I will have the privilege of seeing many of you in just two short weeks at the fourth annual Leadership Institute, this year at the Kensington Hotel in Ann Arbor. As this institute is green, we are going paperless. All materials, information, announcements relating to this institute will come through the Blueprint Events APP. If you haven’t downloaded it, directions appear later in this blog post. It’s fast and easy and I think you’ll love the convenience.
The Blueprint Institute in August is now also at capacity and we have begun wait listing those who are registering. It is, of course, my hope that we will be able to accommodate everyone. If you have folks on the waitlist for either institute, we will communicate with those individuals directly about the status of their registration.
Great news! Blueprint Symposium has been renewed for a second season! This podcast is on hiatus for the summer, but will resume in August following the Blueprint Institute. Our first broadcast in season 2 is scheduled for August 19.
Likewise, our blogs will also go on summer hiatus. Here’s the status of each one:
In this new feature of Blueprint Installation Central, we’ll highlight a specific Blueprint component and then carry that conversation to the rest of the Dialogue Series that week. So in today’s post, we will explore an aspect of the Instructional Leadership Routines and we’ll continue that conversation in our Twitter Live Chat tomorrow night at 7:30 p.m.
WHY do we need Instructional Leadership Routines to position the building principal and other leaders to guide and lead systemic instructional improvement in the building? We are, after all, learning organizations and our primary purpose is to increase the performance of students, teachers, and leaders. So, having Instructional Leadership Routines and other building routines creates a path to make that happen smoothly, organically, and with routine automaticity. There are volumes of foundational research around instructional leadership and it only makes pragmatic sense to use routines to be effective and efficient.
Brett Lane, INSTILL explains that by, “working in tandem; leadership, shared responsibility, professional collaboration, intentional practices for improving instruction, and providing student-specific instruction, and supports to all students provide an environment that is focused on the instructional core, [these] position the building leader and teachers for rapid [reconfiguration].” (2012) The research by Robinson, et al., in 2006, reveals that, “Successful leadership influences teaching and learning both through face-to-face relationships and by structuring the way that teachers work.” Considering the research by both Brett Lane and Viviane Robinson, we know that to improve teacher and student performance, Building leaders (in partnership and coordination with District leaders) must lead and engage general education and special education teachers in routines around alignment between the visions for high-quality instruction and classroom instruction, around the development and implementation of routines for teacher collaboration, and to provide embedded professional learning along the way.
In the Leadership Challenge: Improving Learning in Schools, Robinson (2017) identifies from multiple sources of research, “five leadership dimensions that had a powerful impact on students,” and she points out that, “relationship skills are embedded in every dimension.” Those five dimensions are;
Can you see the symmetry between these five dimensions Robinson identifies and the elements of the Evidences of Practice for Instructional Leadership Routines? The research provides strong foundational support of our Blueprint goal to strengthen our learning organizations by creating well-designed patterns of interaction for Building Leaders to routinely support teacher learning, as well as routine coaching, and monitoring. This building routine leads to systemic reconfiguration.