Principal Kafele notes that being an instructional leader is a non-negotiable responsibility for any administrator who supervises teachers.
He says that schools should prioritize instructional coaching over just operational or disciplinary management, ensuring that every teacher receives support for instructional growth.
Principal Kafele notes that he wrote his recent book to help school leaders focus on their value to teachers and shift away from outdated practices where administrators only manage discipline and logistics.
He says that schools should provide leaders with a “leadership plan” as intentional and well-crafted as a teacher’s lesson plan, rather than leaving each school day to chance.
Principal Kafele emphasizes that culture in a school requires attention just like a relationship—if neglected, disruptions will result, but if nurtured, the environment becomes positive and productive.
He says that schools should cultivate a culture where classroom visits are paired with meaningful, methodical conversations that build trust and promote teacher growth, not anxiety or fear.
Principal Kafele tells listeners that sending a timely, specific feedback after classroom visits helps teachers focus on their students and not worry about the leader’s perceptions.
He says that schools should recognize that one size does not fit all in leadership—experienced teachers and new staff have different needs and require differentiated support.
He says that schools should help leaders overcome “instructional blind spots” and understand they are not expected to master every content area, but must be expert in pedagogy and committed to continuous learning.
Principal Kafele says that effective instructional leadership means partnering with teachers, learning alongside them, and bringing culturally relevant perspectives into the classroom to reach every student.
