As international educators, we know the importance of having effective leaders in international schools. We need leaders who are interculturally competent, innovative, and experienced in instructional leadership (Adams & Velarde, 2021; Keung & Rockinson-Szapkiw, 2013; Merritt, 2021). We need leaders who can set a clear vision and construct multiple paths to achieve it. We desire leaders who know their curriculum and know their people.
These are often the traits we assign to senior leaders—our Heads of School, Directors of Teaching and Learning, and Principals. However, recent research confirms that these traits are essential across all levels of leadership within international schools. Middle-level leaders, such as Assistant Principals, curriculum coordinators, instructional coaches, and teacher leaders, may be some of the most influential leaders in an international school. Middle-level instructional leaders play a crucial role in leadership and school success because of their content expertise, positionality, and proximity to students (Bush, 2023). An instructional leadership approach—where middle-level leaders focus on teaching and learning, improving instructional practices, and enhancing the quality of the curriculum—has a significant impact on teachers’ effectiveness and professional learning.
Unfortunately, middle-level leaders are often thrust into their positions without the adequate support and training needed to become influential instructional leaders. Grade-level leaders may feel pressured to assume these positions because it is “their turn,” or worse, they may be “voluntold” by an administrator due to their success as classroom teachers. Curriculum coordinators, for example, may be highly effective teachers who are elevated to new positions where they suddenly face an instructional mismatch, lacking a deep understanding of the various subjects and concepts taught across grade levels (Dean, 2003).
However, the skill set required to be an effective middle-level leader is different from that of an effective classroom teacher. In an effort to do their best, middle-level leaders often focus initially on the transactional components of their role—creating documents, organizing Google Drives, managing budgets, and sharing the latest artificial intelligence (AI) tools. While these tasks provide a sense of productivity, they do little to improve student learning or enhance the efficacy of those around them. Without appropriate support, middle-level leaders may misdirect their energy toward tasks that offer a feeling of control but lack real instructional impact. Middle-level leaders must be skilled in leading and implementing change that improves student learning and must possess a practical understanding of how to guide others through the change process (Gurr & Drysdale, 2012).
Notably, middle-level leaders are the people teachers turn to for guidance about instruction and effectiveness. These leaders often have a more thorough understanding of the curriculum, command greater respect among their peers, and foster deeper relational trust within their teams than senior leaders. Teachers may feel more comfortable being vulnerable and receiving feedback from middle-level leaders because of the shared camaraderie and understanding that may not exist with other administrators. A recent research study found that teacher leaders and curriculum coordinators have a statistically significant positive impact on teacher effectiveness and professional learning when they are effective at implementing curriculum (Handy, 2025). Simply put, when middle-level leaders successfully lead curriculum development with their teams, they are more likely to enhance teachers’ learning and effectiveness.
For some practitioners, investing in middle-level leaders is no secret. Books such as Hidden in Plain Sight (2019) by Michael Iannini and courses like MiniPD’s Middle-Level Leader for Impact in International Schools (Canale, 2025) and the Principals’ Training Center’s Teacher Leader Institute (PTC, 2024) provide middle-level leaders with valuable insights and practical strategies to enhance their leadership practice. These pathways help leaders develop ideas and set plans for their leadership journey. Such experiences offer structures and support systems that empower middle-level leaders to anticipate and meet the needs of their teams.
However, external professional learning and book studies alone are not enough. Principals and senior leaders must take an active role in guiding middle-level leaders to become instructional leaders. When middle-level leaders collaborate with and receive support from principals, schools achieve higher academic outcomes due to teacher leaders’ deeper understanding of classroom instruction (Sharif, 2020).
Steps to Develop and Support Middle-Level Leaders
Establish Organizational Clarity: Define the roles and responsibilities of middle-level leaders beyond a basic job description. Middle-level leaders should be expected to facilitate learning-centered conversations and engage their teams in regular processes to examine student learning.
Make Middle-Level Leadership Desirable: These roles should be seen as desirable prospects within international schools. This goes beyond financial remuneration—teachers should know that these positions will provide opportunities for growth, have a meaningful impact on the school, and ensure that their voices are heard. One way to encourage this is by establishing a pattern of hiring internally and promoting from within whenever possible.
Prioritize Ongoing Development: Principals should meet regularly with their middle-level leaders to help them develop skills in curriculum design, team collaboration, communication, and instructional practices.
Build and Sustain a Culture of Professional Learning: Middle-level leaders should be active participants in selecting and recommending external consultants, facilitating professional learning on professional development days, and establishing clear next steps for ongoing learning within their teams.
When senior leaders invest in the success of their middle-level leaders, all teachers benefit. As we embark on this post-spring break sprint toward the end of the year, I encourage you to briefly consider the upcoming school year. Teachers, is middle-level leadership the next step for you? What do you need to get started or to grow? Principals and senior leaders, how are you intentionally planning to support your incoming middle-level leaders? Have you included middle-level leaders in your planning and visioning for next year?
References
Adams, D., & Velarde, J. M. (2021). Leadership in a culturally diverse environment: perspectives from international school leaders in Malaysia. Asia Pacific Journal of Education, 41(2), 323-335, https://doi.org/10.1080/02188791.2020.1732295
Bush, T. (2023). The importance of middle leadership for school improvement. Educational Management Administration & Leadership, 51(2), 267–269. https://doi.org/10.1177/17411432221144628
Canale, T. (2025). Middle Leadership for Impact in International Schools [Online course]. MiniPD. https://courses.minipd.com/courses/middle-level-leadership-for-impact-in international-schools
Dean, J. (2003). Subject leadership in the primary school: A practical guide for curriculum coordinators. David Fulton Publishing.
Iannini, M. (2019). Hidden in Plain Sight: Realizing the Full Potential of Middle Leaders. Michael Iannini.
Gurr, D., & Drysdale, L. (2012). Middle-level secondary school leaders. Journal of Educational Administration, 51(1), 55-71. https://doi.org/10.1108/09578231311291431
Handy, K. (2025). The impact of different levels of instructional leaders in international schools. [Doctoral dissertation, University of the Cumberlands]
Keung, E. K., & Rockinson-Szapkiw, A. J. (2013). The relationship between transformational leadership and cultural intelligence: a study of international school leaders. Journal of Educational Administration, 51(6), 836–854. https://doi.org/10.1108/JEA-04-2012-0049
Merritt, M. R. (2021). Active Listening in the Diverse Roles of International School Leaders. IMCC Journal of Science (Online), 1(2), 115–130. https://myjournal.imcc.edu.ph/publication/volume-1-issue-2-2021/4_merritt-2021/
Sharif, U. M. (2020). The role of the principal is developing an instructional leadership team in school. Educational Research and Reviews, 15(11), 662–667. https://doi.org/10.5897/ERR2020.4057
Dr. Kathryn Handy is a Grade 3 teacher and grade level leader at the American School in Japan. She has served in middle-level leadership in Japan, China, and India. She is passionate about building effective teams, strengthening collaborative structures, developing curriculum that meets the needs of all learners, social-emotional learning, and improving math instruction.
