A Question I Don't Want to Be the Answer To...

As I mentioned recently, I'm spending a lot of time this summer reflecting on what I should most be doing in order to be an effective principal.  On the subject of what too many principals are not doing, a recent article in Teacher Magazine discusses the ways in which principals fail to provide their teachers with what they need... and in doing so, often are a big part of what drives teachers out of teaching. 

Ouch.  When we become a big source of the problem, rather than a part of the solution, well then, the world's just gone completely topsy-turvy.  I guess I can understand how it happens - particularly the larger a school, or a school system, gets, the more it feels the need to create policies, procedures, practices, etc. that will supposedly help with the efficiency of the organization.  All too often, though, those things just create more hoops, more 'stuff' for teachers to worry about that has little to do with teaching and learning.

So the challenge becomes, finding that balance between what is really needed, administratively, both for and from teachers in order to run our schools efficiently, without crossing over into burdening teachers with more 'stuff' that may lead them to operate less effectively... and certainly with less satisfaction or enthusiasm.  What do we, as principals, need to be taking off our teachers' plates, and/or what could we be adding in terms of support mechanisms, to keep ourselves from becoming the answer to the question, "Why Do Teachers Quit?"

Comments

[Marie Coleman]

Ah, balance - such an elusive and desired concept! Although tough to achieve, the first step is always awareness and keeping your 'finger on the pulse' to maintain constant assessment and notice trends.

Struggling with 'administrivia' is an unfortunate by-product of our left-brained society, I believe. With high-stakes testing playing a major priority, it often takes a huge amount of time and energy for teachers to create engaging lessons for students to learn knowledge, skills, and most importantly, to embrace lifelong learning - so whatever, we can do support extra time for teachers to do that, the better! =)

[Carey Gilcher]

If ever there were a time and a place that called for a universal 'key concept' it is in the current world of education. 'BALANCE', in my humble opinion, would be that concept. I think that the question of what principals can do to support teachers and the educational process begins with what teachers do. The bottom line is that we find a BALANCE between teaching the child and teaching the curriculum. Clearly, different bits and pieces of curricula will be more or less meaningful and important to different students at different times. We have to balance that understanding with the common denominator- core expectations (universal 'requirements' and testing) and readiness for the next step (ie. college, workforce, certification...). Likewise, I think that the role of the principal and administration has a different value for different teachers at different times. Again, balancing between what individual teachers, the faculty, and the school community need in order to achieve desired results is the key tightrope to attempt crossing. Keeping in mind that crossing a tightrope takes practice, correction, more practice, reflection and teamwork, so will the process of building school communities.

[Denise Duzick]

thought inducing

[Denise Duzick]

thought inducing