Distance Learning Playbook for School Leaders - Leading for Engagement and Impact in Any Setting

Effective school leadership is effective leadership, regardless of where it occurs

In March 2020, there was no manual for leading schools and school systems during a pandemic. School leaders had to figure things out as the crisis unfolded. But starting now, leaders have the opportunity to prepare for leading schools through distance learning with purpose and intent using what works best to accelerate students learning all the while maintaining an indelible focus on equity.

Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook for School Leaders applies the wisdom and evidence of the VISIBLE LEARNING® research to understand what works best. Spanning topics from school climate at a distance, leader credibility, care for self and colleagues, instructional leadership teams, stakeholder advisory groups, and virtual visibility, this comprehensive playbook details the research- and evidence-based strategies school leaders can mobilize to lead the delivery of high-impact learning in an online, virtual, and distributed environment.

This powerful guide includes:

• Actionable insights and hands-on steps for each module to help school leaders realize the evidence-based leadership practices that result in meaningful learning in a distance environment
• Discussion of equity challenges associated with distance learning, along with examples of how leaders can work to ensure that equity gains that have been realized are not lost.
• Analysis of the mindsets that empower leaders to manage change, rather than technology
• Space to write and reflect on current practices and plan future leadership strategies
• The mindframes for distance learning that serve leaders well in any instructional setting and will position schools after the pandemic to come back better than they were before 

The Distance Learning Playbook for School Leaders is the essential hands-on guide to leading school and school systems from a distance and delivering on the promise of equitable, quality learning experiences for students.

 

List of contents

Introduction
Chapter 1. School Climate at a Distance
Take Care of Yourself
Take Care of Your Colleagues
Leader Credibility
Instructional Leadership Teams
Stakeholder Advisory Groups
Virtual Visibility
The Feel of School
Chapter 2. Professional Learning at a Distance
Learning Beliefs at a Distance
Collaborative Inquiry Cycles
Input Training
Safe Practice
Virtual Learning Walks
Microteaching in Distance Learning
Personalized Professional Learning
Social Presence
Parent Education and Support
Chapter 3. Instructional Leadership at a Distance
Revisit School Goals in Light of Distance Learning
Align Goals to Expectations
Clarify Teacher Expectations
Ensure Culturally Sustaining Pedagogies
Use a Distance Learning Instructional Framework
Demonstrating in Distance Learning
Collaborating in Distance Learning
Coaching and Facilitating in Distance Learning
Practicing in Distance Learning
Chapter 4. Mindframes for Leaders From a Distance
I am an evaluator of my impact on teacher and student learning.
I see assessment as informing my impact and next steps.
I collaborate with my peers and my teachers about my conceptions of progress and my impact.
I am a change agent and I believe all teachers and students can improve.
I strive for challenge rather than merely doing my best.
I give and help students and teachers understand feedback and I interpret and act on feedback given to me.
I engage as much in dialogue as in monologue.
I explicitly inform teachers and students what successful impact looks like from the outset.
I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.
I focus on learning and the language of learning.
References
Index
About the Authors

About the author

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching!
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance. 
Dr. Dominique Smith is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as Principal at Health Sciences High and Middle College in San Diego, California.

Dr. Smith earned his Doctorate in Educational Leadership from San Diego State University and a Master of Social Work from the University of Southern California. His dual expertise in education and social work uniquely positions him to bridge the gap between academic success, emotional safety, and equitable school culture.

A passionate advocate for belonging, restorative practices, and leadership development, Dr. Smith has co-authored several influential books, including Belonging in School: Creating a Place Where Kids Want to Learn and Teachers Want to Stay, Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management, Building Equity: Policies and Practices to Empower All Learners, Leader Credibility, How Leadership Works: A Playbook for Instructional Leaders, and The Restorative Practices Playbook.

In recognition of his commitment to fostering safe and supportive school environments, Dr. Smith received the National School Safety Award from the School Safety Advocacy Council. His TED Talk on building authentic relationships between students and teachers has inspired educators across the country to reimagine connection as the cornerstone of effective teaching and learning.

Through his leadership, writing, and speaking, Dr. Smith continues to champion the belief that when students feel seen, heard, and valued, they are empowered to thrive — both academically and personally. His work challenges schools to move beyond compliance and discipline toward cultures of belonging, accountability, and restorative growth.

 

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.

Report

Research has highlighted the role of instructional leadership on teacher efficacy and effectiveness. Strong, positive instructional leadership has a significant impact on both teaching and learning in our brick and mortar classrooms. Furthermore, teaching and learning at a distance is no exception. Fisher, Frey, Smith, and Hattie have provided a practical, user-friendly playbook that supports school leaders as they strive to leverage their leadership skills in what is called the new normal.  But my main take-away from this playbook is that the ideas within these pages will enhance instructional leadership well beyond distance learning and allow school leaders to extend the reach of their impact to any setting at any time. This playbook will enhance leading for engagement and impact for years to come. 
John Almarode, Associate Professor and Executive Director of Teaching and Learning College of Education, James Madison University, Waynesboro, VA

Product details

• Authors: Corwin, Douglas Fisher, Douglas (San Diego State University Fisher, Douglas Frey Fisher, Nancy Frey, Nancy (San Diego State University Frey, John Hattie, John (The University of Melbourne Hattie, Hattie John, Dominique Smith, Dominique (Health Sciences High & Middle College (HSHMC)) Smith, Dominique B. Smith
• Publisher: Sage Publications Ltd
• Languages: English
• Product format: Paperback / Softback
• Released: 31.01.2021
• EAN: 9781071839843
• ISBN: 978-1-0-7183984-3
• No. of pages: 152
• Subjects: Education and learning > Teaching preparation > Teaching materials, hand-outs; Humanities, art, music > Education > Education system; EDUCATION / Administration / General, EDUCATION / Computers & Technology, Organization & management of education, Educational administration and organization, EDUCATION / Teaching / Materials & Devices