Albuquerque Public Schools

Ben Barlow

Ben Barlow is a school administrator with over 25 years of experience in public education across Mississippi and New Mexico. His career began as a high school teacher and basketball coach before he spent 11 years as an elementary administrator in both Title I and non-Title I schools. Trained in turnaround leadership and literacy reform, he now serves Albuquerque Public Schools, leading an elementary school as the state transitions toward a structured literacy approach.

Through this article, Barlow shares a leadership approach rooted in instructional focus, visibility and practical decision-making. He reflects on staying close to classrooms, prioritizing literacy and leading schools in ways that support both teachers and student outcomes.

At A Glance:

• Instructional Leadership Drives Impact: Staying visible in classrooms, observing teaching and learning and offering meaningful feedback anchors effective school leadership and keeps daily decisions aligned with student outcomes.

• Resourcefulness Beats Resources: Low-cost, high-impact strategies and in-house talent development allow schools to advance goals even amid staffing and budget constraints.

• Literacy is the Throughline: From structured literacy in early grades to academy pathways in high school, reading proficiency underpins engagement, achievement and long-term student success.

From The Classroom Outward: Leading through Instruction

Much of my day is shaped by a constant focus on getting to instructional leadership. Safety and culture matter deeply, but what truly defines my role is being in classrooms as much as possible, observing teaching and learning and providing teachers with feedback that aligns with our school goals. That means staying visible and present across the school rather than sitting behind a desk. I spend some time in my office, but most of my work happens out and about. I take my laptop with me, work while I am in classrooms and stay mobile throughout the day. That visibility is intentional. Being seen, engaged and connected to what is happening in real-time is central to how I lead.

Working Within Limits: Stretching Impact Without Stretching Budgets.

I have always believed that you do the best you can with what you have. In a school setting, that often means focusing on low-cost or no-cost strategies that still deliver real impact against your goals. Instead of defaulting to spending, you look for what is already around you. For example, when we decided to run a schoolwide attendance initiative, we partnered with a local museum that brought a portable planetarium and a geology vehicle to the school at no cost. Students gain access to experiences they would not usually have and it strengthens engagement without stretching the budget.

That same mindset applies to staff development. Rather than relying on outside training or formal train-the-trainer models, which would incur great cost to the school at a time of lean budgets, we strive to utilize the talent already within the organization. If we need to develop a particular skill, we might send one strong teacher who is also a clear communicator to learn it and then have that person support colleagues. Being thoughtful about how limited dollars are spent and aiming for the greatest return on learning is an essential discipline for school leaders today.

Rethinking Pathways: How Academies Can Deepen Engagement

I see a meaningful shift underway as Albuquerque Public Schools moves toward an academy model at the high school level. That change naturally extends downward, with middle schools beginning to prepare students earlier and elementary schools building initial awareness. That progression makes sense to me.

“If a child can learn to read at or near grade level by second or third grade, the ripple effects across their academic journey and broader life outcomes are significant.”

When students have a defined focus area, whether in health sciences, computer technology or another pathway shaped by community and district needs, they tend to feel more connected to their learning. That sense of purpose fosters engagement and sustained engagement, in turn supporting stronger graduation outcomes. Just as important is listening to students as those academies take shape. Their interests and aspirations should help guide what pathways are offered. That is what makes this approach forward-thinking. It mirrors work done in districts like Nashville in the past decade, where engagement and graduation outcomes have improved through similar models.

Instructional Focus: Structured Literacy, Real Results

One initiative I am especially excited about is the state’s move toward structured literacy best practices in teaching and learning. It is a necessary shift and one many states have already made, moving away from whole language or balanced literacy approaches toward instruction that is more explicit and evidence-based, particularly in the early grades. That change is most critical in pre-K through grade three, where strong foundations are built.  It feels like my entire administrative career has been focused on shifting to structured literacy, first in my home state of Mississippi, and now here in my new home in New Mexico.

What excites me about this work is its potential to have a significant impact. If a child can learn to read at or near grade level by second or third grade, the ripple effects across their academic journey and broader life outcomes are significant. I am hopeful we stay committed to the approach and continue to see its value over time. If we do, I believe it will make a meaningful difference for New Mexico, both in the short term and in the long term.

The Next Decade of Leadership: Why Literacy Will Define the Administrator’s Role

I cannot speak fully from a district-wide perspective. Still, at the school level, particularly in large public systems, I do believe administrators must lead the literacy shift.  Administrators must understand what is happening in a literacy lesson and what they should expect to see in the teaching and learning, so that they are able to provide meaningful, warm and cool feedback to teachers.

That foundation touches everything else. When students read well, they are better positioned to succeed in mathematics, science and the social sciences. Many states, including my home state of Mississippi, have faced persistent challenges with reading proficiency. This focus is not optional. It is essential. I hope that we continue to see the value in this shift and stay the course.

Advice to Future Leaders: Know the Work, Support the Work

Speaking as an elementary principal, my advice to aspiring administrators is to lean deeply into instructional leadership. That starts with understanding what teachers are trying to accomplish in the classroom, what effective practice looks like and what it does not. Without that clarity, feedback loses its power.

If you cannot offer warm and cool feedback that is specific and useful, it isn't easy to grow as an instructional leader. Administrators need to know the work well enough to help teachers identify their next step and support them as they improve their practice. That ability to guide growth, not just observe it, is central to the role.