Things that Principals know about Great Teachers

I have had the privilege of working with many great teachers.  These are some things that are true about them:

Great teachers don't always have the best lessons.  But they always have the best relationships with kids.

Great teachers understand that developing the right classroom climate is a prerequisite to teaching the right lesson.

When a lesson does not go as planned, great teachers are not looking around the room... they are looking in the mirror.

Great teachers always come to class ready to teach... but they are mindful of the fact that not all students come to class ready to learn.

Great teachers understand the power of human connection, so they are diligent about building relationships with their students.  They are even relentless about connecting with the knuckleheads.

Great teachers don't show up for WORK... they show up for KIDS!  It's a passion -- not a job.

Great teachers understand the "Golden Rule" for educators: Teach every child the way you would want your own child to be taught.

Great teachers are not intent on winning "battles" with the students.  They understand that if there is a battle in the classroom, nobody wins.

Great teachers define their success by the success of their students.  They understand it's not about the teaching... it's about the learning.

Great teachers are not defined by their lesson plans... they are defined by their passion.

Great teachers are in it for the kids.  It's not about the lesson plan, the rules, or the massive paycheck. It's always about the kids.

Kids leave their class feeling better about themselves... because great teachers understand there is more to teaching than delivering instruction.

Great teachers are never victims of "slacker kids." They refuse to let those students get away without doing the work.

Great teachers are not driven by courses of study... they are driven by the faces in front of them.

Great teachers can look past the bad attitude.  They realize there's always something else going on.

Great teachers did not become great by accident.  They became great because they made a decision that being "good" was not enough.

All teachers have bad days.  Great teachers never lose perspective, and they refuse to let their personal drama undermine the positive energy in the classroom.

Great teachers are always in pursuit of a better lesson.  They demand the same excellence of themselves that they work for in their kids.

Our world is a better place because of the passion and dedication of great teachers everywhere. They inspire me... and a whole lot of students!

Why I Love Teachers

I was a principal, and I love teachers.  I have been privileged to see the awesome work they do every day.

They understand there is more to teaching than delivering instruction.  They respect, encourage, and value their students... so those students leave the class feeling better about themselves.

They provide encouragement and support to their colleagues when they're down.

They are kind to students when they see them... because they realize that may be the only kindness those students experience all day.

They strive to motivate apathetic students.  Sometimes their efforts don't seem to make a difference. But they keep trying... because that's what teachers do.

They supervise students at their duty and in the hallway in between classes.  Their presence helps to deter mischief and ensures a more safe and orderly environment for the kids.

They spend countless hours grading papers... because they know their feedback will help students grow.

They teach... and then they reteach... and sometimes tutor individually... because they realize not everyone gets it the first time (or even the second time).

They define their success by the success of their students.  They understand that ultimately, it's not about the teaching; it's about the learning.

They learn new ideas from colleagues... and sometimes from the internet... because they are committed to being a better teacher tomorrow than they were today.

They recognize that they can't control the home environment of their students, but they resolve to give them the best possible classroom environment... one where they feel safe, feel supported, and feel loved, because they know that is the best kind of environment in which to learn.

They take time to prepare meaningful lessons... even when they don't feel like they have the time... or the energy.

They try to connect with students who don't seem reachable... because they realize they may be their only lifeline.

They have patience with the students who may be disruptive and annoying... because they know that those students still need them.

They provide structure and organization in their classroom... because they know some students don't have any at home.

They strive to be the kind of teacher that they would want their own kids to have.

They recognize that ultimately, their job is not about the lesson plans, grades on a report card, or scores on a standardized test.  They teach to give their students a brighter future.

They don't always get to see the fruit of their labor.  They invest their time and energy into their students, often times without a "thank you."  They pour their heart and soul into their kids and may not get to see the results.  But they keep doing it. And I love them for that.

Instructional Leadership for Beginners

 

Over the last several decades, the role of “instructional leader” has been an important one for principals.  For a young principal, it is tempting to think that once you’re sitting in the big chair, you are expected to be the guru of instruction, assessment, curriculum, and data analysis.  That sort of unreasonable expectation can be overwhelming.  The good news is that it is not that difficult for even a novice principal to add value to the instructional program of the school and to be viewed as an instructional leader by his or her staff. Here are ten simple strategies that can jumpstart any administrator’s “instructional leadership.”

Be Curious

You’re already on the right track!  You clicked on this blog!  Albert Einstein once said: “I have no particular talent; I am merely inquisitive.”  This remarkable claim attests to the power we have to affect our own intellectual growth through relentless curiosity.  For an instructional leader in the school, curiosity might look like this:

• Why do we pace the curriculum the way we do?

• What are ways that Artificial Intelligence impacts how our teachers teach and  our students learn?

•  I wonder how other schools are meeting the needs of English Learners.

• What sort of bell schedule works best for our students?

• Why does this teacher have such good results with her students?

• Are our students more likely to thrive if we figure out how to give them more breaks in the day?

Ask lots of questions – of your teachers and of yourself. This practice will foster a culture of continued growth in your school.

Be Visible

Todd Whitaker noted, “When the principal sneezes, the whole school catches a cold.”  The principal does indeed set the tone in the building.  One of the ways you set the tone and communicate your priorities is through your presence.  Spend time visiting classrooms.  Even if you don’t have the wherewithal to provide written feedback to the teacher, your presence in the classroom communicates that you care about what students are learning, and you care about the work of the teacher.  Find time to sit in meetings with teachers.  Whenever possible join teachers in their own professional learning.  Your presence communicates that you value the activities the teachers are engaged in.  When you make it a priority to sit alongside your staff, they are more likely to make it a priority themselves.

Be Vulnerable

Maybe you were a former PE teacher.  Maybe you spent much of your career in the ranks of coaches.  Maybe you were a chemistry teacher who just taught with a laser-like focus on your own discipline and you don’t feel well rounded, academically speaking.  That’s okay!  Don’t pretend to have experience that you do not yet have, knowledge that you have not yet acquired, or skills that you have not yet mastered.  Your staff probably already knows your background, so be candid with them about your learning curve.  They will appreciate your transparency and vulnerability as you model for them a commitment to learning about the instructional program.

Be Willing to Share

Sharing with others sometimes involves a measure of vulnerability.  What if I share and others don’t appreciate it?  What if they don’t see the same value that I see?   I’ve already mentioned that leaders need to have the courage to put themselves out there.  So share with your teachers.  When you see an amazing activity in a classroom, let others know.  When you hear good ideas, pass them along.  If you come across some new research, make it available to the faculty.  If someone tells you an inspiring story, share it at the next staff meeting.  If a parent sends you a positive email about a teacher, make sure that teacher sees it.  An easy way for instructional leaders to help their teachers grow, is to share good stuff with them.

Be Relational

There is a familiar adage about the importance of teachers building relationships with their students: They don’t care how much you know until they know how much you care.  This same concept applies to principals hoping to lead teachers.  The teachers don’t really care about your “expertise” until they know you are in their corner… until they understand you value them… until they feel your support.  So get to know your teachers!  Spend time talking to them.  Listen to them! Find ways to connect with them on a personal level.  These relationships are foundational and provide the prerequisite context for meaningful leadership.  Teaching can be a lonely and isolating experience.  When you build connections with teachers, it takes them out of their silos; it allows you to understand their passion and expertise; it allows you to connect teachers with each other.  And that collaboration can be magical!

Be Strategic with Delegation

As you get to know your teachers, you learn their strengths and weaknesses.  You learn what they’re really passionate about.  You learn which teachers are most respected among their peers.  There will be many opportunities during the year to leverage the “teacher leaders” in your school.  Take advantage of them.  Which teacher could lead a team to study bell schedules at other schools?  Which teachers should you task with leading the various professional learning communities?  Which teacher can help lead the next professional development activity?   Even the best principals can’t do it alone.  Utilizing the right colleagues to help you along the way not only lightens your load, the shared leadership brings fresh perspectives that enhance the instructional program.

Be Intentional

Make no mistake about it, managing a school can bring some headaches.  And it’s easy to get bogged down in the administrivia of the job.  You can’t wait on your instructional leadership to happen accidentally; be intentional with how you go about your work.  Make instruction and learning a priority and a consistent focus for all of your work.  Ensure that your staff emails and meeting agendas reflect that priority.  Block off time in your calendar to get into classrooms.  Ask teachers about their lessons.  Talk to students about their experiences in school.  Teaching and learning are the core business of the school.  That is where you need to invest your time and energy.  

Be Focused on Learning… not Teaching

I have heard it said that until something is learned, nothing is taught.  This quip poignantly underscores the fundamental purpose of schools: student learning.  Believe it or not, it’s easy to lose sight of this truth.  We can spend so much time focusing on the knowledge, skills, and practices of teachers that we actually take our eyes off the ball and forget the fact that learning is where the rubber meets the road.  So when you’re in a classroom, for example, be more preoccupied with the extent to which students are engaged in the lesson, then how the teacher is teaching that lesson.  In conversations with teachers about their work, always keep student learning and academic progress at the forefront.  Create opportunities for teachers to spend time evaluating the data of their classroom assessments and standardized tests.  Be explicit about communicating the priority of student learning.  

Be Committed to Removing Barriers

Teachers do the core work of the school.  If you can take something off their plate … if you can find a resource they need…  if you can help them solve a problem… if you collaborate with them to navigate a dicey parent situation – all of this support to them in the classroom allows them to spend more time and energy on meeting the needs of their students. Make it a priority to provide teachers what they need to be effective and work to minimize whatever distracts from their primary responsibility… teaching their students.

Be About the Culture

Teaching and learning does not happen in a vacuum.  Teachers and students thrive when the culture of the school is strong.  And fostering a strong culture is perhaps one of the most important things a principal can do.  What does that look like?

• Bring positive energy into the building every day.

• Support your teachers every way you can.

• Celebrate successes of both teachers and students.

• Create opportunities for the faculty to collaborate.

• Focus on strong relationships between students and teachers, built on mutual respect.

• Make a point of having fun at work… and sometimes even being silly.

While doing these things might not seem like you're engaged in “instructional leadership,” it will create an environment where teachers and students do their best work.  And that’s the goal.  You don’t need to be a veteran; you don’t need to be an “expert." But if you are clear about that goal and remain committed to supporting your teachers... you're gonna CRUSH it!

Reflections on a Career

Today I shared with our staff that I am retiring at the end of this school year.  It has been my honor to work with the faculty and staff of Homewood Middle School for the last three years.  It is a special privilege to be part of the Patriot family and any kid who lives in the 35209 zip code is lucky to experience those amazing teachers.

Writing can be a good way to process emotions.  But sometimes words fail me.  When I first thought about trying to write about my last 31 years, I was overwhelmed.  It’s not possible to adequately capture in words all of the stories, interactions, moments, and experiences that have shaped me over the course of my career. But here are a few reflections…

Kids are mostly the same.  Some kids have more resources, and some kids have more challenges, but the human desire for respect, belonging, and significance transcends demographics and socio-economic status.

Most parents love their children and want them to have the best possible education.  Parent interactions typically go better when educators are mindful of this fact.

It’s not possible to overstate how much teachers value support from their administrators.  If you lead a school, your biggest responsibility, other than student and staff safety, is supporting the teachers under your care.

All the adults in the school matter, and they all play crucial roles.  Counselors, lunchroom staff, librarians, assistant principals, SRO’s, instructional assistants, custodians, technology specialists, maintenance technicians, secretaries, bookkeepers, registrars, nurses, and central office staff – all these folks are essential to taking care of students and supporting the essential functions of teaching and learning.  It’s important not to take them for granted.

Students have big things going on outside of school… and so do the adults.  This stuff matters. 

Adults that bring good energy into the school building have a major impact on the culture of the school.  And they make the best colleagues.

Collaboration typically leads to better results.  Teachers are more effective when they plan with colleagues, and administrators are more effective when they involve others in decision making.

Work can be fun.  It’s okay to be silly sometimes, and don’t ever take yourself too seriously.

Vulnerability can be a good thing.  It allows for growth.  And it allows others to see your humanity.

I’m grateful to all of the students who listened to me, who asked me questions, who engaged with me.  I’m grateful to all the teachers who inspired me with their dedication to their craft and their commitment to their students.  I’m grateful to all the support staff who took pride in their work and contributed to an effective school environment.  I’m grateful to all my colleagues over the years who showed grace in the face of adversity, who were professional yet compassionate, who were collaborative and pleasant… who never took their focus off of students.  

I appreciate the superintendents, boards of education, and central office staff who trusted me and supported me over the years.  The vision, leadership, and behind the scenes work of these folks chart the course for our schools and make the great work possible.

I believe in public education, and I’m grateful for all the opportunities I have had to play a small role.  The vast majority of the young people in our country receive their education in these classrooms, and the future of public education must be safeguarded for the future of our country.  Any effort to divert resources from public schools is a profound mistake. 

My journey in public schools has included stops in Birmingham City, Mountain Brook, Fairfield, Tarrant, Shelby County, Vestavia Hills, Alabaster, the University of Montevallo, Pell City, and Homewood.  I appreciate all my colleagues in these districts who inspired me, supported me, and were relentless about making a difference for students.  The work is hard… but it is profoundly vital.  My hat is off to everyone still in the game.

I still have the good fortune of running into former students and colleagues from time to time.  These encounters immediately become the day’s highlight. They remind me that our work matters – that our work endures.  We don’t just teach students or lead staff; we create memories.  We impact lives.  We leave a legacy.  For many years there has been a sign in my office that reads: “I AM THE DIFFERENCE!”   That has been my goal.  It has been my hope.  It has been my passion.  I am blessed to have shared a career with so many colleagues who had that exact same passion.  So to all of my colleagues over the years… and to the thousands of students… my career – and indeed my life… has been richer because our paths have crossed.  Thank you!

Things I'm Thankful for in Education

I’m grateful for a career in education.  Here is some stuff that I really appreciate:

Parents who give teachers the benefit of the doubt.

Colleagues who are always pleasant.

Custodians who take pride in their work.

Teachers who give shoutouts to their co-workers.

Students who are kind to their classmates.

Central Office staff who ask what they can do to help.

CNP staff who joke with the students when they are serving them.

In-person schooling.

Nurses who demonstrate compassion in the midst of the drama.

Administrators who understand their most important role is to support the teachers.

Librarians who create inviting spaces for the school community.

Legislators who recognize that they may not have expertise in education.

Paraprofessionals who show extraordinary poise with challenging kids.

Opportunities to make others smile.

Secretaries who are patient as they answer the same question for the tenth time.

Teachers who recognize that their students have a lot of stuff going on at home.

Counselors who are gracious with anyone who happens to walk into their office.

SRO’s who spend time in the hallways.

Staff members who jump in to help when their co-worker has a family emergency.

I have many things to be thankful for in my school.  I bet you do too.

I don't know...

 

Teachers…

I don’t know about that time you had family stuff going on, and you really needed to stay home… but you came to work anyway.

 

I don’t know about that time you stayed at work late to help a student who was behind.

 

I don’t know about that time you got a lesson ready for a colleague who was dealing with an emergency.

 

I don’t know about that time that the student was mumbling under his breath, but you didn’t let it get to you.

 

I don’t know about that time the parent sent you the nasty email, but you responded with poise and professionalism.

 

I don’t know about that time you gave the student chance after chance… when they really didn’t deserve it.

 

I don’t know about that time you put extra energy into planning a cool classroom experience for your students.

 

I don’t know about all those times you sacrificed personal time, so you could give students quality feedback on the assignments they turned in.

 

I don’t know about that time you had a disastrous morning, but you still smiled for your students, and you still jumped into the lesson with a positive attitude.

 

I don’t know about all those times your principal said or did something dumb… but you still showed support to your administration.

 

I don’t know about that time the student brought a terrible attitude into your classroom… but you responded with grace and compassion… because you figured they had something else going on.

 

I don’t know about that time you did something special for a student.  Nobody knew about it… but you did it because you care about your students.

 

I don’t know about all the times you rose above your own fears and anxieties to deliver a great education for your students.

 

As teachers… you do remarkable things… and mundane things… every day… that make this school a great place.  I don’t always know about them.  But they matter.  And so you matter.  Thank you for teaching our students.

 

Danny

To a Teacher in a Pandemic

I have seen many stories this year about the academic struggles of students.  Many teachers have a lot of student failures -- more than they have experienced in their entire career.  And it can be demoralizing. But teachers… you have not failed.   You have bent over backwards for your students.  You have given them chance after chance after chance… and many of them are continuing to make decisions that don’t seem rational to us.  While you all are not responsible for the decisions of your students; many of you all are taking these grades personally.  You hurt because your students have not been successful, but you also hurt because you know many of your students are confronted with challenges at home which are out of their control.  And so you hurt because your students hurt.  I always appreciate conscientious educators, but I don’t want you to feel the weight of the world on your shoulders.

 When you Google school mission statements, you will see phrases like:

“We will challenge students to reach their potential…”

“We will maximize learning opportunities…”

“We will inspire students to be life-long learners…”

“We will provide a safe and nurturing environment…”

 

The imperative of providing a safe environment is the obvious reason so many schools have transitioned to a virtual learning model. Safety trumps “best practices.”  But how do we fulfill our academic mission in a pandemic?  To put it bluntly, we refuse to give up.  We continue to maximize opportunities for students; we continue to challenge; we continue to nurture; we continue to inspire.  

 

So how many opportunities do our students deserve?  I’m not sure how to answer that except to refer back to the mission.  And consider what is missing from most mission statements.  Timeframes.  Timeframes for gaining knowledge… timeframes for developing skills… timeframes for learning.  The goal is that they will become responsible; clearly many of our students are not there yet.  So we push on.

One of my former teachers became the Teacher of the Year for his district several years ago.  A reporter asked him for his advice to teachers. This is what he said: “Teach every student like you are their lifeline.  You are their last chance to succeed.  You don’t know what each child has been through.  You don’t know how many chances each child has had.”

 

When you look at your list of students, you may see a lot of failures.  When I look at our list of teachers, I see a lot of lifelines.  Do the students deserve another chance after you have given them so many already.  Perhaps not.  But as one teacher told me, “This is the year for grace.”  That would suggest that “deserve” has got nothing to do with it.  The mission of all educators is about our collective commitment to our students.  So thank you for making that commitment.  I hope we will all be able to look back on this year and remember it as the year we refused to give up on our students.