Unlock the Learning Gap: The Power of WIN Time

Recently, on my podcast Unpacking the Backpack, I dove into the concept of "WIN Time," or "What I Need Time." This idea is a powerful pedagogical shift designed to empower students and personalize learning. It's an essential component of reimagining how schools function. So, what exactly is WIN Time? At its core, it's a dedicated, flexible block of time built into the school day where students receive targeted support or enrichment based on their individual academic needs. It moves away from a one-size-fits-all approach and instead asks the critical question: "What does this specific student need right now to succeed?". This is something we discuss in detail in Personalize. 

Imagine a traditional classroom setting. Some students grasp concepts quickly, while others struggle with foundational skills. In a typical lesson, both groups move forward at the same pace, often leaving one group bored and disengaged, and the other increasingly frustrated and left behind. WIN Time is designed precisely to bridge this gap. It's a structured mechanism for immediate intervention for those who need extra help, a challenging extension for those who are ready for more, and fundamentally, a space for students to take ownership of their learning journey.

It's important to stress that WIN Time isn't simply about remediation; it’s about personalization on a grand scale. It acknowledges that learning is not linear and that every student's path is unique. This means identifying specific academic gaps through timely data, offering opportunities for advanced study, or even providing time for students to pursue passion projects related to their curriculum.

The Educational Imperative: Why We Need WIN Time

Why is a structured intervention time so crucial in today's educational landscape? The fundamental argument is that we need to move beyond simply covering content and instead focus on ensuring mastery. Traditional models often push students forward regardless of their depth of understanding, leading to cumulative, unaddressed gaps that become increasingly difficult to close as students progress through grades. WIN Time directly addresses this by providing a mechanism for timely and specific intervention.

Consider the data on learning gaps. When students consistently struggle with a concept, and those struggles are not addressed immediately, the gap between what they know and what they need to know widens exponentially. This leads to decreased confidence, significant disengagement, and ultimately, a disservice to the learner. WIN Time allows educators to be proactive, identifying struggles early and providing immediate, targeted support. This practice is about developing a growth mindset and building resilient, self-aware learners, not just improving a standardized test score.

Furthermore, implementing this dedicated time promotes student agency. Instead of being passive recipients of information, students become active participants in identifying their needs and pursuing their learning goals. They learn to self-assess, advocate for themselves, understand precisely where they need help, and seek out appropriate resources. This skill—self-advocacy—is a critical life skill that extends far beyond the classroom walls.

Overcoming Implementation Challenges

Adopting a flexible block like WIN Time is not without its challenges. One of the primary hurdles schools face is scheduling. How do you carve out a 30-to-45-minute dedicated block in an already packed school day? This often requires a willingness to critically rethink traditional schedules, perhaps by adjusting bell times, reallocating existing advisory periods, or modifying the length of core subject blocks. It demands a high degree of collaboration among all staff members and a shared commitment to the philosophy behind personalized support.

Another significant challenge is data collection and diagnosis. Identifying student needs effectively requires robust, ongoing formative assessment practices. Teachers need reliable, up-to-the-minute data to accurately determine who needs intervention, who needs enrichment, and the specific areas that require attention. This means embracing a continuous cycle of assessment, rapid analysis, and responsive, targeted instruction. We must move beyond reliance on delayed, summative tests.

Finally, there's the question of staffing and resources. Who facilitates this time? What specific materials are needed? While teachers are ideally equipped to provide differentiated instruction within their own classrooms, there are opportunities to leverage support from specialists, counselors, or even trained peer mentors to contribute. The key is to organize and utilize all available resources efficiently to create a rich and supportive learning environment that maximizes the time.

Practical Applications: What WIN Time Looks Like

Now, let's look at the practical application. What does a successful WIN Time model actually look like in a school setting? Data is used to enhance the teaching and learning process through a variety of pathways:

• Teacher teams sharing learners: Students might be assigned to different "WIN groups" based on current academic performance and diagnostic data; these assignments must be fluid and change week to week.

• Station rotation: Read more HERE.
• Modified rotations: Read more HERE.
• Must-do / may-do: Read more HERE.
• Playlists: Read more HERE.
• Choice boards: Read more HERE.

Below you can see how the above strategies connect to RTI (Tier 2 and 3 suppport).

The true strength of this approach is its flexibility. It is not a rigid program but a dynamic framework that can and should be adapted to the unique context of each school, its population, and its curriculum structure.

The Transformative Potential

When implemented effectively, the results of this focused, personalized learning time can be truly transformative for student outcomes.

• Improved Academic Performance: By providing highly targeted support exactly when it's needed, students close academic gaps more quickly, leading to improved understanding and higher achievement across all subjects.
• Increased Student Engagement: When learning is personalized, relevant, and directly addresses a student's current challenge or interest, they are far more likely to be engaged and motivated. They feel seen, heard, and actively supported.
• Enhanced Self-Efficacy: As students repeatedly experience success through focused effort and take ownership of their learning path, their confidence and belief in their own ability to learn grow significantly.
• Development of Competencies: This protected time naturally develops and refines critical competencies like critical thinking, self-regulation, problem-solving, focused collaboration, and, most importantly, self-advocacy.

WIN Time is about more than making incremental improvements; it's about fundamentally rethinking what school can be. It challenges the traditional rigid model of education and moves us towards a more student-centered, agile, and responsive approach. It is a powerful structural commitment to equity, ensuring that every student, regardless of their starting point, has the dedicated time and support necessary to thrive. It’s not just "What I Need Time," it’s a commitment to a mastery-based educational model.

Scaling Innovation Through Agile Leadership

The traditional hierarchy—the "command and control" model where a leader dictates every 'how' is not just inefficient in today's knowledge economy; it is obsolete. In education, where the work is inherently complex, dynamic, and requires continuous adaptation, the path to sustained excellence demands a fundamental shift in how we lead. It’s time to move beyond managing schools like assembly lines and adopt the Agile Leadership mindset, which I recently discussed on my podcast Unpacking the Backpack.

Agile leadership is not a set of tools; it’s a commitment to a new organizational operating system. It recognizes that the person closest to the student—the educator—has the most accurate information and should be empowered to act on it. This transition is built on three core pillars: a radical mindset shift, the adoption of servant-based practices, and a focus on systemic organizational impact.

The Mindset Shift: From Control to Coaching

The greatest barrier to agility is a leader's resistance to relinquishing control, something that I address in great detail in Digital Leadership. Agile leadership flips the traditional organizational pyramid, transforming the leader from the chief decision-maker into the Chief Impediment Remover to become a servant leader.

Instead of focusing on Output ("Did you complete the five pages of the curriculum?") a truly agile school leader focuses on Outcomes ("Did completing that curriculum improve student mastery and critical thinking?"). The job is to constantly ask Why and ensure every team—from the grade level to the central office—is deeply connected to the ultimate goal: delivering maximum value to the student (Paige, 2011).

This transition requires leaders to embrace ambiguity and failure not as shortcomings, but as necessary data points. In a complex, disruptive world, we know the destination (student success), but the best route must be discovered. Leaders must actively model and celebrate "safe-to-fail" experimentation, treating innovative instructional trials as low-cost investments in learning (Wagstaff, 2021). The foundation for this is Psychological Safety—the belief that staff and students will not be penalized or humiliated for speaking up with ideas or mistakes (Edmondson, 2018). An agile leader's primary role is to establish this safety; without it, problems are hidden, and small mistakes become systemic crises.

Consider agile leadership as a lighthouse, providing the constant, unwavering vision and psychological safety needed for the journey. The team on the flexible raft represents self-organizing individuals who are empowered to quickly adapt and respond to the immediate, unpredictable challenges of the stormy sea (the current state of education). This illustrates that the agile leader's job is not to row, but to illuminate the path and ensure the vessel is structurally capable of navigating change.

Key Practices: Empowering the Self-Organizing Team

The mindset is the engine; the practices are the wheels that drive organizational change. The agile leader's day fundamentally changes, prioritizing coaching, alignment, and systems improvement.

1. Purpose-Driven Alignment

Agile leaders are the ultimate communicators of the Why. They use tools like Objectives and Key Results (OKRs) and SMART goals to cascade the organizational vision into measurable, actionable goals for every team and department. This continuous, clear communication ensures that an educator's daily lesson planning is directly linked to the school’s overarching strategic purpose. The leader facilitates regular, low-friction forums to share this vision, ensuring no team ever loses sight of the ultimate goal.

2. Nurturing Self-Organizing Teams

In an agile environment, the unit of delivery is the self-organizing, cross-functional team (grade-level or content-specific). An agile leader does not assign tasks; they define the problem space, such a gap in student learning or a need for a new resource and empower the team to figure out the solution. They decentralize decision-making, delegating full authority for process improvement and content delivery to the educators closest to the work. The leader steps in only to manage external roadblocks or conflicts that the team cannot resolve internally (Lee et al., 2016).

3. Institutionalizing Continuous Feedback

Agile is built on rapid feedback loops. Leaders institutionalize and protect crucial "inspect and adapt" mechanisms like the retrospective, committing to removing one systemic impediment the team identifies. They engage in leader standard work, which includes dedicated one-on-ones and "Gemba walks" (going to where the work is happening) to observe the system of work, the processes, not just the people, to provide timely, specific, and actionable feedback.

Systemic Impact: Optimizing the Flow of Value

The true power of agile leadership is realized when it scales innovation across the entire organization.

The ultimate enemy of agility is the organizational silo, which is often the wall between grade levels, departments, or central office functions. Agile leaders operate at the system level, shifting the focus from optimizing individual departments to optimizing the end-to-end flow of value to the student (Wong & Keng, 2024). They proactively break down these silos, championing cross-functional collaboration and redesigning the structure to mirror the value stream. This approach drives continuous improvement, transforming the organization itself into a product that is constantly refined based on feedback.

Agile leadership is not a methodology; it is a commitment to continuous learning, to empowering people, and to focusing relentlessly on student value. It requires courage, humility, and a fundamental belief that the people in our schools are best suited to decide how to achieve the educational outcomes we all seek. Leaders must make the clear choice: move from controlling to coaching, from predicting to adapting, and from measuring activity to celebrating impact.

Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Harvard Business Review.

Lee, Y., Warkentin, M., & Liu, C. (2016). Agile project management: A review and framework for future research. Journal of Management Information Systems, 33(3), 443–478.

Paige, D. D. (2011). “That sounded good!”: Using whole class choral reading to improve fluency. The Reading Teacher, 65(3), 190–200.

Wagstaff, S. (2021). The agility shift: Leveraging agile principles for organizational transformation in education. Journal of Educational Administration, 59(1), 74-90.

Wong, S. Y., & Keng, N. S. (2024). Scaling agile in complex organizations: The role of transformational leadership and cross-functional teams. European Journal of Innovation Management, 27(1), 121–143.

Leading from the Heart: How Vulnerability Drives Trust and Innovation

Recently, on my podcast, Unpacking the Backpack, I shared some thoughts on the importance of vulnerability as a leader.  Below, I take a deeper look at this concept. 

For way too long, we've been sold a bill of goods about what leadership looks like. The old-school playbook said a great leader is a superhero—unflappable, all-knowing, and always in control. They were taught to never show a crack in the armor, to project an image of perfection. This outdated ideal, however, is not just broken; it's actively sabotaging our efforts to build resilient, innovative teams. We’ve seen this play out in organizations worldwide, where a culture of fear and control stifles creativity and prevents people from taking the risks needed for growth.

What if the most powerful move you could make is to simply admit, "I don't know"? Or, "I messed that up"? Or even, "I need help"? This isn't about being weak. In fact, it's the exact opposite. True leadership is about having the courage to be seen for who you really are, flaws and all.  This isn't some fluffy "soft skill." It's a foundational shift in how we build trust,  innovate with purpose, and create a culture where people don't just survive, they thrive. 

Vulnerability Isn't Weakness; It’s a Superpower

Let's address the elephant in the room. The biggest misconception is that vulnerability is a sign of weakness. When people hear the word, their minds jump to emotional fragility or a lack of competence. The fear is that if you let your guard down, you’ll lose the respect of your team, and your authority will evaporate. That fear is a major roadblock, but it's built on a false premise.

Think about it: is it weak to stand in front of your people and say, "We've hit a wall here, and I don't have the perfect answer"? No way. That's a profound act of courage. It takes guts to be transparent about a challenge and even more guts to admit you don't have all the solutions. As Brené Brown, a trailblazer in this field, and other researchers have taught us, vulnerability involves "uncertainty, risk, and emotional exposure" (Fong, 2021). In a leadership context, it's about being willing to show up and be seen when you can't control the outcome. It’s telling your staff, "This change is a huge lift, and it’s going to take all of us. I can't do it alone." That’s not weakness; it's a declaration of shared purpose. It’s an act of courage because it requires you to be honest with yourself and your team about your limitations. You can’t build a strong foundation on a false front of perfection. Instead, you build it on the solid ground of authenticity. 

Building a Culture of Psychological Safety

So, why go through all this? Why risk showing your human side? Because the payoff is massive, and it directly impacts your team’s performance. When you lead with vulnerability, you create a powerful environment of psychological safety.

Psychological safety is a shared belief that a team is a safe place for interpersonal risk-taking (Edmondson, 1999). It’s a culture where people feel comfortable speaking up, asking questions, admitting mistakes, and sharing crazy ideas without fear of being shamed or punished. When a leader models vulnerability, they give everyone else permission to do the same. This isn't just my opinion; it’s backed by some of the most compelling research out there. Google’s Project Aristotle, for example, spent years analyzing hundreds of their teams to figure out what made them tick. The number one factor for team success wasn’t the skill of the individuals or their tenure; it was psychological safety. When you foster this kind of safety, you unlock innovation, boost problem-solving, and accelerate learning. How many amazing ideas have been lost because someone was too afraid to suggest them? Vulnerability is the key that unlocks that door.

Beyond psychological safety, leading with vulnerability builds authentic trust. You can't demand trust with a title; you have to earn it through consistent, honest behavior. When you're open about your struggles or your mistakes, you become relatable. Your people see you not as a distant authority figure but as a partner in the work. This creates a deeper sense of loyalty and commitment. They're more willing to go the extra mile for a leader they respect and trust. It also cultivates empathy, which is crucial for a modern workplace dealing with burnout and mental health challenges. Research by Nembhard and Edmondson (2006) shows that when leaders are perceived as vulnerable, it encourages employee voice and strengthens team effectiveness.

Actionable Steps: How to Start Small

How do you actually do this? It’s not a switch you can just flip. It's a muscle you have to build slowly and deliberately.

First, get real with yourself. What makes you feel vulnerable? Is it admitting you don't know an answer? Apologizing for a mistake? Asking for help? Once you pinpoint your triggers, you can start small.

A great next step is to model accountability. If you mess up, own it. Say, "I dropped the ball on that deadline, and I take full responsibility. Here’s what I learned, and here’s how we'll adjust." No excuses, no blame game. This is a powerful, low-risk way to show vulnerability. Another simple action is to ask for help. Instead of presenting a top-down plan, try saying, "I'm not sure what the best approach is here. What are your thoughts? I'd really value your input." This not only shows your human side but also empowers your team, making them feel like true partners. 

Finally, be a human being. Share a brief, non-work-related story. Maybe it's a challenge you're facing with a home project or a new hobby you're trying. It's about building genuine connection, not oversharing personal details.

Remember, this is about being purposeful. The goal isn't to air all your dirty laundry. It's to share enough to build connection and trust without making your staff uncomfortable. The litmus test should be simple: "Is this in service of the students we serve and our core mission?" If the answer is yes, you're on the right track. If not, you might be veering into oversharing territory.

The Path Forward

So, what’s your move? This isn't a one-and-done deal. Vulnerability in leadership is a continuous practice. It's about taking one small, intentional step at a time. Apologize for a minor error. Ask for help with a non-critical task. Share a moment of genuine uncertainty. Don't try to change everything overnight. Just take one small risk to be seen for who you are, not for who you think you're supposed to be.

You’ll likely find that instead of losing respect, you'll gain it. Your team won't see weakness; they'll see a fellow human being who has the courage to connect. Vulnerability is no longer a "nice to have" skill; it's a core competency of modern leadership. It's the key to unlocking trust, innovation, and a resilient culture that can weather any storm. Find one small way to be vulnerable this week. Maybe it's admitting a mistake, maybe it's asking for help, or maybe it’s simply saying, “I don't know, but let's figure it out together.” The most powerful leaders aren't the ones who pretend to be perfect; they're the ones who have the courage to be real.

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.

Fong, C. (2021). The benefits of leader vulnerability in times of crisis. Organizational Dynamics, 50(1), 1-8.

Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior, 27(7), 941–966.

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.