![]() ![]() Our world for the foreseeable future is one where change is rapid and constant leadership actions will need to be quick yet thoughtful and responsive to ever-changing needs. The schools that have buffered the effects of COVID-19 the best, and all the disruptions that have arisen, have been the ones that had access to resources and networks but also the ones that have developed a distributive-leadership model and are able to make decisions nimbly and quickly. They must be willing to lead with empathy, vulnerability, and trust in collective efforts for change. They must also become experts in team leadership, inspiring others and developing agency across their communities. ![]() It is no longer enough for school leaders to be experts in curriculum and instruction. ![]() These are leaders who are able to convey the values and vision of the school and, at the same time, create environments where other voices and suggestions are welcomed. Leaders who are able and prepared to lead a team through uncertain change and engage all stakeholders in the process. We also need transformational leaders who inspire followers to achieve extraordinary outcomes and develop their own leadership capacity. Leaders who are able to offer alternatives and lay out a pathway of teaching and learning that meets the needs of everyone in their community.īut instructional leadership is only half the story-or rather half the need. It is clear that a deep discussion around the best way, or rather ways, to teach is needed and in most places well underway.įor this discussion, organizations and schools need leaders who have expertise in pedagogy and in instruction. There are broad shifts in instruction, adjustments to delivery, alternations or even abolition of assessments. We are in the middle of a shift across the education sector in determining not just what we do but also how we do it. ![]()
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