Instructional strategies are methods, techniques, or approaches teachers use to help students learn more effectively. These strategies guide how teachers introduce content, build understanding, check for mastery, and support students as they apply what they have learned.

When people ask, What are instructional strategies?, the simplest answer is this: they are the tools teachers use to make learning more engaging and accessible. These strategies can be whole-class, small-group, or individual. They can also be discussion-based, hands-on, technology-driven, collaborative, or reflective. What makes them “instructional” is the intention behind them—each strategy is chosen with a purpose and aligned to a learning goal.

Instructional strategies also create consistency in the classroom. When students know what to expect—whether it’s modeling, guided practice, or small-group work—they can focus less on the routine and more on the learning. Over time, these predictable structures help students become more confident and independent learners.

A well-structured classroom environment is the foundation of effective teaching. It supports learning, reduces behavior issues, and helps students feel safe and connected. That’s why many high-quality teacher goals for the school year focus on routines and expectations.

A clear classroom environment goal could be:

“I will implement and reinforce three consistent routines (entry, transitions, and closure) to improve student engagement and reduce lost instructional time.”

When teachers establish effective routines, the payoff is almost immediate. Students know what to expect, transitions become smoother, and the classroom operates more efficiently. From my observations, teachers who invest in goals related to the classroom environment almost always regain instructional minutes each day—time that directly benefits student learning.

Many people ask, “What is educational leadership?” Educational leadership is about creating the conditions that allow students and staff to do their best learning and teaching.

School leadership, by definition, is the practice of guiding a school community toward shared goals that support teaching, learning, and student well-being. In practice, school leadership means visiting classrooms, listening to staff, and making decisions focused on what is best for students. Effective leaders set direction, manage resources, empower staff, and shape a positive school culture where everyone can thrive. They blend instructional expertise, operational management, communication, and relationship-building so that every action moves the school closer to its mission and vision. ​​Effective leaders also know how to connect staff with the right educational resources to support teaching and learning.

Let’s start by clarifying what teacher collaboration is not. It is not two adults standing in the same classroom or one person teaching while another monitors behavior. Genuine collaboration is far more intentional. It is the practice of educators working together to support student learning and strengthen instruction.

 Effective collaboration with teachers happens when educators:

• Plan together on a regular basis.
• Analyze student data as a team.
• Reflect collectively on instructional strategies.
• Observe one another and share their feedback.
• Align academic expectations across their classrooms.

At its core, teacher collaboration is a mindset—the belief that we are better together and that student success is a shared responsibility. In schools where teacher collaboration is embedded in the culture, no teacher is left isolated, and no student slips through the cracks.

Examples of collaborative teaching include Professional Learning Communities (PLCs), co-teaching, cross-grade team meetings, curriculum committees, and data discussions. No matter the format, the most important elements are consistency, trust, and purpose; when these are present, collaboration can transform instruction.

A professional learning community (PLC) can be any group of educators that meets on a regular basis with structures in place to improve their practices and outcomes for students. There is no magic formula to create a PLC. In fact, one of the elements that makes professional learning communities so effective is that each group will be unique to their shared goals, collaborative style, and commitment to improvement. 

Many school leaders make it a point to remind staff members that a PLC is not the meeting itself or a stand-alone professional development opportunity.  Instead, a professional learning community is made up of dedicated people. Strong institutions will have numerous professional learning communities operating at the same time. 

An entire school with a shared vision for student success, with processes in place to allow for the use of data to help teachers improve, would be considered a PLC.  Although this could be a place to start to get all staff members on the same track, most PLCs should be much smaller than an entire school to allow for purposeful conversation and teacher ownership of the group.  

Professional learning communities intentionally put the control for ongoing professional development and growth in the hands of teachers.  This is critical because providing leadership opportunities to teachers improves achievement levels for all students. When teachers have a space and system to share information and seek feedback in a safe setting, they can continuously improve their professional practices. PLCs also give school leaders a powerful structure for providing relevant professional learning opportunities for teachers, an approach that has been shown to increase staff retention at an individual school and within the educational field as a whole.