Educational leaders play an important role in ensuring that HLP 7 and HLP 16 are consistently implemented across classrooms. When teachers establish predictable routines, clear expectations, and respectful learning environments (HLP 7), students are better positioned to engage in the explicit instruction (HLP 16) needed to learn new skills and concepts. As a result, leaders should look for evidence that expectations and routines are explicitly taught and reinforced, students are actively engaged in learning, and teachers are using modeling, guided practice, feedback, and multiple opportunities for student response throughout instruction. Resources such as the High Leverage Practice Leadership Guides can help leaders identify strengths, provide targeted feedback, and support teachers in refining their practice to improve outcomes for each and every student.
In addition to the leadership guides, the HLP Self-Assessment Tool is a valuable resource that helps educators reflect on their capacity to implement these practices with fidelity. When incorporated into observation, coaching, and feedback cycles, self-assessment data can help leaders identify individual and schoolwide professional learning needs while also highlighting existing staff strengths and expertise. As you plan for the year ahead, consider selecting one or two High-Leverage Practices within the Instruction in Behavior and Academics domain as a leadership focus. By intentionally building your knowledge of these practices and using available implementation supports, you can strengthen instructional leadership, support high-quality classroom instruction, and create the conditions necessary for improved outcomes for all learners.