My head has been spinning lately. I’m approaching the end of my admin licensure program and I’m in year two of a new position at my school. Year one was easy: make some simple changes and get big results. Year two is a different story. A very different story.
I’ll spare you all the details that have made this year a challenging one, but one thing that has come up over and over in the past few months is the idea that administrators need to support teachers. I don’t disagree. Everyone wants to be supported in their work, particularly teachers because teaching is hard.
But I’m starting to wonder if perhaps teachers and administrators are working off of different definitions of the word support. The dictionary says that support means “to bear or hold up, to sustain or withstand without givingway, to undergo or endure, to sustain, to maintain.” For what it’s worth, it also lists some synonyms for support: to suffer, bear, stand, or stomach. I’ve worked with some colleagues over the years where I’m sure my principal felt like those words were more applicable in dealing with them. 🙂
I posted a question about this on my Facebook profile a couple of months ago. The responses were not identical, but there were definitely some trends. Most of the answers centered around the things that principals can do to make their teachers feel warm and fuzzy: writing them notes, asking about their weekend, being visible in classrooms, etc. Some also talked about their administrator defending them to parents or other stakeholders.
One concern I hear a lot from teachers is that they don’t get much feedback in their day to day. For me, once I achieved tenure in the district, I got observed (and thus got formal feedback) once every three years. If you ballpark that each school year runs about 180 days, that means my principal saw me teach and gave me feedback on approximately 0.2 percent of the time. Not even one percent! In fairness, this was the system we were expected to work in and my principal was actually in my classroom more than once every three years. Many of my non-teacher friends get evaluated annually; people who stock shelves in a retail store get feedback once a year but people educating our kids don’t? (No offense to retail folks! My point is that teachers need more feedback.)
So, if a teacher definition of support means connecting with them and telling them they did a good job, is that it? And does that work for everyone? And if a principal does those things, does that still allow them to have hard conversations when necessary and give critical feedback as well? Are there other necessary elements of the teacher-principal relationship that are missing.
What else do you need from your administrator?