The Signs That Don’t Make The Newsletter

Some of the most meaningful signs of progress in schools never get written up or shared out. They do not appear in announcements or updates. They show up in the way a building functions when the work underneath it is strong.

I notice it first in the hallways, not during passing time, but during class.
Hallways that are empty because students are where they are supposed to be.
Learning is happening. Teachers able to teach without constant interruption.

That tells a bigger story than any highlight ever could.

Hallways like that mean instruction is being protected. They mean students are engaged and teachers are not being pulled away to manage what should already be handled through clear expectations and shared responsibility. That does not mean there are no problems. It means the systems in place are strong enough to keep learning at the center of the day.

Research supports this connection between structure and learning. Studies grounded in self determination theory show that environments with clear expectations, consistent responses, and a sense of fairness reduce cognitive load and support self regulation, which allows students to stay engaged with instruction rather than managing uncertainty (Ryan & Deci, 2020).

I see those same signs elsewhere, too. Meetings that end when they are supposed to and stay focused. Fewer interruptions that require immediate escalation. Adults responding consistently across the building. Students beginning to self correct because they understand what is expected and trust that expectations will be applied fairly.

What Helps Protect This Kind of Progress

Over time, I have learned that hallways do not stay empty during class by accident. A few leadership choices make that possible.

Protect instructional time intentionally.
This means resisting the urge to pull teachers or students unless something truly cannot wait. When learning is treated as the priority, people respond to that expectation.

Create consistency among adults.
Students adjust faster when expectations feel the same no matter who is on duty. That alignment takes time, conversation, and follow through, but it pays off every day.

Handle issues at the lowest appropriate level.
Not every concern needs to reach the principal’s office. When teachers and teams are trusted to respond within clear guidelines, capacity grows across the building.

Revisit routines after disruption.
Breaks and schedule changes unsettle even strong systems. Taking time to reteach expectations is not regression. It is reinforcement.

Notice what is working and name it.
Calling attention to fewer interruptions or protected class time reinforces the behaviors and systems that made it possible.

Strong systems are never perfect or finished. Schools are living organizations. Expectations need to be revisited. Structures need to adjust. Progress is not the absence of breakdowns. It is having systems and relationships strong enough to absorb them without pulling learning apart.

Research on school leadership reinforces this. When principals are not consumed by daily firefighting, they are better able to focus on instructional leadership, staff development, and long term improvement (Grissom, Egalite, & Lindsay, 2021). Fewer disruptions during the day are not a sign that nothing is happening. They are a sign that responsibility and clarity have been distributed throughout the organization.

There are days when leadership does not feel as urgent. There are fewer crises demanding immediate attention. Less constant need to step in and fix. In a role often defined by pressure and pace, those days can feel unfamiliar. I have learned to recognize them for what they are. Evidence.

They tell me instruction is being protected.
They tell me adults feel equipped to manage challenges where they belong.
They tell me the culture is supporting learning instead of constantly interrupting it.

This matters deeply for women in leadership. Research on emotional labour in education shows that women leaders are more likely to absorb disruption and carry invisible work so others can stay focused (Fitzgerald & Wilkinson, 2023). But leadership is not measured by how often you are needed. It is measured by what continues to function because of the work you have already done.

I notice this most after disruption. After breaks. After periods of change. Research on school routines confirms that reestablishing predictable structures supports student adjustment and reduces behavioral issues, particularly in secondary settings (McDaniel, Ruppar, & Lembke, 2022).

When routines return and the building begins to function again, it feels like confirmation. Not that everything is fixed, but that the foundation is strong enough to keep improving. The choices mattered. The time spent building systems, protecting instruction, and trusting others was not wasted.

If your school feels like it is working right now, let yourself name that as progress. Not perfection. Progress built through intention, reflection, and follow through.

The signs that matter most do not always make the newsletter.
They show up in protected instruction, fewer interruptions, and a building that allows teaching and learning to happen.

That is not the end of the work…That is how the work continues.

References

Fitzgerald, T., & Wilkinson, J. (2023). Women, leadership, and emotional labour in education. Educational Management Administration & Leadership, 51(4), 567–583. https://doi.org/10.1177/17411432211065379

Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/how-principals-affect-students-and-schools.aspx

McDaniel, S. C., Ruppar, A. L., & Lembke, E. S. (2022). The role of predictable routines in supporting adolescent behavior and engagement in secondary schools. Journal of School Psychology, 92, 1–15. https://doi.org/10.1016/j.jsp.2022.01.002

Ryan, R. M., & Deci, E. L. (2020). Self determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.