Great post, David. A lot of it resonates with me. We’ve connected before about better instructional practices and my concern that they’re often overemphasized. My view is that what counts as “better” is usually tied to student outcomes. Of course, those outcomes matter. But the paradox is that when they're too closely tied to metrics and data, they can crowd out meaningful learning. The leaders who push this approach often seem so task-oriented and politically driven—and lacking in vision—that they don’t really seem to care. So the question is: how do we get around this operational conundrum?
Thank you, I think you’ve nailed the tension. Of course outcomes matter especially, for the most disadvantaged, but when the pursuit of metrics becomes the goal, we risk hollowing out the very learning we claim to value. The challenge is to create systems where results are the by-product of great teaching, not the sole purpose. That means leaders who value substance over show, who trust teachers to focus on what matters, and who resist the lure of quick wins and surface proxies. The operational conundrum is real but perhaps the solution starts with clarity of purpose, and the courage to hold our nerve.
Great post, David. A lot of it resonates with me. We’ve connected before about better instructional practices and my concern that they’re often overemphasized. My view is that what counts as “better” is usually tied to student outcomes. Of course, those outcomes matter. But the paradox is that when they're too closely tied to metrics and data, they can crowd out meaningful learning. The leaders who push this approach often seem so task-oriented and politically driven—and lacking in vision—that they don’t really seem to care. So the question is: how do we get around this operational conundrum?
Thank you, I think you’ve nailed the tension. Of course outcomes matter especially, for the most disadvantaged, but when the pursuit of metrics becomes the goal, we risk hollowing out the very learning we claim to value. The challenge is to create systems where results are the by-product of great teaching, not the sole purpose. That means leaders who value substance over show, who trust teachers to focus on what matters, and who resist the lure of quick wins and surface proxies. The operational conundrum is real but perhaps the solution starts with clarity of purpose, and the courage to hold our nerve.