THE SCHOOL WELLNESS WHEEL
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principal, assistant principals, instructional coaches, and other school leaders—supply guidance for systematically implementing and executing mastery-based learning elements, which in turn become a powerful change-making force (DuFour, DuFour, Eaker, Many, & Mattos, 2016). In addition, we have seen regular, focused collaboration with other schools be a powerful way to increase ILT capacity.
Conclusion Cultivating a culture of mastery is one of the four foundational paradigm shifts that are necessary in moving schools toward a healing- and resilience-centered model of education. Moving from traditional school practices that produce the well-known bell curve focused on a “normal” distribution curve to a competence-based classroom approach that moves all students toward proficiency is a heavy lift. Mastery learning can be implemented in classrooms in a variety of ways such as via peer teaching or cooperative learning. But the main component of mastery learning entails the effective, regular use of proficiency scales by teachers and students to provide a pathway for students to follow on their journey to competence and a way to monitor their progress. Putting the power for learning in the hands of the students and providing them with opportunities for their own voice and choice is empowering, healing, and helps them build resilience. Cultivating a culture of learning, as opposed to one of compliance, is a critical piece in the shift toward new, innovative schooling. As such, it is important that all educators become fluent in the language of learning and effectively address cognition, metacognition, and instructional expertise.
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The intention of instructional leadership is to focus on staff behaviors and choices that affect the quality of teaching and learning and includes action both on organizational matters, such as scheduling and curriculum, as well as on promoting and developing schools as collaborative organizations with adults who are lead learners. The bottom line is that building leaders must partner with teachers in the educational process so that everyone learns and grows together.
