5 Ways to Support New School Leaders

Many new school leaders transition directly from the classroom to administrative roles, and the skills that made them successful as a teacher are distinctly different from those necessary to be an effective school leader. Many states require a master’s degree (or equivalent) to become a school leader, but to perform the job well, coaching, mentoring, and other supports are necessary for effective growth and development.

The challenge for new school leaders is the immediate need to be job-ready on day one. School systems are complex, and their needs are constantly growing and changing. New administrators are expected to contribute right away, making sound decisions that range from classroom instruction to safety and security. Given these high expectations and the intricate nature of leading schools, it’s best that districts and states find ways for new school leaders to engage in standards-based programs to level up their practical knowledge and expertise as quickly as possible. We’ve identified five key elements that support those who are new to the role. 

5 Key Elements that Support New School Leaders

1. Standards-based programming: To anchor leaders’ work in standards, we prefer using the Professional Standards for Educational Leaders (PSEL) because they are comprehensive and practical. It’s important for mentors, coaches, and professional development offerings to align with standards to provide new leaders with the framework and guidance necessary for their daily work.

It’s very easy for inexperienced leaders to become consumed by the “urgent” fires that often overshadow the bigger picture. Because many new leaders are just “surviving the day,” the high-leverage work that yields student and staff success can get overlooked. Standards provide the basis for ongoing professional learning, which then enables new leaders to see beyond the day-to-day and focus on long-term goals.

2. Simple formats: Programs, professional learning, coaching sessions, and other growth-oriented activities should have a simple format that is ongoing, predictable, and structured. New school leaders are already overwhelmed, so it’s helpful for any growth opportunities to be easily accessible and manageable among everything else.

The format is vital, so that it doesn’t feel like one more thing to do. For example, we like to see programs that run in a yearlong format with consistent, monthly sessions that occur at the same time of the day. If we were using the 10 PSEL Standards throughout the year, we would have seven sessions at two hours each, from 5 p.m. to 7 p.m., with the program starting in September and ending in April (skipping the busy month of December). The goal is that the program be clear, consistent, and outlined from beginning to end.

3. Practical artifacts: New leaders can develop practical products that apply to their work. Using the format above, participants create artifacts that are tied to each session and aligned to the standards. Deliverables that are relevant to the work, such as a one-page vision document or a data-driven strategy for instructional leadership, are key components of a coherent program. Practical assignments that yield quality products, like the vision one-pager, aren’t always intuitive for new leaders to do on their own. But with the right programming, practical products can be simple to create and are necessary for the growth process.

Quality products also serve as valuable tools that new leaders can use to improve their practice and provide evidence that they’re growing and learning. We firmly believe that this work should be aligned to district and state reporting documents for appraisal systems and other mandated requirements.

4. Learning communities: Participation in learning communities such as small group coaching sessions, mastermind groups, book studies, and other cohort-based programs is very effective for new school leader development. We find that these learning communities can exist within the sessions described above or as supplements to them. Constructed well, they create opportunities for reflection, deep conversations, and strong relationships with people who have similar school-based problems to solve.

One-to-one coaching is also ideal for new school leaders. In fact, we’ve found that the most effective system of support is one that includes a program (like the seven-session scenario we described) along with a learning community and a personal coach. While this may seem daunting and typically comes at a cost, it provides a holistic approach that ultimately results in a more effective leader and improved student outcomes.

5. Solid partnerships: Alignment and congruence between districts, states, universities, and organizations that provide professional learning elevates everyone’s commitment to new leaders and strengthens the effectiveness of the aforementioned elements. Effective programs include current and former leaders who have a local and national perspective.

These individuals should serve as the session leaders, coaches, and mastermind facilitators and use their current and past experiences to impart new knowledge and develop important skills for program participants.

A best scenario is when a state department of education or other governing body requires new leaders to graduate from an induction program that is connected with a university partner and a reputable program provider that has a proven track record, a strong research base, and access to expert guest speakers.

Leadership Development is a Journey

Leadership development is ongoing, and school leaders deserve a system of support, including a standards-based approach, a simple and predictable format for learning, group and individual coaching, and partnerships with a local and national perspective for leading schools.

A commitment of this kind helps raise student achievement in a manner that doesn’t lead to burnout, frustration, and fatigue. With the proper program, leaders can excel in an environment where they love their work.