Effective Schools

Providing Instructional Leadership at Sir John A. Macdonald

There is a sign in Terry Wadden’s office that says, “Have you walked around today?”

When asked, the Sir John A. Macdonald principal explains that it is a visual reminder that to be the school’s instructional leader he needs to be out in the halls, in classrooms, and, most importantly, visible to the students and staff of his school.

“I call it my 555 philosophy. I try to visit five different classrooms, for five minutes, five days a week,” says Wadden. “Sometimes the teacher and student may be so involved in the lesson they might not even realize I’ve been there. That’s satisfying because everyone is so engaged in the discussion and learning is taking place.”

Wadden believes that the role of school principal has changed considerably in the 16 years he’s been a school administrator. More than ever, principals need to know the curriculum, recognize the strengths of their teachers and understand how assessments are used to benefit student learning.

Most importantly you’ve got to be flexible and supportive of your teachers.

“Teachers in general are very collegial and supportive of each other but traditionally, when the bell rang, the door closed and the teacher was on their own,” he says. “Here at Sir John A. it is rare to see a closed door. Our teachers are collaborating with their colleagues and you will often see either the math or literacy coach in the classroom actively involved in the day’s activity.”

Outside of classroom, the collaboration continues. Across departments or sometimes involving all 55 teachers, staff will come together to discuss what they are doing and look for ways they can improve their instruction. Teachers will often identify an area of concern and then work together to find the solution.

The school’s science curriculum coordinator agrees that increased collaboration is leading to improved teaching. “In the science department we will often get together informally before a unit to discuss different strategies,” says Melina McNeil. “Some of the questions we ask include, ‘What works well? What hasn’t worked in the past? Maybe you should try it this way?’”

Following a lesson or activity, the collaboration continues. In many of the conversations, three questions get asked again and again: How did the activity go? What did you see in the results? Do I need to do something differently next time?

Getting teachers to openly discuss their challenges and possibly change their practices and/or beliefs doesn’t occur overnight. Nor does it occur unless there is a high level of trust among the staff and the school’s administration.

It works at Sir John. A. Macdonald because teachers know their issues and concerns will be heard so they are willing to speak candidly.

Wadden and his two vice-principals, Joanne Kirkpatrick and Doug Fitzpatrick, have worked hard to build this trust among the staff. And just like their teachers, you will find their office doors almost always open.

“Staff members need to know we are here to support them,” says Wadden. “If we are going to continue to grow as a staff, and as a school, everyone must see themselves as a valued member of our team. This is the only way meaningful change will occur.”

There have been many changes at Sir John A. Macdonald in the last few years. When most people think about Sir John A. in recent years, they think about the move to the new building in September 2006.

Not as well known to outsiders, but just as significant, are the number of new programs and services introduced in the past couple of years. Options and Opportunities, Advanced Placement, Parents as Career Coaches, along with courses such as Spanish, Tourism and Multimedia are just a few of the programs and courses now available to students.

According to Wadden, it’s the teachers who deserve the credit for managing all of this change. “This doesn’t work from the top down. It only works if your teachers are willing to continually look for ways to develop their own skills. It’s my job to support their work.”

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