About the Pathway
Education leaders are trying to increase student achievement across grades and subjects — all while managing a long list of demands on their time and attention. The Instructional Leadership Pathway gives leaders the knowledge and skills to confidently support instruction throughout their buildings. Participants learn high-leverage skills for improving instruction, reflect on the mindsets necessary to cultivate student-centered learning environments, and consider the changes required to sustain grade-level, engaging, affirming, and meaningful — GLEAM® — instruction in their schools and districts.
Give every leader the tools to drive great instruction.
What to Expect
In the Instructional Leadership pathway, participants:
- Consider key components of planning, instructional delivery, and coaching that lead to GLEAM Instruction
- Assess their roles as leaders in advancing effective instruction and operationalizing GLEAM within a school system
- Leave with a personal action plan to lead GLEAM Instruction in their schools
Who is the Instructional Leadership pathway for?
K–12 district or school leaders, deans and directors of curriculum and instruction, instructional coaches, and academic department heads responsible for instructional leadership
What Participants Learn
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Day 1
- Connect mindsets to student math identities, highlighting educators’ self-perceptions in teaching and leadership.
- Examine the relationship between GLEAM Instruction and the math shifts.
- Evaluate and refine their instructional vision for alignment with GLEAM Instruction.
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Day 2
- Develop strategies to address unfinished instruction equitably while maintaining GLEAM Instruction.
- Implement support within grade-level units, lessons, and tasks.
- Identify the alignment between the math shifts and GLEAM instructional practices.
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Day 3
- Examine the ELA shift towards text complexity and develop scaffolds to support students with comprehending grade-level text.
- Reflect on mindset and practice, discussing how professional learning structures about foundational skills and text complexity can advance GLEAM Instruction.
- Identify the alignment between the ELA shifts and GLEAM literacy and foundational skills instruction.
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Day 4
- Analyze how cultural lenses shape mindsets and beliefs about students’ reading abilities.
- Examine the ELA shift towards building knowledge through content-rich nonfiction and evaluate the power of text sets.
- Develop strategies to implement GLEAM Instruction in their local context coherently.
- Use the elements of GLEAM Instruction to support teachers through targeted observation, feedback, and coaching.
The facilitators were-well prepared and pushed us as a group to dig deeper with our responses and questions. I felt comfortable taking risks with my responses because of the safe space.
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Whether you’re a teacher, coach, principal, or district leader, there is a Standards Insitute pathway that fits your needs.
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