By Lindsay Prendergast, Assistant Director of Strategy & Development at The Danielson Grou
For classroom teachers to achieve their goals of improving practice, their instructional leaders must be prepared to lead that learning. The role of education leaders in fostering a culture of professional growth in a school is pivotal, and beginning with our own learning as a leader mirrors the very principles we ask teachers to apply in their classrooms with students. In our newest book, Habits of Resilient Leaders: Personal Practice That Fuel Professional Impact (Corwin, 2025), Piper Lee and I offer practical strategies for becoming the lead learner in your community.
"The role of education leaders in fostering a culture of professional growth in a school is pivotal, and beginning with our own learning as a leader mirrors the very principles we ask teachers to apply in their classrooms with students. "
Through developing the habits of engaging in collaborative inquiry alongside your teachers and modeling reflective practice in your own practice, instructional leaders are equipped to support teacher growth by modeling the learning mindset we seek to instill in both teachers and students.
Collaborative Inquiry: Leading a Learning Community
Collaborative inquiry, one of the three Spheres of Influence at the heart of The Danielson Group (DG)’s professional learning, is fundamental for a thriving learning community. Just as teachers encourage students to explore, question, and learn together, instructional leaders create the conditions for an environment where educators can engage in collective problem-solving and knowledge-building. As a lead learner, however, immersing yourself in the learning alongside your team presents an important opportunity to model key mindsets we routinely ask our teachers to embrace: vulnerability, willingness to grapple with new ideas, and enthusiasm for freely exchanging ideas with others. For example, consider the opportunities presented by engaging in a collaborative analysis with your staff around the continuum of practice described in each of the Elements of Success within Component 1b: Knowing and Valuing Students. This approach underscores the value of diverse perspectives and shared expertise. When instructional leaders actively participate in these discussions, you signal your commitment to learning. By participating alongside teachers, you might not only illuminate rich examples of powerful practices already occurring across classrooms, but your role as a collaborative colleague encourages teachers to also embrace curiosity and explore new ideas.
"When instructional leaders actively participate in these discussions, you signal your commitment to learning."
Reflective Practice: Encouraging Self-Improvement
Reflective practice, also one of DG’s three Spheres of Influence, is another essential component of professional growth. Lead learners encourage reflective practice by teachers and students when they routinely engage in the practice themselves. Just as you may ask teachers to invest in examining their own practice against the critical attributes of a Component within the Framework for Teaching (FFT), intentionally engaging in reflection of an area of your leadership conveys your commitment to the same continuous improvement you ask of your team. In Habits of Resilient Leaders Piper Lee and I describe the habit of seeking “feedback to fuel your impact” (Corwin, 2025, p. 123) as a practice to amplify your growth from engaging in reflection. For example, “leaders who engage in the routine practice of seeking feedback are not only going to experience personal growth but will support the growth of their team by creating an environment where others feel seen, heard, and respected by their leader(s)” (Prendergast & Lee, 2025, p. 128). Feedback from others – particularly those you lead – can provide a valuable perspective into the impact of your decisions and ensure alignment between your intentions and the actual outcomes. As a result, when engaging in self-reflection you will gain a 360-degree perspective as opposed to an echo chamber! In your endeavors to lead an authentic learning community, embracing feedback as fuel for your personal and professional growth conveys to your stakeholders your commitment to taking action towards improvement just as you also ask of them to engage in growth.
"Leaders who engage in the routine practice of seeking feedback are not only going to experience personal growth but will support the growth of their team by creating an environment where others feel seen, heard, and respected by their leader(s)."
Leading the Learning Ensures the Growth of All
The path to achieving improved teaching and learning in every classroom is one that instructional leaders must walk alongside their teachers. By fostering a culture of collaborative inquiry and reflective practice, grounded in the Framework for Teaching, leaders not only empower teachers to reach their full potential but amplify their own growth as well. Together, through mutual support and a shared vision for excellence, educators can navigate the complexities of their profession and achieve lasting success.
"The path to achieving improved teaching and learning in every classroom is one that instructional leaders must walk alongside their teachers"
Stay Tuned for the Publication’s Release in June 2025!
Please check back for more information at Corwin.com and, in the meantime, explore Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change (Corwin, 2024).