If I were developing a school leadership curriculum for new principals, this article in ASCD, by Jim Heal and Bryan Goodwin, would be required reading for the first day.
But there's another form of engagement that's all too common in many classrooms that cuts against these definitions: the illusion of engagement. Students may appear engaged—creating ornate dioramas, glitzy posters, exploding volcanos, or other "busy" projects, for example—but ultimately, they do very little actual learning or thinking about their learning.
Deep learning occurs when students are given the opportunity to answer authentic, challenging, and thought-provoking questions, and are invited to share their thought processes aloud. However, this kind of teaching is not easy. It requires content knowledge, skill, and flexibility to adapt to students' needs, as well as a significant amount of tenacity to resist students' attempts to do the minimum amount of work required for a passing grade.
Principals have a critical role to play in building a professional culture that promotes collaboration and problem-solving among teachers, while also keeping expectations for students and staff high. This is essential for creating an environment that supports teachers in their efforts to promote deep learning and meaningful engagement among their students.