noreply@blogger.com (Eric Sheninger)
Leading for impact isn’t about implementing a shiny new initiative or checking off boxes on an observation form. It’s about developing a culture of meaningful change where the learning is deep and the outcomes are tangible. As leaders, our role isn’t just to manage; it’s to model, inspire, and empower others to do their best work. This is how we move from simply being present to truly making a difference. Recently, on
In my experience, effective leaders for impact are lead learners. They are unafraid to explore new ideas, experiment with technology, and share their own learning journey. This vulnerability builds credibility and shows our staff that we are all in this together. Research by Fullan (2014) highlights that moral purpose—the commitment to making a difference in the lives of students—is a key driver of effective leadership. It’s the “why” that fuels the “what.” This aligns with the findings of Leithwood et al. (2004), who found that leadership has a significant, albeit indirect, effect on student learning.
Leading for impact also requires us to get out of our offices and into the classrooms. We must be visible, engaged, and present to truly understand the needs of our school community. This isn’t about “gotcha” moments; it’s about being a resource, a coach, and a supporter. It’s about asking probing questions and co-constructing solutions. When we do this, we empower our teachers and students to become agents of their own growth, a concept reinforced by Robinson et al. (2009), who emphasized the importance of instructional leadership that is focused on what happens in the classroom. This is the essence of my work on Digital Leadership (Sheninger, 2019) – using our platforms not just to manage but to inspire and connect.
Below is a list of thirteen (13) specific actions I took as a principal to be a more impactful leader:
- Five (5) learning walks a day by each building administrator for non-evaluative feedback
- Collecting assessments instead of lesson plans two weeks in the future
- Creating an equitable grading philosophy and holding staff accountable to it
- Three (3) unannounced formal observations for every teacher
- Development of shared norms for every lesson (standards-aligned learning targets, relevance, high-effect strategies, rigorous questioning/tasks, closure)
- Creation of quarterly benchmarks aligned to standards and standardized tests
- Dedicated PLC time connected to benchmarks and common formative assessments (CFA’s)
- Monthly principal’s report sharing teacher successes and building capacity (read more HERE)
- Flipped our faculty meetings where agenda items were pushed out for feedback, comments, and additions using Google Classroom and discussed asynchronously. Staff meeting time was then focused on one (1) question: How do we improve learning for our students?
- Transparent action plans for our building that had quantifiable metrics to support building goals, where progress and expectations were reviewed each month.
- Creation of a steering committee to elicit feedback from staff and students on how we could improve school culture and achievement.
- I led professional learning after school to model.
- Admin PLC to analyze walk-through data and present feedback at faculty meetings (this was done to model effective PLC’s for our staff)
Leading for impact is a continuous journey. It’s about consistently reflecting on our practices and asking ourselves, “Is this truly serving our students?” As Hattie (2009) reminds us, the goal is to see learning through the eyes of the student. By focusing on people, embracing a growth mindset, and staying connected to our purpose, we can move beyond simply managing to truly leading for lasting impact.
Fullan, M. (2014). The principal: A moral imperative. Corwin Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.
Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand Ministry of Education.
Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times (2nd Edition). Corwin Press.
Source:: Learning – A Principal’s Reflections
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