’m reviewing building-level data, like DIBELS scores, to identify strengths and weaknesses in reading.

I’m asking:

• What trends are showing up?

• Which grade levels are strong?

• Where do we need more support?

I’m also looking at:

• What interventions are in place?

• Are they effective?

• Are we seeing growth?

Even if achievement data is low, high growth can tell a different story. I want to understand how data is used for:

• Decision-making

• Progress monitoring

• Instructional planning

Then I’ll meet with data teams and interventionists to ask:

• Are teachers using the data?

• Do they need support?

• Are they using it to adjust instruction?

This is how we start building a culture of data-driven instruction.

3. Understanding Collaboration Structures

Collaboration makes a huge difference. I’ve worked in teams that were collaborative and teams that weren’t—and the effectiveness was night and day.

Every district structures collaboration differently. In this school, they use TBTs—Teacher-Based Teams (an Ohio version of PLCs).

I’m asking:

• Are they truly engaging in collaborative planning?

• Or are meetings spent discussing field trips?

• Do they review data and instructional goals?

I want to know:

• When and where do these meetings happen?

• Are they during planning time?

• Are there protocols or forms they use?

Teachers need:

• Clear goals for the year

• Tools to walk through the collaboration process

• Support in using action plans

I’ve found that the most effective teams take great notes. I know note-taking can be frustrating, but it matters. When teams document their process, they can track growth over time.

I’m also checking:

• Do teams switch subjects throughout the year? (ex: math in Q1, ELA in Q2)

• Are meetings structured and purposeful?

• Am I showing up to observe and support?

My goal is to be present in those meetings. That’s how I learn where teachers need help with curriculum, instruction, and interventions—and how I can lead more effectively.

Quick Recap:

Here are the three things I’m doing to prepare for instructional leadership this year:

1. Learning about the curriculum and what PD is needed

2. Analyzing building data to understand student needs

3. Understanding collaboration structures and improving them

If you want to level up your instructional leadership and get organized for success, grab my 8 to 4 Principal Planner. I’ll link it in the show notes.

It’s packed with practical tools to help you:

• Prepare for meetings

• Get into classrooms

• Stay focused on what truly matters

It’s so easy to get caught up in the daily fires. This planner helps you lead with intention.

And if you love the show, please scroll down in your Apple Podcast app and leave a review. That’s how more principals find the podcast.

Remember: you have the power to shape your life according to the mindset you choose.

Have a great week, and I’ll see you back here [00:11:00] next time.