Acknowledge Excellent Instruction

As instructional leaders we encourage, train, model, and strive for excellent instruction as measured by student engagement and student learning. Why is it then that we do not publicly acknowledge that excellent instruction as measured by student engagement and student learning? We recognize excellent instruction when we see it in our walk-through observations. We are in awe of excellent instruction when we engage in the formal evaluation process. Yet, in both cases, we share the excellent instruction, the kind of learning-focused instruction we want for all students, only with the teacher that demonstrated excellence. That makes no sense! After all, that teacher knows they are proving excellent instruction as measured by student engagement and student learning. They know, because as professionals they have worked tirelessly to get to that point, and even so most likely they are not satisfied and will continue to fine-tune their craft.

As instructional leaders we need to share excellent instruction with the teacher next door, all grade level teams, all content area teams, our learning community, our fellow instructional leaders, our supervisors, and definitely with the public. We need to shout it from the rooftops! We must toot the horn of our colleagues, toot the horn of our supervisors, and yes, when necessary, even toot our own horn. We cannot fear being singled out for being excellent, nor can we fear the organizational cultural consequences of acknowledging excellent instruction that exist today. We cannot concern ourselves with who’s feelings may be hurt because they were not acknowledged. We must take the leap of acknowledging excellent instruction so that excellence is highly sought after, is worked hard for, is repeated, and – before long – is the norm.

As instructional leaders we love nothing better than to acknowledge excellence achieved by our students. We tell everyone willing to lend an ear when a student of ours accomplishes something great. We do this because of pride. As proud professionals we must acknowledge and share excellent instruction as measured by student engagement and student learning. Excellent instruction happens consistently, it happens every day, in every school.

As instructional leaders we must begin to embrace our professional need to acknowledge excellent instruction. We must practice and perfect our system for doing so. We must get comfortable with singling out the excellent teachers. Only then will excellent instruction become the norm – and wouldn’t that be great?