Princpal

As an educational leader, have you ever been frustrated when your go-to leadership approach doesn’t work with certain teachers? Imagine using a motivational strategy that was successful with an enthusiastic new hire, only to find it falls flat with a veteran teacher. Or using a hands-off approach with a usually reliable educator who suddenly struggles with a new curriculum. If these scenarios sound familiar, you’re not alone. The truth is, there’s no one-size-fits-all approach to leading teachers. This is where the Hersey-Blanchard Situational Leadership Model comes in.

This powerful framework can transform how you support and develop your teaching staff, and offers a flexible, intuitive approach that adapts to each educator’s unique needs and growth stage. By mastering the Hersey-Blanchard Model, you can navigate the diverse landscape of teacher development, fostering a more responsive, effective, and thriving educational environment.

Understanding the Hersey-Blanchard Model in an Educational Context

The Hersey-Blanchard Model (pictured above) identifies four distinct leadership styles that instructional coaches and principals can employ when working with teachers. Each style combines different levels of directive and supportive behaviors to meet the needs of teachers at various stages of development.

1. Directing (S1): High directive, low supportive behavior
   • Leaders provide specific instructions and closely supervise performance. For example, a principal might use this approach with a new teacher by clearly outlining lesson planning expectations, demonstrating specific instructional techniques, and frequently observing classes to ensure proper implementation.
2. Coaching (S2): High directive, high supportive behavior
   • Leaders explain decisions and solicit suggestions while still providing guidance. An instructional coach might employ this approach by collaboratively planning lessons with a teacher, offering constructive feedback, and providing encouragement as the teacher implements new strategies.
3. Supporting (S3): Low directive, high supportive behavior
   • Leaders facilitate and support teachers’ efforts and shared decision-making. For instance, a principal might use this approach with experienced teachers by involving them in curriculum development, encouraging peer observations, and providing resources for their professional growth initiatives.
4. Delegating (S4): Low directive, low supportive behavior
   • Leaders adopt this style when working with highly competent and motivated teachers. An example might be a principal assigning leadership roles to master teachers, such as mentoring new staff or leading professional development sessions with minimal direct oversight.

Assessing Teacher Development Levels

• D1: Low Competence, High Commitment
  • These are often new teachers or experienced teachers facing unfamiliar challenges. For example, a first-year teacher who is enthusiastic but lacks classroom management skills, or an experienced teacher implementing a new curriculum or technology for the first time. Teachers at this level need clear direction and support to build their skills and maintain their initial enthusiasm.
• D2: Some Competence, Low Commitment
  • Teachers at this level have developed some skills but may be struggling or feeling discouraged. Examples include a second-year teacher who has mastered basic classroom routines but is struggling with differentiation, or an experienced teacher who is resistant to a new school-wide initiative. These teachers require both guidance to improve their skills and support to boost their confidence and motivation.
• D3: High Competence, Variable Commitment
  • These are typically experienced teachers who are skilled but may lack consistency in their performance or enthusiasm. For instance, a veteran teacher who excels in content knowledge but is becoming complacent about trying new instructional strategies, or a skilled teacher who is experiencing burnout and needs renewed inspiration. Teachers at this level benefit from autonomy in areas of strength and supportive coaching to reignite their passion.
• D4: High Competence, High Commitment
  • These are your master teachers who demonstrate both skill and motivation. Examples include a teacher leader who consistently achieves excellent student outcomes and eagerly pursues professional growth, or an experienced educator who innovates in their classroom and inspires colleagues. These teachers thrive with delegation and opportunities for leadership.

It’s crucial for educational leaders to recognize that a teacher’s development level can vary across different aspects of their job and may change over time. A teacher might be at D4 in content knowledge but D2 in using educational technology. Regular observation, open communication, and data analysis are essential for accurately assessing where each teacher stands.

By understanding these development levels, instructional coaches and principals can tailor their leadership approach to meet each teacher where they are, providing the right balance of direction and support to foster growth and excellence in teaching.

Matching Hersey-Blanchard Model Leadership Styles to Teacher Needs

The key to effective situational leadership in education is aligning your leadership style with the development level of each teacher. The flexible approach of the Hersey-Blanchard Model ensures that teachers receive the appropriate balance of direction and support to thrive and grow professionally.

1. Examples of when to use each style based on teacher development level:
   • Directing (S1) for D1 teachers: A principal might use this style with a new teacher struggling with classroom management. They could provide specific strategies, model techniques, and regularly observe classes to offer immediate feedback.
   • Coaching (S2) for D2 teachers: An instructional coach working with a teacher who’s having difficulty implementing differentiated instruction might co-plan lessons, demonstrate techniques, and provide encouragement as the teacher practices these skills.
   • Supporting (S3) for D3 teachers: For a competent but unmotivated teacher, a principal could involve them in decision-making processes, such as curriculum selection or professional development planning, to reignite their engagement.
   • Delegating (S4) for D4 teachers: An instructional coach might ask a highly skilled and motivated teacher to lead a professional learning community or mentor new teachers, providing resources but minimal direct oversight.
2. Strategies for transitioning between styles as teachers grow:
   • Regular assessment: Continuously evaluate teachers’ competence and commitment through observations, data analysis, and conversations.
   • Gradual release: As teachers show improvement, incrementally reduce directive behavior and increase supportive behavior.
   • Clear communication: Explain your changing approach to the teacher, emphasizing their growth and evolving needs.
   • Collaborative goal-setting: Work with teachers to establish new objectives as they progress, fostering a sense of ownership in their development.
3. The importance of flexibility in leadership approach:
   • Recognizing individual differences: Each teacher’s growth path is unique, requiring personalized leadership strategies.
   • Adapting to changing circumstances: External factors like new curricula or technologies may temporarily shift a teacher’s development level, necessitating a change in leadership style.
   • Building trust: Flexibly adjusting your approach demonstrates responsiveness to teachers’ needs, fostering a supportive professional environment.
   • Modeling growth mindset: By adapting your leadership style, you exemplify the continuous learning and adaptability you wish to see in your teachers.

Remember, the goal of the Hersey-Blanchard Model is not to pigeonhole teachers into categories but to provide the most effective leadership for their current needs. Skillful educational leaders fluidly move between styles — sometimes even within a single interaction — to best support their teachers’ growth and, ultimately, student learning. By mastering this adaptive approach, instructional coaches and principals can create a dynamic, responsive leadership culture that nurtures teacher development at all levels, leading to improved instructional quality and student outcomes.

It’s important to note that these styles are not fixed traits of a leader, but rather approaches to be flexibly applied based on the situation and the individual teacher’s needs. Effective educational leaders learn to adapt their style to best support each teacher’s growth and development. Understanding the four styles of the Hersey-Blanchard Model provides a framework for instructional coaches and principals to reflect on their current practices and consider how they might adjust their approach to better meet the diverse needs of their teaching staff.