A LEADER’S RETURN Transforming Teaching and Learning at Eureka Primary

When Cordelia Jacobs first stood in front of a classroom in 1998, she could not have known that her journey would one day lead her back - not just to her school, but to a completely different way of leading it. Years later, after becoming a Head of Department and then principal, leadership had become familiar territory. But like many school leaders, her days were filled with competing demands - discipline, administration, crises - everything except the one thing that mattered most: what was happening inside the classroom. Her first attempt to join the Instructional Leadership Development Programme in 2021 was unsuccessful. She moved on. Or so she thought. Then, in 2024, the invitation came again. She almost said no. Exhausted from the weight of COVID-19, she felt she had nothing left to give. “I just wanted to rest.” she recalled. But with encouragement, she decided to attend - unsure, hesitant and tired. That decision changed everything. “I joined feeling anxious and unsure - but once I started, I couldn’t stop.” What she discovered was simple, but powerful: instructional leadership is not about doing more - it is about focusing on what matters most. Teaching. Learning. Removing the barriers in between. When Cordelia returned to Eureka Primary School with this new clarity, she began to see her school differently. The context was tough. Violence in the community, learners facing deep personal challenges and moments where teaching itself had to pause for safety. It was, in her words, a volatile and unpredictable environment. But instead of trying to fix everything, she focused on a few key things. Routines | Classroom management | Coaching teachers | Practical staff development Small shifts began to make a difference. Classrooms became more focused. Teachers more supported. Teaching time more protected. Then came an unexpected twist. In 2025, Cordelia was asked to step away from her school and lead in a completely different context - a larger, fee-paying school with over 1,300 learners and strong academic performance. It was a different world. But the work of instructional remained the same. Working with her coach and the leadership team, she began asking new questions. What does the data say? What is happening in classrooms? How do we support teachers to improve? They observed lessons. They gave feedback. They supported teachers - not just critically, but constructively. And slowly, things shifted. Teaching interruptions decreased | Teachers became more open to feedback | Instruction improved | Staff morale lifted And the results followed: Learner absenteeism dropped from 12% to 8%. Grade 6 Home Language results improved from 70% to 80% “When teaching improves, learner outcomes improve.” says Cordelia Today, Cordelia is back at Eureka Primary. She returns not to the same school - but to a new opportunity. The staff culture is strong. The foundation is there. But learner culture and school-wide routines still need attention. And so, the work continues. Mornings are being restructured so that learning starts quickly. Transitions are being tightened. Classroom routines are being reinforced. Teachers continue to receive support, coaching and feedback. “There is no quick fix. No single solution. Just consistent, focused leadership - day after day.” Together with her team, she is building something sustainable. If there is one lesson Cordelia carries with her, it is this: “If you are open to growth, this programme will transform you.” Not overnight. Not without effort. But in a way that changes how you lead, how teachers teach and how learners experience school. And sometimes, all it takes is saying YES - when you want to say NO. Cordelia Jacobs, Principal: Eureka Primary (ILI Graduate 2025)