Identifying and Empowering Instructional Leaders

Danielle Eastman

Developing and Empowering Instructional Leaders

May 17, 2023

 Analyze the Case

Being a first-year principal can be very challenging and difficult when making new

changes especially when a school is set in a specific way. This case study involves a first-year

principal and many stakeholders who are involved with leadership roles, along with

stakeholders who can be affected by any changes that are made or not made. The issue in this

scenario is creating a leadership team because teachers no longer want to take on leadership

positions. Even with a stipend offered, it does not motivate teachers to take on leadership

positions.

To solve the leadership role issue, I would start by collaborating with the current

administrative team to identify the main issues and how they plan on resolving them. I would

also get insight and information on why leadership roles are difficult to fill and who would

make great leaders. After working with the administrative team, I would meet with the former

leadership team as a group and hear their opinions on the current roles, what changes could be

made, and any issues they may have had while working in that role. If teachers don’t want to

fill leadership roles, I would almost believe that the school culture is poor, and I would discuss

that with the former team to identify solutions to fix school culture. After meeting with former

leadership team, I would get their input on whether they will continue the leadership role and if

not, who would make a great replacement.

The timeline for resolving the leadership role issue would be solved by the end of the

second week of the start of school. I would engage in conversations with admiration team a

few weeks before school starts, and then I would request a meeting during the professional

developments that take place at the end of summer. I would also do some observations of how
teachers connect and communicate with each other during professional development. Ideally, I

would want a mix of veteran teachers and newer teachers. As the new leadership team is

identified, we would work together to create positive expectations for our roles and

responsibilities, and create a social contract where we all agree to follow. A social contract

“embodies the essential elements of high functioning teams” and “set of norms a group

follows” (TASB). The social contract will be used to create a positive leadership team and to

hold each other accountable for behavior and expectations.

Identify the Larger Issues

A first-year principal needs to make changes slowly and pick a few areas to start with

first. Change is scary and can be overwhelming for everyone, especially veteran teachers

which is noted in the case study. Building trust is the first step and once teachers start to trust

you, change gets easier. I also believe when change is occurring, all stakeholders involved in

decisions should be able to share their opinion or concerns. For this specific case study, I

would honor the previous year’s leadership team goals and ideas. I would not change anything

too drastically other than starting with building a leadership team with individuals who are

dedicated to taking on the role. Additional information I would need for the decision making

process is how it would align with school vision and mission, how staff would perceive

change, and how to gain support from staff.

Making no changes could result to staying exactly how the school is with little

motivation from staff leadership areas and could keep the peace with everyone. It could also

turn into a negative outcome because no changes are occurring and the motivation from

teachers is still non-existent. Parents and higher administration want what’s best for their kids,
and if there is no change to supporting their needs it could result to a community issue. Too

much change when taking action could upset stakeholders within the school because making

changes may be overwhelming, and there could be major push back and affecting the

relationship of principal and staff. Positive outcomes from change could support student needs

and change the school culture to a positive one. “The principal serves as the “fulcrum of the

change process,” keeping a delicate balance between the often-conflicting pressures coming from

teachers, community, district, state” (Cushman, 1993). Education is built on change that supports

students, teachers, and other stakeholders, even if they don’t see the positive outcome of it at the

beginning.

Create an Action Plan

The action plan starts with setting a positive example in front of staff, building

relationships, and supporting staff thoughts and concerns. By doing this, I will encourage

teachers to take on leadership roles by supporting them and noticing the positives they bring to

the team. The team is created through conversations with former leaders and if they want to

continue. Those that don’t want to continue will help identify potential leaders and then I would

meet with them to see if they would be a good candidate. I would also use current administrative

input for the selection of leaders. I believe it’s important to build the idea of empowering each

other and encouraging new, eager teachers to step into leadership positions. When letting former

teachers go from the leadership team, I would encourage them to join different committees that

they are interested in and would enjoy more. I would highly emphasize that their expertise and

skills can always be used in other areas, especially areas they are interested in.
 Challenges when creating a leadership team will come from the changes. Teachers don’t

always mesh well with change, and can feel overwhelmed or not heard. I believe the best way to

deal with the change is creating opportunities for teachers to join different committees that may

feel stronger in or more interested in. This will gain teacher support because I am providing more

opportunities for teachers to be a part of something that they may like better or be more

interested in.
 References

A Social Contract for Your Team of 8: A Good Governance Roadmap. (n.d.). Texas

Association of School Boards. https://www.tasb.org/members/enhance- district/social-

contract-for-good-governance/

Cushman, Kathleen., The Essential School Principal: A Changing Role in a Changing School

| Coalition of Essential Schools. (n.d.). http://essentialschools.org/horace-issues/the-

essential-school-principal-a- changing-role-in-a-changing- school/#:~:text=The

%20principal%20serves%20as%20the,have%20to%20live %20with%20it.