The Principals Role as Leader of Learning

___________
Critical Element Paper #2
Presented to the Department of Educational Leadership
and Postsecondary Education
University of Northern Iowa
__________
In Partial Fulfillment
of the Requirements for the
Master of Arts in Education or Advanced Studies Certificate
__________
By
Lori C. Reschly
North Bend Elementary
North Liberty, IA
April 2015
__________
Dr. Denise Schares

The principals role as leader of learning is critical to the success of a school. An effective
instructional leader encourages, equips, and empowers teachers to do their work with excellence
for the purpose of educating children by implementing highly effective and innovative
educational strategies. Outstanding principals know that their primary role is to teach the
teachers... Great principals focus on students by focusing on teachers (Whitaker, 2012, p. 41).
The Iowa Standards for School Leaders (ISSL) are directly related to a principals role as
leader of learning. These six standards are designed to function as one and need to be in place to
maximize learning. A leader of learning is a lifelong learner with a clear vision and a solid
understanding of personal core values (ISSL 1). She values relationships and knows how to
create a healthy school culture and climate (ISSL 5). In addition, this leader is an agent of
change, as she supports and empowers teachers through timely and purposeful professional
learning opportunities (ISSL 2).
A leader of learning recognizes education is a journey, a continuous process. According
to Wilmore (2002), she has an understanding of the big picture and is committed to a clearly
defined, shared vision that provides the means for student growth. She asks the following
questions. Where do we want to go? What are our long-term goals? How are we going to get
there? In addition, she knows her core values and leads accordingly. Kenneth Boa states, Values
are essential to effective leadership. They are the uncompromisable, undebatable truths that drive
and direct behavior (Boa, 2005). According to Kris Vallotton (2007), Core values are the
principles, standards, and virtues at the center of the way we live, love, and think. Our core
values are the prophets of our destiny (p. 72-73).
As a future instructional leader, I plan to partner with teachers to define our shared
mission and core values. I believe it is essential we know who we are, what we are about

(Sorenson, Goldsmith, Mendez, & Maxwell, 2011, p. 46). Defining core values has a direct
impact on the culture and provides a framework for identifying behaviors that align. Providing
teachers with the opportunity to be a part of this conversation empowers them. It unites them as a
team and provides the foundation for continued collaboration and partnership, which ultimately
impacts the growth of both teachers and students.
Another strength of a leader of learning is the ability to develop and maintain a healthy
culture and climate. Building strong relationships with teachers is a top priority for strong
instructional leaders, as a sense of community provides the framework for learning. According
to Sorenson, et al. (2011), Working successfully with teachers involves developing personal
skills and relationships that form a basis of trust and respect between the teachers and
administrators (p. 139). Teachers need to know they are valued and decision-making should
reflect this. In addition, leaders need to do everything possible to create a no-fear, risk-free
environment that promotes professional collaboration and meaningful discussion (p.149).
Leaders need to promote growth by challenging teachers while, at the same time, providing the
necessary supports to meet teachers where they are as professionals.
Intentionally developing and maintaining strong, healthy relationships with teachers,
colleagues, administration, and community members will be a priority of mine as a future
instructional leader. This is key to academic achievement. Teachers need to feel safe and trust
me as an instructional leader. This will be built through ongoing, two-way communication and
will result in teamwork and effective collaboration.
Effective instructional leaders are agents of change and make decisions based on best
practice. They seek information and know current research. In addition, leaders of learning know
skills needed for students to be successful in our ever-changing world, reflect upon current

practices, and act accordingly. They ask: What are we doing to prepare students for the future?
Are we adequately preparing them to thrive? How are we teaching and supporting them, as they
become problem-solvers who collaborate effectively with others and are flexible thinkers? How
are the curriculum and our day-to-day practices preparing students to become effective
communicators who take initiative, think creatively, and are able to access relevant information?
How are we meeting the needs of students and challenging them to apply the information we are
teaching them? With state mandates and expectations for the quantity of content to teach each
year, how can we more effectively and efficiently incorporate instructional strategies that
challenge students to apply knowledge and understanding to unpredictable, real-world
situations? Answers to these questions directly influence instructional decisions.
In addition, as an agent of change, it is essential a principal takes initiative. Sorenson, et
al., (2011) state, We must initiate innovative curricular approaches to improve the instructional
program. It is our mission. It is our calling. It is what we are required to do if we desire to be
successful as curriculum leaders and effective school principals (p. 85). According to Whitaker
(2012), As principals, we must recognize that unless we show teachers a better way, they will
probably never ever attempt a different instructional practice (p. 43). This is a huge
responsibility and is often challenging for a principal. However, it is essential for a leader to plan
timely and purposeful professional learning opportunities for teachers. Time needs to be spent
doing the right work and the pace of the work needs to be appropriate.
Leadership opportunities providing me with experience teaching teachers and being a
part of the instructional decision-making process for our district include the following: member
of Clear Creek Amanas district instructional leadership team, planning and leading professional
development, and partnering with Michelle Hosp director of the Iowa Reading Research Center

by facilitating elementary grade level meetings. The goal of these meetings has been to capture
on film teacher conversations revolving around data and instruction. In addition, I have served as
an Internal Coach in connection with the Collaborating for Iowas Kids (C4K) state initiative.
The Collaboration for Iowas Kids (C4K) is a partnership among the Area Education
Agencies (AEA), the Iowa Department of Education (DE) and local school districts (Grant
Wood Area Education Agency, 2013, October). The goal of this initiative is to strengthen Iowas
educational system and make a positive impact on children. My role in this work has been to
attend monthly webinars and take what Ive learned back to my building. I often present learning
from the webinars at staff meetings and provide ongoing one-on-one support to teachers. In
addition, after each testing period, teachers analyze universal screening data to determine the
effectiveness of our universal tier and our targeted/intensive interventions. I lead these team
meetings. Below are guiding questions provided by the state for the team meetings Ive
facilitated.
Universal Level
1. Is our Universal program sufficient?
2. If the Universal program is not sufficient, why isnt it sufficient?
3. How will needs identified in the Universal program be addressed?
4. How will the sufficiency and effectiveness of the Universal program be monitored
over time?
5. Have improvements to the Universal program been effective?
Targeted and Intensive Levels
6. For which students is Universal instruction sufficient and not sufficient, and why?
7. What specific Targeted and Intensive instruction is needed?
8. How will specific Targeted and Intensive instruction be delivered?

9. How will the effectiveness of Targeted and Intensive instruction be monitored?

10. Which students need to move to a different level of instruction (Grant Wood Area
Education Agency, 2013, December).
I plan to continue serving as an instructional leader for Clear Creek Amana. In addition to
serving as an internal coach and facilitating team meetings, I will move into the role of
Instructional Coach next fall. Not only will this allow me to lead the teachers at North Bend, but
I will also have opportunities to serve as a leader of learning for our entire district. My duties
will include, but will not be limited to, one-on-one coaching, planning and leading professional
development, and facilitating team data meetings.
In conclusion, aware of the impact a principal can have on student achievement as a leader
of learning, challenging and supporting teachers to grow professionally will be a top priority. As
I strive to do my job with excellence, my personal goal is to be a lifelong learner with a clear
purpose, to engage in healthy relationships and create a healthy culture, and teach teachers
through meaningful professional learning.

References
Boa, K. (2005, November 4). Values. Retrieved from https://bible.org/seriespage/values.
Grant Wood Area Education Agency. (2013, October). Collaborating for Iowas kids. Retrieved
from http://www.gwaea.org/c4k/october2013.html.
Grant Wood Area Education Agency. (2013, December). Collaborating for Iowas kids: Iowas
multi-tiered system of supports (MTSS)/response to intervention. Retrieved from
http://www.gwaea.org/c4k/december2013.html.
Sorenson, R.D., Goldsmith, L.M., Mendez, Z.Y., & Maxwell, K.T. (2011). The principals guide
to curriculum leadership. Thousand Oaks, CA: Corwin Press.
Vallotton, K. (2007). Developing a supernatural lifestyle: A practical guide to a life of signs,
wonders, and miracles. Shippensburg, PA: Destiny Image.
Whitaker, Todd. (2012). What great principals do differently: 18 things that matter most. (2nd
ed.). New York, NY: Routledge.
Wilmore, E. L. (2002). Principal leadership: Applying the new Educational Leadership
Constituent Council (ELCC) standards. Thousand Oaks, CA: Corwin Press.