But the truth is that despite working for some remarkable principals over the past 22 years, I’ve never turned to them for help with my instruction — and they never volunteered any instructional strategies that challenged my practice in a positive way. Instead, I have always turned to my peers for that kind of professional challenge because I know that my peers are wrestling with instruction on a daily basis. The expertise that I need to change my teaching rests in the hearts and minds of other practitioners — not my principals.
At my school, teachers requested more time working with each other and we were able to make that happen. I think they will be better for it.