Leadership & Student Learning

Within my Special Education Specialist course, we were invited to engage with this article and identify a section that meaningfully connected to our practice (https://wallacefoundation.org/report/how-leadership-influences-student-learning)


In the Key Takeaways section of the Wallace Foundation article How Leadership Influences Student Learning, the quote that resonated most deeply with me was: “The common ‘basic’ practices of effective school principals are in establishing a vision and direction, supporting the professional growth of teachers and staff, and creating conditions in the school that support teaching and learning.”

This statement reinforces my belief that leadership is not defined by a single style or by positional authority. Instead, it is rooted in the intentional shaping of conditions that allow people (students, staff, and families) to thrive. It also challenges a common assumption I once had; that leadership is primarily about direct action. The article reframes leadership as something far more systemic. Leaders influence learning indirectly by cultivating environments, expectations, and capacities that make strong teaching and meaningful learning possible.

This perspective aligns closely with my experience in the Autism classroom this past year. I was pushed to rethink my practice, not because something was “wrong,” but because my students needed something different from what I was used to offering. In response, I redesigned the learning environment by building predictable visual schedules, embedding sensory‑regulation options, alternative seating, and co‑creating communication norms with both staff and students. These were not superficial adjustments; they were intentional conditions that supported emotional regulation, communication, and independence.

By the end of the year, I realized I wasn’t simply managing behaviours or checking off IEP accommodations. I was actively shaping a learning environment that supported my teaching philosophy and honoured the diverse needs of my students. In doing so, I was practicing the very leadership the Wallace report describes by establishing a clear vision, supporting the growth of the adults in the room, and creating the conditions necessary for meaningful teaching and learning to occur.

Additionally, the quote highlighted the importance of professional development and the responsibility school boards have in supporting teachers throughout this process. I appreciate that DPCDSB offers financial support to educators pursuing high‑demand AQs. I was fortunate to receive $600 toward my Senior Math ABQ, although I was not selected for funding for Special Education Part 2. Because so many educators applied, the board used a random selection process. While I was disappointed, I still found it encouraging to see the board investing in teachers’ professional growth beyond mandatory, board‑directed training.

This commitment to ongoing learning is also reflected in the professional development opportunities offered internally. For example, this Friday I am attending a board‑provided session focused on responding to and de‑escalating situations with students with autism. Opportunities like this reinforce the idea that leadership includes creating conditions where educators can deepen their expertise, refine their practice, and better support the diverse needs of students.


Inquiry Question: 

How does your school or board currently nurture educators’ professional learning, and what additional structures could further empower teachers to grow?

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