The Distance Learning Playbook for School Leaders

Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.Dominique Smith  is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as principal at Health Sciences High and Middle College in San Diego, California. Smith earned his doctorate in educational leadership from San Diego State University and a master of social work from the University of Southern California. John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.

Research has highlighted the role of instructional leadership on teacher efficacy and effectiveness. Strong, positive instructional leadership has a significant impact on both teaching and learning in our brick and mortar classrooms. Furthermore, teaching and learning at a distance is no exception. Fisher, Frey, Smith, and Hattie have provided a practical, user-friendly playbook that supports school leaders as they strive to leverage their leadership skills in what is called the "new normal." But my main take-away from this playbook is that the ideas within these pages will enhance instructional leadership well beyond distance learning and allow school leaders to extend the reach of their impact to any setting at any time. This playbook will enhance leading for engagement and impact for years to come.

• IntroductionChapter 1. School Climate at a DistanceTake Care of YourselfTake Care of Your ColleaguesLeader CredibilityInstructional Leadership TeamsStakeholder Advisory GroupsVirtual VisibilityThe Feel of SchoolChapter 2. Professional Learning at a DistanceLearning Beliefs at a DistanceCollaborative Inquiry CyclesInput TrainingSafe PracticeVirtual Learning WalksMicroteaching in Distance LearningPersonalized Professional LearningSocial PresenceParent Education and SupportChapter 3. Instructional Leadership at a DistanceRevisit School Goals in Light of Distance LearningAlign Goals to ExpectationsClarify Teacher ExpectationsEnsure Culturally Sustaining PedagogiesUse a Distance Learning Instructional FrameworkDemonstrating in Distance LearningCollaborating in Distance LearningCoaching and Facilitating in Distance LearningPracticing in Distance LearningChapter 4. Mindframes for Leaders From a DistanceI am an evaluator of my impact on teacher and student learning.I see assessment as informing my impact and next steps.I collaborate with my peers and my teachers about my conceptions of progress and my impact.I am a change agent and I believe all teachers and students can improve.I strive for challenge rather than merely doing my best.I give and help students and teachers understand feedback and I interpret and act on feedback given to me.I engage as much in dialogue as in monologue.I explicitly inform teachers and students what successful impact looks like from the outset.I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.I focus on learning and the language of learning.ReferencesIndexAbout the Authors