Education Week - June 13, 2018 - 24

COMMENTARY

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Ayumi Bennett for Education Week

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CONTINUOUS IMPROVEMENT

A Busy Principal Empowers His Teachers

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By Ron Myers
he responsibilities of an administrator at
a large comprehensive high school such as
mine, with its 2,600 students and 200 staff
members, are many. Byron Nelson High
School, where I have served as the principal
since the fall of 2014, offers athletics, fine
arts, and career and technology courses, as
well as advanced academics and other special programs. The shifting nature of priorities for a principal
at any big high school campus is also dependent on the particular (and many) needs of his or her students, who typically
range in age from 14 to 18.
As the principal of BNHS, one of my duties is helping to guide our young people's life choices. There are
also school community needs, such as working with our
PTSA organization, booster clubs, and local partnerships
and carrying out my administrative obligations. All of
this can limit a principal's daily interactions with his or
her teachers. And yet, one of my most important roles as
a school leader is to offer support and encouragement
to our educators as they seek to provide rich learning
environments for students.
Teachers are the first line of defense when it comes to
creating powerful opportunities for students to achieve
academic and social and emotional success in preparation
for the challenges that lie ahead. And when the school
structure fosters opportunities for teachers to meet regularly, allowing them to engage in dialogue about their
teaching practices, examine student data, and provide
peer feedback on individual practice goals, everyone benefits. Establishing common planning times in the master
schedule is key to making this work.
Over the past 30 years, I have been an administrator in urban and suburban districts, including three
years on a military post. I have worked on bilingual
campuses and with low-income student populations in
elementary and middle schools. (My current position
is in a Dallas-Fort Worth middle-class suburb.) In each
instance, I have been fortunate to learn how a range of

districts pursue student academic growth. Invariably,
school improvement involves teachers and action.
After a year at BNHS, I was not satisfied with the gap
between my administrative role and working the teachers. I was not offering the actionable support that would
enable them to do their jobs in the way they believed was
best for their students. This led me to the conclusion that
I needed teachers to support the instructional part of
my role. If the teachers are working with students on a
day-to-day basis, it made sense that they should be leading this work. And so three years ago, I broadened our
campus definition of instructional leadership; instead of
administrators only playing that role, we would turn to
instructional coaches to help teachers process their work.
Our campus had never used this coaching model. I
knew it was a risk and would take time for staff and
teacher buy-in.
Our central office was not able to provide additional
staff members to help us carry out this improvement
plan, but it did sanction my use of full-time staff members to implement this model. With permission in hand,

"It was a risk and would take time
for staff and teacher buy-in."
my "theory of action" began. I approached two of our
campus teachers-calculus teacher Diane Caldwell and
AP language and composition teacher Sarah Menn-
to see if they would consider becoming instructional
coaches. Like most of our teachers, neither one had regularly worked with an instructional coach. But Diane and
Sarah were successful classroom teachers and talented
department leaders. And I knew they would give me the
kind of regular and honest feedback that I value.
In order to support Diane and Sarah and to make sure
the instructional-coaching model would be effective, I
sought professional development that would reinforce the
promise of peer-to-peer instructional coaching. I looked
to continuous improvement, which offers a feedback loop
and gives those closest to the decisions agency in their
outcomes. I understood from my years as an administra-

24 | EDUCATION WEEK | June 13, 2018 | www.edweek.org/go/commentary

tor that instructional coaching provides the greatest value
when teachers are experimenting with and implementing new instructional strategies. I also knew that a model
that distanced itself from the evaluative process-one
that is usually associated with the administrative role of
a principal-was important. Building trust between the
teachers and their respective coaches, perhaps above all
else, was crucial for this plan to succeed.
Today, our two instructional coaches facilitate dialogue in professional-learning teams across the campus. To help support the collective efficacy (where our
professional learning communities are empowered to
problem solve through determining their own action
steps) and functioning of the teacher PLCs, the instructional coaches spend most of their time guiding these
teacher collaboratives. Diane and Sarah provide the
necessary instructional presence. They respond to individual teacher needs, based on each educator's selfselected goals. Our assistant principal, Maggie Norris,
meets with the science PLC that she oversees as often
as possible, and other assistant principals meet with
their respective PLCs. But none provides administrative evaluative oversight, which helps build trust with
our teachers, their coaches, and the administrators.
From the start, the learning that emerged from this
work led us to become more responsive to the needs of our
campus. It has allowed me to gain a sense of the broader
professional-development needs across our campus. I am
now privy to feedback that comes my way through my
own discussions with Maggie and the other members
of our administrative team, as well as with Diane and
Sarah. This continuous-feedback loop between teachers,
instructional coaches, the team of assistant principals,
and me gives me insight as I consider the shared needs
that emerge from these unique conversations.
Instructional coaching can provide the means for
school improvement to become visible so that students
benefit from the intentional decisions made by the educators responsible for their learning. n
RON MYERS is the principal of Byron Nelson High School in
Trophy Club, Texas.


http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - June 13, 2018

K-12 Schools Get Hit Hard by Hacking
In San Francisco, a Bold Effort To De-Track Algebra
Gifted Resources Scarce in Alaska
States Still Strain To Find One Path On Accountability
News in Brief
Report Roundup
To Improve Math Teaching, Coaches Get Ongoing Lessons
More High Schools Found To Have Low Graduation Rates
DeVos Goes Before Senators In Wide-Ranging Hearing
Emotion Meets Policy At School-Safety Panel
Abuse Allegations Lead District To Drop Head Start Grant
Maggie Norris: A Team Approach to Problem-Solving
Diane Caldwell: An Instructional Coach Builds Trust
Sarah Menn: A New Coach Finds Her Footing
TopSchoolJobs Recruitment Marketplace
Family Moves: A Young Teacher Embraces Honest Feedback
Ron Myers: A Busy Principal Empowers His Teachers
Education Week - June 13, 2018 - States Still Strain To Find One Path On Accountability
Education Week - June 13, 2018 - 2
Education Week - June 13, 2018 - 3
Education Week - June 13, 2018 - Report Roundup
Education Week - June 13, 2018 - 5
Education Week - June 13, 2018 - To Improve Math Teaching, Coaches Get Ongoing Lessons
Education Week - June 13, 2018 - More High Schools Found To Have Low Graduation Rates
Education Week - June 13, 2018 - 8
Education Week - June 13, 2018 - 9
Education Week - June 13, 2018 - 10
Education Week - June 13, 2018 - 11
Education Week - June 13, 2018 - 12
Education Week - June 13, 2018 - 13
Education Week - June 13, 2018 - Emotion Meets Policy At School-Safety Panel
Education Week - June 13, 2018 - 15
Education Week - June 13, 2018 - Abuse Allegations Lead District To Drop Head Start Grant
Education Week - June 13, 2018 - 17
Education Week - June 13, 2018 - Maggie Norris: A Team Approach to Problem-Solving
Education Week - June 13, 2018 - Diane Caldwell: An Instructional Coach Builds Trust
Education Week - June 13, 2018 - 20
Education Week - June 13, 2018 - Sarah Menn: A New Coach Finds Her Footing
Education Week - June 13, 2018 - 22
Education Week - June 13, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - June 13, 2018 - Family Moves: A Young Teacher Embraces Honest Feedback
Education Week - June 13, 2018 - Ron Myers: A Busy Principal Empowers His Teachers
Education Week - June 13, 2018 - CW2
Education Week - June 13, 2018 - CW3
Education Week - June 13, 2018 - CW4
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http://ew.edweek.org/nxtbooks/epe/ew_02082017
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http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
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http://www.nxtbookMEDIA.com