In his article, Dr. Richards explores how instructional leadership in MATs can enhance teaching and learning, emphasising the critical role of professional learning, peer coaching, and triad collaboration. These strategies aim to develop middle leaders' instructional skills, improve teacher effectiveness, and drive better student outcomes.
Over the past few years, I have been exploring how instructional leadership can accelerate teaching and learning in multi-academy trusts (MATs) in England.
Instructional leadership is often viewed as a strategy for improving teaching and learning. Instructional leadership involves setting clear educational objectives, developing the curriculum and evaluating teaching and learning. The right professional learning opportunities for teachers and leaders in a MAT have the potential to accelerate students’ learning.
This approach moves away from traditional bureaucratic methods of teacher training, such as after-school seminars. The approach focuses on developing middle leaders' practice in the classroom through collaborative practices, including peer coaching, triads (three teaching professionals working together as a trio to enhance teaching and learning through classroom observations and engaging in constructive feedback) and varied forms of reflection.
Professional learning: A catalyst for school improvement
To increase the chance of teachers being successful in their teaching practice and potentially creating a positive shift in learning, instructional leaders in a MAT must improve the quality of professional learning in the institution. Professional development should be well-planned, supported by research, and focused on assisting educators in mastering important teaching techniques via coaching and mentoring.