Purposeful Minutes, Powerful Learning

Recently, on my podcast Unpacking the Backpack, I shared some thoughts on maximizing instructional time.   Let's dive a little deeper.

Think about a typical school day. There's so much to fit in—lessons, activities, assessments, and, of course, the inevitable transitions, interruptions, and administrative tasks that eat away at our precious minutes. So, how do we make the most of every second we have with our students? Let's look at the "why," the "what," and the "how" of maximizing instructional time.

The "Why": Why Does Instructional Time Matter So Much?

First, let's get to the heart of it. Why is this even a big deal? Instructional time isn't just about covering curriculum; it's about student learning and success. When we use our time effectively, we're not just moving through a checklist; we're creating a rich, engaging, and productive learning environment. More time on task leads to deeper understanding, better retention, and ultimately, improved academic outcomes.

Think of it like this: a surgeon has a limited amount of time in an operating room. Every single action must be purposeful and efficient.

A teacher's classroom is similar. We have a set number of minutes, and every minute counts. Wasted time in the classroom isn't just a loss of minutes; it's a lost opportunity for a student to grasp a concept, practice a skill, or engage in a meaningful discussion.

So, the why is simple: maximizing instructional time is a direct pathway to better student learning. It allows us to personalize, provide targeted support to students who need it, and create space for creative and critical thinking that often gets overlooked when we're under time pressure.

The "What": What Exactly Are We Maximizing?

Now that we know why it's important, let's define what we're actually talking about. When we say "instructional time," we're not just referring to the time when you're standing in front of the class lecturing. We're talking about the total amount of time students are actively engaged in learning. This includes:

• Active instructional time: When you're directly teaching, explaining, or demonstrating.
• Guided practice: When students are working on tasks with your support and guidance.
• Independent practice: When students are working on their own to solidify their understanding.
• Meaningful transitions: The time between activities, when students are moving from one task to the next in a purposeful way.

The goal isn't just to fill every moment; it's to fill it with purposeful, high-quality, and meaningful learning activities. This means minimizing the "dead time" in a classroom—the time spent on non-instructional tasks like waiting for students to settle down, passing out papers, or dealing with behavioral disruptions.

The "How": Practical Strategies for Your Classroom

Okay, here's the part you've been waiting for. How do we actually do this? I've broken down some of the most effective strategies into a few key areas.

1. The Art of the Efficient Beginning

The first few minutes of class can set the tone for the entire period. Instead of using this time for routine tasks, turn it into a learning opportunity.

• Implement a "Do Now" or Bell Ringer: As soon as students enter the classroom, they should have a short, purposeful task waiting for them on the board or their desk. This could be a quick review question, a journal prompt, or a problem to solve. This gets their brains in "learning mode" immediately and buys you time to take attendance or handle administrative tasks without losing instructional time.
• Establish a Clear Routine: Students thrive on routine. When they know exactly what to do when they enter the classroom, the process becomes automatic. A simple routine like "hang up your backpack, grab your notebook, and start the 'Do Now'" can save several minutes every single day.

2. Streamlining Transitions

Transitions are a notorious time-waster in many classrooms. A 3-minute transition between activities can easily turn into 10 minutes if not managed properly.

• Use Signals and Cues: Instead of yelling over a noisy class, use a non-verbal signal like a hand clap, a specific bell sound, or turning the lights on and off. Practice these signals until they become second nature.
• "Chunk" Your Transitions: Break down the transition into small, manageable steps. Instead of saying, "Okay, everyone, put your books away, get out your science binders, and move to your lab groups," break it down: "Step 1: Put your books away." "Step 2: Take out your science binders." This reduces cognitive load and helps students stay on track.
• Prepare in Advance: Have all your materials ready before the students arrive. Have handouts stacked, lab equipment set up, or links for digital resources pre-loaded. The less time you spend fumbling for materials, the more time you have for instruction.

3. Purposeful Planning and Pacing

Effective time management starts long before students enter the classroom. It begins with your lesson plan.

• Over-plan, but Don't Over-teach: Plan for more activities than you think you'll have time for. This ensures you always have a meaningful task ready, even if you finish a section early. However, be prepared to adjust and cut things out if a topic requires more time. The goal isn't to race through the curriculum; it's to ensure understanding.
• Use a Timer: A timer can be a powerful tool for both you and your students. Use it to set a time limit for a group discussion, an independent practice task, or a writing exercise. This creates a sense of urgency and helps everyone stay focused. It also helps you, the teacher, from getting bogged down in one part of the lesson.
• Integrate Assessments: Don't see assessments as a separate, time-consuming task. Build them into your lessons. Quick checks for understanding, like a one-minute reflection or a quick-write, provide you with valuable feedback while keeping the lesson moving.

4. Classroom Management as Time Management

Behavioral disruptions are a massive drain on instructional time. A well-managed classroom is an efficient classroom.

• Clear Expectations and Consequences: From day one, be crystal clear about your expectations for behavior. When students know what's expected, they're more likely to meet those expectations. When a rule is broken, have a consistent and predictable consequence. This minimizes the time spent on reacting to misbehavior.
• Address Issues Privately and Proactively: Minor behavioral issues can often be addressed with a quiet word or a non-verbal cue. The less time you spend having a public confrontation, the more time you have for teaching.
• Build Relationships: Students are more likely to stay engaged and on task when they feel a positive connection with you. Take the time to get to know your students. When they feel respected and cared for, they are more likely to respect the classroom and the learning process.

5. Leveraging Technology and Tools

As I shared in Digital Leadership, technology, when used wisely, can be a huge time-saver.

• Digital Tools for Handouts: Instead of physically passing out papers, use a digital platform like Google Classroom, Canvas, or Microsoft Teams to share documents. This eliminates the time spent distributing and collecting papers.
• Pre-recorded Explanations: For complex concepts, consider recording a short video explanation for students to watch before class. This "flipped classroom" model allows you to use class time for hands-on activities, discussions, and addressing specific questions, rather than just lecturing.
• Use Collaborative Platforms: Tools like Padlet or Linoit allow multiple students to contribute simultaneously, making group work and brainstorming sessions far more efficient than traditional methods.

6. The Power of "Small Talk"

Finally, don't underestimate the power of using small, seemingly inconsequential moments for learning.

• Exit Tickets: The last few minutes of class are often wasted. Use this time for a quick "exit ticket." It could be a single question on a sticky note, a summary of the main idea, or a question they still have. This provides you with valuable data and keeps students engaged until the very end.
• The "One Last Thing" Moment: As students are packing up, seize the opportunity to reinforce a key concept or ask a thought-provoking question related to the day's lesson. This keeps learning at the forefront, even during the final moments.

This isn't just a teacher's job; it's a school-wide effort. Leaders, from principals to department heads, play a critical role in creating an environment where maximizing instructional time is not only possible but prioritized. A great leader can protect their teachers' time by first looking at the school's own practices. This means scrutinizing the schedule to reduce unnecessary interruptions and staggering student pull-outs for services so they don't always happen during core instructional periods. It also involves critically evaluating meetings and administrative tasks. Are all meetings necessary? Can some information be shared in a quick email? Reducing the burden of paperwork and non-instructional duties directly gives teachers back the most valuable resource they have: time to plan, prepare, and reflect on their lessons.

Beyond protecting time, leaders can empower teachers with the tools and professional development needed for efficiency. This could be providing training on new classroom management techniques that reduce behavioral disruptions or offering workshops on using technology to streamline lesson delivery. A supportive leader models good time management and sets a clear school-wide expectation that every minute in the classroom is valuable. By fostering a culture that values efficiency, and by proactively removing systemic barriers, leaders can make a powerful statement that student learning is the top priority, and they will do everything in their power to help their teachers make the most of every second.

Maximizing instructional time isn't about rushing through the day. It's about being intentional and purposeful with every single minute. It's about creating a smooth, predictable, and engaging learning environment where students can truly thrive. By implementing just a few of these strategies, you can reclaim minutes that turn into hours, and those hours translate into deeper learning and greater success for your students.

Shifting the Narrative From "We Can't" to "How Can We?"

Change is hard. Actually, it is really hard. Not only have I written extensively about this fact for years, but I also suspect that everyone reading this post has had a similar experience.  One main reason for this is a tendency to focus on things we cannot control, which redirects energy to the wrong things. The end result is a thought process about why we can’t change or improve our practice, something I discussed in detail recently on my podcast, Unpacking the Backpack. Change can and will happen if we focus on the right question. 

A pervasive mindset of "we can't" often hinders progress. It's a phrase that stifles innovation and dismisses new ideas before they even have a chance to take root. To genuinely prepare students for a disruptive world, both school leaders and teachers must make a fundamental shift: from dwelling on limitations to proactively asking, "How can we?" This isn't just about forced optimism; it's a strategic framework for finding solutions, leveraging collective strength, and fostering a culture of continuous learning.

The Leader's Role: Cultivating a Solutions-Oriented Culture

A leader's response to a challenge sets the tone for the entire school. Instead of listing reasons why a new initiative is impossible—"We can't do that because we don't have the time or resources"—an effective leader asks, "How can we achieve this goal given our current constraints?" This subtle change in language shifts the focus from limitations to possibilities. By modeling this approach, leaders empower teachers and show that their professional expertise is valued. This leadership style builds a sense of shared ownership and trust. As noted by Leithwood et al. (2004), leaders who promote a clear vision and provide genuine support for their staff are critical to creating a positive school culture and significantly improving school effectiveness. They transform the conversation from a list of barriers into a collaborative problem-solving session where everyone is an active participant in finding a way forward.

The Teacher's Role: From Data Judgment to Growth Roadmap

For teachers, embracing the "how can we?" mindset often means reframing the purpose of student data. Instead of viewing it as a judgment on their teaching—"I can't get everyone to mastery"—they see it as a roadmap for growth. For example, when faced with widespread learning gaps, a teacher can shift the question to, "How can we use diagnostic data to adjust our initial instruction and prevent these gaps from widening?" This approach encourages teachers to dive deep into student work and assessment results, pinpointing specific areas of need and then collaboratively designing targeted interventions. Marzano, Pickering, and Pollock (2001) demonstrated that data-informed instructional strategies, applied with fidelity, have a profound impact on student achievement. This isn't about working harder; it's about working smarter, using evidence to guide decisions and refine practices.

The Collective Effort: Collaboration as a Catalyst for Change

The "how can we?" philosophy thrives in a strong Professional Learning Community (PLC). Instead of a teacher lamenting, "I can't seem to reach this student," a PLC asks, "How can we, as a team, pool our expertise and resources to ensure this student succeeds?" This collective approach acknowledges that a single teacher shouldn't have to solve every challenge alone. When teachers regularly collaborate to analyze student work and share successful strategies, the group's collective intelligence becomes a powerful engine for improvement. Effective PLCs focused on learning, rather than simply on teaching, develop a shared responsibility for student outcomes. This collaborative environment transforms individual struggles into shared challenges, encouraging a spirit of teamwork and innovation that can tackle even the most persistent problems.

The Path Forward: A Commitment to Iteration and Resilience

Cultivating a "how can we?" culture requires a commitment to continuous learning and iterative improvement, something I discuss in detail in Digital Leadership. It accepts that not every solution will be perfect on the first try. When an initiative faces initial difficulties, the mindset shifts from "It didn't work" to "How can we refine this approach based on what we've learned?"

This resilience, combined with a willingness to experiment and reflect, is foundational to genuine progress. Black and Wiliam (1998) famously demonstrated the power of formative assessment and feedback in improving student learning, highlighting that continuous adjustment based on evidence is key. By embracing this ethos of inquiry, leaders and teachers can unlock an unprecedented potential for growth, transforming their school community into a place where student success isn't just a hope, but a systematic outcome.

Shifting from "we can't" to "how can we?" isn't a silver bullet, but it is the essential mindset for navigating the complexities of education today. It's about empowering every member of the school community to be an active agent of change, fostering innovation, and ultimately, building a school where student success is not just hoped for, but systematically engineered.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. The Wallace Foundation. 

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development. 

Strong, M. (2009). Effective teacher induction and mentoring programs: A review of research literature and implications for policy. Review of Educational Research, 79(1), 173-201.

Moving Beyond the Leadership Checklist

Leading for impact isn't about implementing a shiny new initiative or checking off boxes on an observation form. It’s about developing a culture of meaningful change where the learning is deep and the outcomes are tangible. As leaders, our role isn't just to manage; it's to model, inspire, and empower others to do their best work. This is how we move from simply being present to truly making a difference.  Recently, on Unpacking the Backpack, I shared some thoughts on the topic. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded reflections, along with relevant research.

Many leaders fall into the trap of focusing on compliance and control, but this approach stifles innovation and disempowers staff. True impact comes from a commitment to people, pedagogy, intentionality, and accountability. We need to shift our mindset from "What do I need to do?" to "How can I help others succeed?" This means building strong relationships, building trust, and creating an environment where risks are welcomed and mistakes are seen as learning opportunities.

Checklists can be a great tool for getting things done, but driving meaningful, positive change rather than just managing tasks should be the ultimate goal. It starts with a clear vision and purpose, defining what success truly looks like and communicating that "why" to everyone involved. Impactful leaders are also deeply self-aware and emotionally intelligent, understanding their strengths, managing their emotions, and connecting empathetically with their teams. They build a culture of trust and psychological safety, fostering open communication and empowering others through effective delegation, coaching, and genuine recognition.

Ultimately, leading for impact requires continuous learning and adaptability in a changing world, seeing setbacks as opportunities for growth. It's about focusing relentlessly on results and accountability, using data to inform decisions and holding both yourself and others responsible for achieving shared goals. By consistently leading with integrity, resilience, and passion, you inspire action and create a ripple effect of positive change that extends far beyond your immediate team.

In my experience, effective leaders for impact are lead learners. They are unafraid to explore new ideas, experiment with technology, and share their own learning journey. This vulnerability builds credibility and shows our staff that we are all in this together. Research by Fullan (2014) highlights that moral purpose—the commitment to making a difference in the lives of students—is a key driver of effective leadership. It's the "why" that fuels the "what." This aligns with the findings of Leithwood et al. (2004), who found that leadership has a significant, albeit indirect, effect on student learning.

Leading for impact also requires us to get out of our offices and into the classrooms. We must be visible, engaged, and present to truly understand the needs of our school community. This isn't about "gotcha" moments; it's about being a resource, a coach, and a supporter. It’s about asking probing questions and co-constructing solutions. When we do this, we empower our teachers and students to become agents of their own growth, a concept reinforced by Robinson et al. (2009), who emphasized the importance of instructional leadership that is focused on what happens in the classroom. This is the essence of my work on Digital Leadership (Sheninger, 2019) – using our platforms not just to manage but to inspire and connect.

Below is a list of thirteen (13) specific actions I took as a principal to be a more impactful leader:

• Five (5) learning walks a day by each building administrator for non-evaluative feedback
• Collecting assessments instead of lesson plans two weeks in the future
• Creating an equitable grading philosophy and holding staff accountable to it
• Three (3) unannounced formal observations for every teacher 
• Development of shared norms for every lesson (standards-aligned learning targets, relevance, high-effect strategies, rigorous questioning/tasks, closure)
• Creation of quarterly benchmarks aligned to standards and standardized tests
• Dedicated PLC time connected to benchmarks and common formative assessments (CFA’s)
• Monthly principal’s report sharing teacher successes and building capacity (read more HERE)
• Flipped our faculty meetings where agenda items were pushed out for feedback, comments, and additions using Google Classroom and discussed asynchronously. Staff meeting time was then focused on one (1) question: How do we improve learning for our students?
• Transparent action plans for our building that had quantifiable metrics to support building goals, where progress and expectations were reviewed each month.
• Creation of a steering committee to elicit feedback from staff and students on how we could improve school culture and achievement.
• I led professional learning after school to model. 
• Admin PLC to analyze walk-through data and present feedback at faculty meetings (this was done to model effective PLC's for our staff)

Leading for impact is a continuous journey. It’s about consistently reflecting on our practices and asking ourselves, “Is this truly serving our students?” As Hattie (2009) reminds us, the goal is to see learning through the eyes of the student. By focusing on people, embracing a growth mindset, and staying connected to our purpose, we can move beyond simply managing to truly leading for lasting impact.

Fullan, M. (2014). The principal: A moral imperative. Corwin Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.

Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand Ministry of Education.

Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times (2nd Edition). Corwin Press.

Your Mindset is Your Masterpiece

Your mindset isn't just a perspective; it's the invisible architect of your reality. It determines not what you see, but how you interpret and act upon it, ultimately shaping your experiences, your resilience, and your growth potential. Cultivate it wisely, for it holds the key to unlocking everything you aspire to be. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, along with relevant research.

In my years working with educators and leaders, I’ve consistently observed a fundamental truth: our beliefs are powerful architects of our experiences. What we deeply hold to be true, whether consciously or unconsciously, significantly influences our actions, perceptions, and ultimately, the outcomes we achieve. This isn't some abstract philosophical concept; it's a tangible force that shapes everything from classroom culture to organizational success. Understanding and harnessing the power of belief is crucial for anyone striving to create positive change.

Think about the concept of self-efficacy, an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977). Research has consistently shown a strong correlation between a teacher's self-efficacy and their effectiveness in the classroom, impacting student achievement and motivation (Ross, 1998). If an educator believes they can reach even the most challenging students, their approach, persistence, and ultimately, their results are likely to reflect that conviction. Conversely, a lack of belief can create a self-fulfilling prophecy, limiting potential before it's even explored.

This principle extends beyond individual capabilities to encompass our beliefs about others and our environments. Consider the Pygmalion effect, where higher expectations lead to an increase in performance (Rosenthal & Jacobson, 1968). While the original study has faced some methodological critiques, the underlying principle remains powerful: our beliefs about the potential of those around us can significantly influence their growth and development. As leaders, our beliefs about our teams, our students, and our communities set the stage for what is possible.

The impact of belief also manifests in how we interpret challenges and setbacks. A growth mindset, as popularized by Dweck (2006), posits that individuals who believe their abilities can be developed through dedication and hard work tend to persevere through difficulties, view failures as learning opportunities, and ultimately achieve greater success. This contrasts with a fixed mindset, where abilities are seen as innate and unchangeable, often leading to avoidance of challenges and a sense of helplessness in the face of obstacles. Cultivating a belief in our capacity for growth and adaptation is essential in today's rapidly evolving educational landscape.

Our collective beliefs shape organizational culture. If a school community believes in collaboration, innovation, and continuous improvement, those values will permeate the daily interactions, decision-making processes, and overall climate. Conversely, beliefs rooted in scarcity, blame, or resistance to change can stifle progress and create a toxic environment. Leaders play a critical role in shaping these collective beliefs through their communication, actions, and the stories they amplify (Schein, 2010). By intentionally fostering beliefs that align with our vision for the future, we can cultivate more resilient, effective, and thriving organizations.

Reflecting on your own practices, I encourage you to consider the underlying beliefs that drive your decisions and interactions. What do you truly believe is possible for your students, your colleagues, and yourself? Are there any limiting beliefs holding you back from reaching your full potential or fostering the growth of those around you? Take some time this week to critically examine your internal narratives and identify one belief you can actively work to shift towards a more empowering and growth-oriented perspective. The power to shape your reality truly begins within. This can result in a reformed mindset, which becomes your masterpiece.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. 

Ross, J. A. (1998). Antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-73). JAI Press.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart and Winston. 

Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass.