Great Assistant Principals recognize instructional leadership is not something brought to a school by the administrative team; rather, it’s curated through the gifts of teachers and particularly collective instructional efficacy.
In such, teacher–leaders model the way.
In order to understand how Assistant Principals can serve as point persons in maximizing teacher–leadership opportunities, we must first understand what teacher–leadership is, by knowing who teacher–leaders are.
Teacher–leaders:
Know their gigs—both content and kids;
Sell their craft—inspiring others to the profession;
Are respected;
Are connected, and
Have little-to-no desire to become an administrator too quickly.
Teacher–leaders are easy to spot yet are rare. They are not a normative commodity, meaning they don’t simply exist at the impressive end of any building’s normal curve of professional performance. More a criterion-referenced phenomenon, they exist about a certain value-added waterline, sporting daily those bullet points above that make them who they are, and again . . . rare.
So . . . When finding teacher–leaders, what should we do?
First, celebrate.
Second, learn something.
Third, leverage what they offer.
We can do so, as follows:
1. A few times each year as an Assistant Principal, seek private counsel from them on something under consideration, a challenge. If what they suggest makes sense, find a way to incorporate it. Then, privately thank them.
2. Pinch-hit and teach their class when they have things to attend professionally, or when they wish to mentor or observe a colleague. This may be a challenge for you. It’s easy to sub for one of your average teachers, as students will know immediately you’re elevating the experience. Not so much with a superstar; this’ll keep you honest with your ability to bring game, if you still have it. Additionally, it will give you and your teacher–leader something to talk about, of interest to them.
3. Finally, as suggested in All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out, “offer them the lion’s share of resources, opportunity, and authority” (p. 183), much as you do for the majority of staff working to make the school a better place; however, in the case of your teacher–leader, give them the first dibs every so often. They deserve it.
Outlying Assistant Principals recognize that instructional leadership truly resides in schools, with teachers. That acknowledged, if we wish for a stretch opportunity, let’s bring ourselves closer to teacher–leaders for guidance, game, and smart investment. Not only will it help elevate collective efficacy [with you a part]; it will result in your students’ finding themselves in a better place—possibly inspired into our pipeline—because of it.