As a principal, administrator, etc., you are often tasked with providing effective feedback while maintaining a respectful and supportive environment.

Mastering the art of difficult conversations is essential for fostering a constructive workplace culture and ensuring that all parties involved feel heard and valued. This article explores strategies and techniques for engaging in challenging dialogues with staff effectively.

The Importance of Addressing Difficult Conversations

Difficult conversations are an inevitable part of leadership and administrative roles. Whether it’s addressing performance issues, behavioral concerns, or interpersonal conflicts, these discussions are crucial for maintaining the integrity and functionality of an organization.

When handled appropriately, difficult conversations can lead to positive changes, increased accountability, and improved relationships among staff.

Avoidance Leads to Bigger Issues

Ignoring or postponing difficult conversations can result in escalating problems, decreased morale, and a toxic work environment.

By addressing issues promptly, you demonstrate a commitment to transparency and accountability, both of which are vital for cultivating trust and respect within your team.

Setting the Stage for Effective Feedback

Effective feedback is a cornerstone of professional development and growth. When feedback is delivered constructively, it can motivate employees, boost performance, and enhance overall job satisfaction.

However, delivering feedback poorly can result in defensiveness, resentment, and decreased productivity. It is imperative to approach difficult conversations with a well-thought-out strategy to ensure a positive outcome.

Preparing for the Conversation

Preparation is key to conducting a successful difficult conversation. By taking the time to gather relevant information and consider the best approach, you can increase the likelihood of a productive and respectful dialogue.

Understand the Issue

Before initiating the conversation, ensure you have a comprehensive understanding of the issue at hand.

Gather facts, observe behaviors, and consider any underlying factors that may be contributing to the problem. This will help you present a clear and objective perspective during the discussion.

Set Clear Objectives

Establishing clear objectives for the conversation will guide the dialogue and help both parties stay focused on the desired outcome.

Consider what you hope to achieve from the discussion, whether it’s a change in behavior, a resolution to a conflict, or a performance improvement.

Choose the Right Setting

Selecting an appropriate setting for the conversation is crucial. Choose a private, neutral location where both parties feel comfortable and free from distractions. This will create an environment conducive to open and honest communication.

Conducting the Conversation

Once you are prepared, it’s time to engage in the conversation. The manner in which you conduct the discussion can significantly impact its outcome.

Practice Active Listening

Active listening is a critical skill in any conversation, particularly when addressing difficult topics.

Give the employee your full attention, listen to their perspective, and validate their feelings. This demonstrates respect and empathy, paving the way for a more productive dialogue.

Use “I” Statements

When discussing sensitive topics, using “I” statements can help prevent the employee from becoming defensive. Instead of placing blame, express your observations and feelings.

For example, instead of saying “You never meet deadlines,” try “I’ve noticed that deadlines are often missed, and I’m concerned about how this affects the team.”

Stay Calm and Composed

Maintaining composure during a difficult conversation is essential. Stay calm, even if the employee becomes emotional or defensive.

By modeling self-control and professionalism, you set a positive tone for the discussion.

Focus on Solutions

The goal of a difficult conversation is to find a resolution to the issue at hand. Collaborate with the employee to identify potential solutions and agree on a plan of action.

This empowers the employee to take ownership of the problem and fosters a sense of accountability.

Following Up After the Conversation

The conversation doesn’t end when the meeting concludes. Following up is a vital component of the process to ensure that the agreed-upon solutions are implemented and effective.

Monitor Progress

Keep track of the employees’ progress and provide ongoing support and feedback. Regular check-ins demonstrate your commitment to their development and reinforce the importance of accountability.

Encourage Open Communication

Encourage the employee to share their thoughts and feelings about the conversation and any changes they are experiencing. This openness can lead to greater trust and collaboration, ultimately contributing to a more positive work environment.

Reflect on the Conversation

Take time to reflect on the conversation and consider what went well and what could be improved. This self-assessment will help you develop your communication skills and enhance your ability to handle difficult conversations in the future.

Difficult conversations are an integral part of leadership and management roles. By approaching these discussions with preparation, empathy, and a focus on solutions, you can foster a culture of transparency and trust within your organization.

Remember, the goal is not only to address the issue at hand but also to strengthen relationships and promote a positive, productive work environment.

Through effective communication and ongoing support, you can turn challenging conversations into opportunities for growth and development.

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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What is Instructional Leadership in Education?

Instructional leadership in education has been described in similar ways over time by various experts in the field. In a nutshell, it’s how an educator, typically in an administrative or specialist role, guides their colleagues to improve and refine their instructional strategies to better impact student learning.

It’s essential to recognize that teachers can certainly provide instructional leadership to their colleagues as well, for example, in a Professional Learning Community (PLC), but for the purposes of this article, the focus will be on the specific efforts that administrators and coaches can enact for effective instructional leadership.

Strategies for Effective Instructional Leadership in Education

Clear Vision

Strong leaders set a purposeful vision, based on evidence from the students and communities they serve. The vision should be central to the mission of the school and should have specific outcomes identified as goals. Simple language is helpful to ensure all constituents can easily understand and refer back to the vision, creating cohesion as the work unfolds over the school year.

Structures for Communication

The next step is ensuring there are leadership access points to your teachers that are expected, predetermined, and intentional. Having a combination of formal and informal opportunities to dig into instructional strategies and student data will support a comprehensive instructional leadership approach.

Creating a school year calendar that identifies specific professional development sessions, collaborative meetings like PLCs, and direct observation and evaluation sessions promote cohesive and consistent opportunities to advance instructional practice.

Targeted Feedback

Your feedback is one of the most high-leverage tools you’ll employ to provide instructional leadership. When observing a class, it’s important to collect objective information. This may include what questions the teacher asks, which students participate, what the task demands of the students, and the timestamps to monitor pacing of the lesson. Once the information is collected, what you do with it is what makes or breaks your instructional leadership.

Identifying celebrations and one to two specific areas of growth with suggestions for refinements will focus the teacher’s efforts. Be sure that the feedback you provide around growth is what you determine will make the most impact on student learning, even if there are additional things you may want to see changed. Keeping this focused lens for the receiver of your feedback will ensure change in practice is feasible because it is limited in scope and ideally tied to your clear vision and student outcomes.

Monitoring Progress Towards Outcomes

Feedback and support is only as good as the impact it has on students! Ensure that you have strategic plans to monitor student learning around the specific goals you have for your instructional leadership. What assessment tools, both formal and informal, will support your analysis of impact on student learning? Once you have identified these checkpoints, collecting and analyzing the data for trends is the next step.

As best you can, finding points of celebration within the data promote continued efforts from your teachers to employ your feedback in their practice. Areas of weakness in the data can also be motivating for teachers to evoke changes in practice. Set ambitious yet attainable goals for student learning at the start of the year, ensure your instructional leadership efforts are cohesive to that goal, and then be transparent with your staff about the data so that they can see the connection between changes in instructional practice and student outcomes.

Building Capacity and Shared Leadership

Do not discount the power of teacher voice! The highest form of instructional leadership is building that leadership capacity within your staff. Whether you explore instructional rounds, collegial coaching, or a core instructional leadership team that has classroom teachers directly included in the leadership planning process, these opportunities can create some of the most powerful motivation for teachers to consider changing instructional practices.

Additionally, ensure you have strong resources to provide staff as models for what you are encouraging them to try instructionally. Videos and texts are helpful, and the opportunity to see a colleague in action is ideal. Creating the context for staff to feel safe trying these new instructional strategies without penalty is a key strategic move in your efforts to build capacity with them.

The key ingredient: Relationships

Great coaching, with thoughtful feedback and structured opportunities for support and reflection, will make a positive impact on teaching and learning in your school, but you will unlock your teachers’ greatest potential if they authentically trust you. Taking the time to visit classrooms without the intention of observing and providing feedback, capitalizing on opportunities to celebrate even the smallest wins for a teacher, and also being empathetic to the human experience when a teacher may be going through something that is not making them as available to the demands of our profession, all help to ensure that your teachers see your feedback as supportive and not punitive. When your teachers believe that you see the good in them, they will be far more likely to make changes in their instructional practices based on your leadership and feedback.

Educators never stop learning; check out our available graduate degree programs to hone your skills and promote lifelong learning and academic excellence.

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1. Leadership Pitfalls

Principals function both as the instructional and managerial leaders of a school. Often, when a new principal steps into the role, faculty and staff members may test the new administrator to determine their boundaries. This presents a delicate “tightrope” on which the new principal must walk.

While being personable and approachable is important, it is equally important to hold to school policies and draw a hard line against any violations.

The principal’s goal is not to be a dictator; however, it is their responsibility to ensure that contractual and policy-related obligations are met. As a result, new principals should develop a leadership style that enables them to connect with their faculty and staff members while also maintaining high standards of professionalism and compliance.

2. Instructional Missteps

Within the field of education there always seems to be a “next best thing.” Advertisements for new and improved textbooks, learning apps, websites, and manipulatives flood inboxes, and latest buzzwords are used repeatedly at professional meetings and conferences.

A common misstep new principals make is attempting to keep up with the latest new initiatives while not following through on ones that were started previously.

This is especially true for first-year principals. The first year primarily should be an exercise in observation. The new principal should take stock of what currently is being done throughout the school year and weigh the pros and cons.

The tale of a new principal who enters a new school and changes everything on the first day is extremely common, and it is a surefire way to lose credibility with faculty and staff members.

Instead of following the latest trends, new principals should carefully weigh any new initiatives from the perspective of what is best for their students and staff based on the needs of their specific geographic area.

3. Communication Challenges

One of the common mistakes new principals make revolves around communicating too much information at once. In most cases new principals are passionate about the success of their students and have invested significant time preparing for the transition to administration.

However, new principals must remember that just like students, adults learn best when information is chunked into smaller portions and shared over a period of time.

Principals who begin their tenures composing lengthy, multi-paragraph emails to their faculty and staff members every day soon will find that their emails go unread. This is not because the faculty and staff willingly disregard the emails but because they do not have the time during a busy school day to process copious amounts of information via email.

The same concept applies to faculty meetings. Agendas should be kept brief and limited only to critical information, especially for meetings after the school day.

People, in general, will “tune out” after more than 10-15 minutes of information, so principals should be sure to keep both spoken and written communications clear and concise. Otherwise, their messages will go unread or unheard.

4. Financial Management Faux Pas

One of the roles of the principalship for which new principals often are unprepared is the aspect of managing a budget. The budgeting process varies from one school system to the next, but one element remains critical regardless of budgeting style: requisitions. All school systems require requisitions to be completed by staff members who wish to make purchases via the school budget.

During budget season, which usually runs from January through early spring, principals may encounter hundreds of requisition forms. Given the volume, simply signing requisitions without reading them can become a common faux pas.

Principals must be aware of how money is being spent within their buildings, and they are responsible for ensuring that the funds allotted to their buildings are spent wisely in a manner that benefits all school stakeholders.

Although it is a taxing process, the principal must review all budgetary requisitions beyond general school supplies and challenge them if necessary. Few things are worse than being questioned at a public meeting about money being spent in one’s building and not having an answer at the ready.

Being a principal is challenging, and financial matters often are placed on the back burner. This should not be the case, and new principals must build in the time necessary for monitoring the budget process within their schools.

5. Time Management Mayhem

Time management is perhaps the greatest challenge for new principals. The principal role requires individuals to think on their feet and move quickly from one thing to the next.

An example of this is a high school principal who, within an hour, may deal with student discipline issues, address sports-related matters, field phone calls from parents, make curricular decisions, and observe a classroom.

In the principal’s chair, everyone and everything seem to be clamoring for time. As a result, principals must set aside time before and after the school day to think, plan, and complete tasks that must be accomplished without distractions.

The job of a principal does not begin and end with the first and last bells of the school day. Consequently, new principals must be prepared to invest the time necessary to complete the job successfully.

Most importantly, new principals must reserve a window of time each day to decompress for the sake of their own mental health. This looks different from person to person, but principals must take the time to look out for their own wellbeing because it directly affects their interactions with their students and staff members.

A graduate degree in administration prepares you to lead as a school administrator and help shape the future for generations of students. Check out our available leadership and administration graduate degrees and get started today!

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As I begin my thirteenth year in administration, the teachers with the most anxiety have been younger teachers, those under three years of experience. The more experienced teachers have had their moments and challenges, but their wisdom and experience help them through.

When talking to teachers, we find that some common themes create the most anxiety: workload/home balance, not being supported, and not having what they need to teach effectively.

These categories tend to be the main factors contributing to teacher anxiety in the schoolhouse. Factors outside the schoolhouse such as family issues and situations are the only things we can help with.

Things For Administrators to Look Out For

How can administrators know when a teacher is feeling or being affected by anxiety?

First, if the lines of communication are open within the school building, hopefully, a teacher will reach out to someone for help. Whether that be a colleague, a counselor, or an administrator, it doesn’t matter. A characteristic of a healthy school building is open lines of communication. Poor lines of communication and trust can lead to anxiety by itself.

Second, good school administrators are in classrooms and around the building enough to spot changes in behavior in their staff. Has someone been hiding out more in their classroom than the hallway? Has someone been staying later than usual before going home? Has someone gotten quieter in team meetings than usual? Not one of these scenarios necessarily means that something is going on, but any combination of these could be a sign that something could be going on.

Another indicator could be parent phones coming to the administrator’s office. Is there an increase in concerns in the classroom? Are there any increased times the teacher has missed grading checkpoints or deadlines? This also could be a sign that something irregular is happening with some of our staff members.

Ways to Help And Support Teacher Anxiety

Whether the teacher is experienced or just beginning their educational career there are some regular habits that administrators can do to lessen the anxiety of the teachers in the building.

First, create a culture that discourages burnout and emphasizes a work/home balance as much as possible. We tell our new teachers that we will send them home if they spend too much time in the building after six p.m. on most days. I personally helped a younger teacher to leave a couple of times because they needed rest to be ready to teach the next day. It is worth noting that work/home balance is not exactly a 50/50 proposition but more about the ability to focus in the moment where you are.

Second, administrators need to be as supportive as they can in a couple of arenas…when it comes to matters of instruction and with parents or other issues.

With instruction, administrators can ensure teachers have the resources they need to teach on a daily basis. This goes back to the basic pavilion needs of humans. If we have what we need on a basic level, we can then help others advance and learn, and it breeds confidence in what we are doing because we are prepared.

If a teacher ends up in a contentious situation with a parent, the administrator needs to back the teacher as much as they can, even if the teacher has made an error. If the teacher has made an error or has not followed the handbook, that conversation can be held away from the parent so a united front can be shown to the parent and any situation can be corrected.

Also, in discipline with students, how a teacher feels supported can decrease their anxiety levels because of the feeling of support from administration.

Many of these things apply to new teachers also, but more so with the levels of support. Having a strong mentor system in place so that the new teachers have a confidant to talk to, someone to show them the steps needed to complete basic items on the campus, help them with lessons, and simply how to just get around can do a lot for the efficacy of the teacher.

We have found that anxiety occurs most in teachers when they feel as if they are on an island and without hope. Sometimes, just sitting down with a teacher and developing a plan can ease anxiety because it gives them a road map to fight the issue and someone to walk through the plan with.

The more supported our teachers feel, the less anxiety will rear its ugly head and impact our schools!

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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The first priority of administrators, whether as an assistant principal or a superintendent, is to implement learning in a way that engages students academically, then socially, and emotionally. Students need to enjoy learning, but they also need to be in comfortable atmospheres to do that. Teachers need to connect and build relationships so that students can share their thoughts and opinions, while having the emotional maturity to handle criticism in order to grow. Having leadership changes will never enable the sustainability of these types of requirements.

What is Sustainable Leadership?

Sustainable leadership focuses on consistent learning through achievement and growth, creating permanent atmospheres of positive culture, with a strong desire to learn for learning’s sake, and implementing changes that benefit all members of the school community.

So, what does sustainable leadership look like in schools? The vision will appear differently for teachers versus administrators, for administrators versus students, and for teachers versus students. (This is not to say that “versus” means in conflict or competitively but instead as a perception between groups.)

For the educators, sustainable leadership is not a carousel of administrators moving in and out of positions. Educators need to be able to lean on their administration in the fact that their principals are present, easy to approach, willing to listen, and capable of supporting their teachers with whatever they may need. Administrators must understand the requirements of their teachers and what will best support their classrooms, their pedagogical styles, and ultimately what will make both the teachers and students grow.

Teachers also require clear expectations and communication from their administrators. They need constant determination to achieve those expectations, especially when goals are introduced. Sustainable leadership relies on consistently building onto previous goals while trying to achieve new ones. This can only be done when administrators are in place for lengthy periods of time. Constant change, while a steady variable in education, cannot occur in these integral positions.

For administrators, sustainable leadership can happen when the ability to make decisions is supported by upper administration. There has to exist a relationship of trust and communication in order for initial steps to take place. Whether with changes in curriculum or restructuring departments or enhancing a positive behavior support system, administrators need to have vision, perseverance, the ability to improvise, and especially the support of their superiors.

And these are multi-year plans, which means administrators must know they are safe in their positions, so that they can implement the changes with buy-ins by the teachers. They must be able to present some urgency and calculable reasoning that justifies the changes. This is a strong way to create leadership that continue to transition through each year and build upon the successes of the vision and mission statements for each school.

Sustainable leadership about administrators is not just about having a terrific and motivated principal. In order for a system to continue its success, it must transition with continuity. Principals must take that leadership role and then train or support those assistants who are part of the team to maintain continuity. It is as much their role to ensure a positive transition as it is the next person who steps into that position. Comprehending this will ensure that leadership spreads as a lasting legacy.

Implementing sustainable leadership practices can vary from school to school due to the uniqueness of each district.

Some schools may focus on curriculum development. Leadership must have an organized and clear vision of the elements of each course, as well as the instruction and assessment components to create a balanced system. The leaders must help support the teachers with a sense of urgency, professional development appropriate to the tasks, and optimistic oversight with open communication and collaboration. Continuous review and discussion are essential to the process. Administrators making themselves experts in this area builds credibility among the teachers and sustains a much stronger momentum for growth toward the school’s goals.

Always at the top of the priority list is the desire to improve achievement and growth on the high stakes standardized tests, while mitigating the amount of time “teaching to the test.” This can be evaluated not only from a curriculum redevelopment but also from numerous data points. Surveys pertaining to the self-efficacy of students’ feelings toward school, work, ethics, pride, etc., can help but also through truancy, academic failures, and those students who are considered on the bubble of proficient or basic performances.

And depending on the leadership, schools can thrive from strengthening their reading programs from elementary to middle school; it may stem from an incentive-based program for students who are habitually truant to attend school, or maybe it even it is exploring the ways to improve language skills in school districts with a majority of diversity regarding ESL or ELL students who need support.

The key to all of these examples is to have a strong leadership that understands it will take immense work to establish the type of culture and desire for a district to overcome the developing challenges. And with a powerfully established leadership in control that provides long-term support and positive transitions, sustaining leadership will force a district to celebrate its successes.

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Additionally, with all of the accountability microscopes around us, we must be on top of everything that falls under our responsibility. So, how do teachers view the subject of submitting lesson plans? Also, how then do administrators view lesson planning and submitting same as well?

From the Teacher’s Perspective 

Let’s examine the pros and cons of lesson planning from the teacher’s perspective.

Pros

Submitting lesson plans forces me to prepare to the best of my ability. Planning also allows me to dig deeper in my subject and look at new and innovative ways to enrich my students in my subject area. Further submitting lesson plans allows for open dialog with the administrator and peer teachers which hopefully will give the teacher insights from the outside in.

Also, as in the scientific method, the teacher’s plans can often open up new questions to be discussed in the classroom. Lesson plans also afford the teacher to plan for differentiated instruction in their classroom. Off the cuff, “cookie cutter” lessons can often leave some students not fully understanding the material presented. Good lesson planning can help the teacher to insert objectives in different ways to deepen the learning experience for all students.

Cons

Probably the biggest con to submitting lesson plans is the hassle of having to do them at all. Also, there is the pressure of having them submitted by the weekly deadline. No teacher enjoys getting that dreaded note stating that your lesson plans have not been received. Additionally, just like progress in the classroom, lesson plans often have to be altered due to being ahead or behind due to a myriad of circumstances.

Having a couple of days off from school due to weather conditions can be nice. But, unsuspected days off can wreak havoc on even the best of lesson plans. Add in a high number of attendance issues due to student illness, and best-laid plans can become a jumbled nightmare.

Overall, the pros definitely outweigh the cons on the subject of submitting lesson plans. However, circumstances can sometimes make this task more of a burden to the teacher than a benefit. But, at the end of the day, good lesson planning is good for all stakeholders.

Through the Administrator’s Lens

Submitted teacher lesson plans allow the administrator to see what is being taught in his classrooms and how. The administrator can check lesson plans against curriculum guides to ensure his teachers are staying on path in covering competencies. Submitted lesson plans are extremely beneficial for administrators to monitor new and inexperienced teachers. These plans allow the administrator to see potential pitfalls and head them off before they become problematic.

The administrator needs to identify planning issues early so that he can counsel the teacher before a major problem arises. The main problem with this is making time during an already busy schedule to adequately check lesson plans. It is easy for an administrator to just check to see plans are submitted to “check off a box”, but without proper evaluation of lesson plans, they are wasted time for the administrator and maybe even the teacher. Problems caught early in the campaign can be addressed in a positive way. No teacher wants to be called in relating to curriculum and told they are not planning well. But no teacher wants to be called in way down the road when the damage has already been done.

Also, no administrator wants a teacher to say, “Why are you just now telling me this”? If this becomes the conversation, you risk losing your teachers’ trust and confidence to lead. At this point the teacher will be submitting plans to make the administrator happy as opposed to submitting with a view of what is best for her students. This scenario is not positive for anyone, especially the students you are all pledged to serve.

Lesson planning done correctly can and is a valuable asset. The teachers and administrators must make curriculum planning a high priority. Well-written lesson plans, supported by the administrator, can be a valuable tool for the teacher. Affirmation from the administrator about their lesson planning can be a great confidence booster. If teachers and administrators work together in this all-important area of education, the students we are charged to teach have a better chance to master in their subject areas.

Let’s take Margaret Thatcher’s quote to heart and strive to implement it: “Plan your work for today and every day, then work your plan.”

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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And morale can go either way for people: groups of people can build it themselves or blame others, which ultimately feeds into toxicity. But there are avenues to be taken by teachers, students, and especially administrators to build toward a positive climate and a good change in culture.

How to Create a Positive School Climate: Understanding Positive Versus Negative Climates

So, what consists of a negative climate? While it may be easy to create imagery pertaining to educators sitting around in faculty rooms complaining about schedules and students, it is far more than that concept. This is not to be confused with having a bad day because who doesn’t every once in a while?

Research shows that negative environments affect students’ and teachers’ mental and emotional health. Often, graduation rates are lower, standardized testing shows decreased rates of achievement, and even more importantly, declining growth from year to year. Motivation decreases in all areas and feelings of hopelessness shortly follow.

Negative school climates create harmful situations of bullying, violence, and suicidal ideations due to damage to mental health. Students expect to be safe when they enter schools, but these types of environments do not promote the elements of a safe atmosphere. As well, in the categories of students with disabilities, higher depression exists due to alienation and disrespect that can easily build in students.

On the opposite end of that spectrum, a positive climate focuses on eliminating the negative aspects previously mentioned. Students are confident in their abilities, promote equality and equity among all stakeholders, and show improvement in achievement and growth. A lower amount of disciplines is recorded, and substance abuse is minimal.

Beyond the fact that this isn’t something that can be fixed immediately and because it is a massive system of ideas to identify and develop, what can administrators do to help build a positive culture among teachers?

Generating a Positive Climate in Collaboration With Teachers

The key to changing a climate is collaboration among teachers and administrators. Committees comprised of stakeholders, from the toughest critic to the most optimistic member, must be involved in order to narrow down the frustrations potentially causing issues. It becomes a root cause analysis, in which every member has a voice. When teachers feel heard by their administrators, only then can there be a buy-in that allows schools to move forward with change.

With the administrator being the school leader, they must be able to delegate responsibilities for a shared leadership among teachers. This fosters collaborative leadership, which stems from a shared vision and mission. It also develops from the root cause review; this can generate the different perspectives upon which the group would like to focus on changing. Allowing teachers to have the ability to facilitate change will be a significant step toward improving the culture.

Setting goals is another key aspect toward fixing a negative culture. But along with setting goals, administrators and teachers must also model the behaviors necessary to reach those goals. Teachers must set the standards and administrators must hold professionals accountable. Once teachers know they have a strong stake in equality with their peers, the quickest way to lose that momentum is not to hold others accountable for not meeting the standards.

Another integral component in building a positive climate for teachers is to allow them to take risks in order to grow. Too often our educators are limited by politics, parents, and legislation. Knowing they have a supportive administrator who will back them when they gamble on new lessons or experiments will enhance the attitudes of an entire group of teachers. As long as teachers and administrators also don’t lose their sense of humor when things don’t work out!

Ideas for Short Term Climate Improvement

Now, what are some fun and creative ideas that can help with short-term climate improvement?

Food and Treats

Any time a school administration can bring in something like a walking taco bar will be a success. Individual bags of cheesy tortillas with all the toppings will get any staff walking around with smiles.

Pushing around the “Woot, Woot” Wagon with goodies, such as sweet treats and/or hot cocoa or coffee and tea will ease the pain of a long day and build an excitement in culture. Random and planned trips throughout the halls will support teachers and not require an immense amount of money to supply.

Giveaways

How about random giveaways? There is nothing quite like the feeling of winning something, while producing a win for the administration in teacher attitudes. Putting together themed baskets or raffling off gifts throughout the year for no specific reason can build feelings of goodwill and excitement. Never knowing what could happen at school might lead to improved absence rates among teachers or at least help lessen the burnout rates.

Updated Professional Development Days

Another change in culture can arise from updated professional development days. Rather than the same old presentations (forgiving that several forms of legislation require certain professional development, there is still time that can be found), work on collaboration days by providing escape rooms or off-campus collaborative activities. Maybe there is a nearby ropes course or climbing wall in which teams can challenge each other. Possibly offer a whole school staff golf outing, with a final dinner at the end of the day.

For those not physically inclined, how about a video game tournament or old-school checkers/chess tournament? Any form of friendly competition can help soothe the soul.

Depending on the types of leaders that people want to become, there are always ways to build positive atmospheres within a school. It takes motivation, dedication, and the willingness to try new opportunities. Ranging from small, short-term activities to long-term modeling and accountability, a positive school climate is what we decide it should be every day.

A graduate degree in administration prepares you to lead as a principal, superintendent or other school administrator and help shape the future for generations of students. Check out our available administration and leadership graduate degrees and get started today!

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As far as possible, new faculty members must be given every opportunity to be ready to go, confidently on the first day of school. Alert existing employees to the new hire and encourage them to reach out to the new hire with excitement and welcome them aboard. If possible, have an existing employee reach out to the new employee before they ever arrive. This will give the new employee a sense of knowing someone before they even arrive on campus.

Cultivating a Welcoming Environment

First and foremost, the administrator should be open, inviting, and welcoming in making the new hire feel welcome. It is important that the new employee feels like part of the family from the first day. One way to accomplish this is to be organized and prepared to give your new hires the time they need with you to get started. Also, have veteran staff available to mentor the new employee. If possible, this person should be in the same teaching area as the new employee.

Orienting New Faculty to the School

Upon arrival, the new employee should be given a tour of the facility by you or your designee. This tour should be relaxing, informal, and informational. Important areas such as restroom, teacher work rooms/staff lounge, cafeteria and the reporting office should be included. The teacher supply room and any other areas the employee needs to be aware of should be included.

The designated mentors’ room should be made known to the new employee as well. Complete the tour with an introduction of the employee to their new work area/classroom. Make sure this workspace is clean and inviting and has a feel of the employee’s new home.

Supporting New Faculty in Course Prep

As the curriculum leader, you must supply your new employee with all the resources she will need to prepare for the school year. Show a willingness to assist the employee in preparation by giving direction and a listening ear as they prepare to make the new environment their own. Supply the new employee with current course curriculum, standards, and any test material data that you have available.

Be careful to select a mentor that is going to be happy to help the new person get set up and ready to go on the first day. Ensure that the new employee has a copy of the teacher handbook, student handbook, bell schedule and school calendar. Additionally, the new employee needs to be aware of duty schedules and their responsibilities.

Facilitating Acclimation to the New Classroom

Empower your new employee to set up their workspace and “make it their own” from the first time they enter the room. If possible, make resources available to help them with this endeavor. Within reason allow them latitude in setting up the room in their own way and offer help where necessary to accomplish this goal. It is amazing what a fresh coat of paint, new blinds or other little amenities can do to make the work area feel like home to the new employee.

New Faculty Professional Development

Make sure that the new employee’s professional development is necessary and pertinent to the new job. Avoid meaningless meetings that simply eat up valuable time. Make sure all required professional development is well organized and enjoyable to attend as much as possible. Never add unnecessary fluff to professional development just to fill a time quota.

One major professional development area is payroll. Ensure that your new employees have all of their tax paperwork, banking information, and other pertinent information on file. Nothing frustrates someone new more than a late paycheck due to missing information. Remember the more time the employee has in their room and meeting with fellow staff members, the better.

The main key to empowering newcomers is to make sure that the job you hired them for is the job they thought you hired them for. Most of the time people take new jobs because of the relationship they built with their new supervisor during the interview process. As their new leader, you must give them every opportunity for success and supply them with what they need to be successful.

Also, remember they are new and take care that they are aware of protocols within their new environment. Talk with their mentor frequently to ensure they are off to a good start and to be alerted of any areas they may be struggling. Be prepared to help them early and often if the struggles of a new environment are becoming problematic. Remember, you hired them for a reason. Do everything you can to ensure their success. Bringing in new employees and then helping them grow into great employees is a sign of a great administrator.

A graduate degree in administration prepares you to lead as a principal, superintendent or other school administrator and help shape the future for generations of students. Check out our available administration and leadership graduate degrees and get started today!

The post Empowering Newcomers: Strategies for Successful Faculty Onboarding appeared first on Graduate Programs for Educators.

The educational system was in a monotonous rut until the COVID-19 pandemic. In a span of two weeks, the entire world’s eyes were on the shutdown that affected our entire country and large parts of our world as a whole. During this time, and the subsequent time that followed from March to July of 2020, students across the country were learning from home, with teachers who had only a handful of days to pivot from traditional brick-and-mortar education to online, distance learning education through a screen.

For a time, during increasing uncertainties and painful statistics of loss and suffering from the global pandemic, there was an overwhelmingly positive perception and incredible support for frontline workers, healthcare workers, and teachers. We were heroes! Parents everywhere had a newfound appreciation for what teachers did daily, and there were countless appreciation posts, support, and other good feelings towards those in education. Fast forward to three years later, and educational leaders everywhere are back dealing with the same challenges as before – navigating the ebb and flow of teacher morale.

What Is Teacher Morale and Why Is It Important?

Teacher morale is simply the overall feeling on a day-to-day basis of faculty and staff within a building. For experienced school leaders, this is often an undercurrent that can sometimes be felt or seen, depending on your location. Great leaders know that the direction of the building is solely based on the teachers’ happiness, and finding ways to support each adult in the building is critical.

In schools with low teacher morale, there is an unfortunate correlation to faculty and staff turnover and general unhappiness. Teacher morale is important because it permeates into each space in which students occupy. Unhappy teachers lead unhappy classrooms, leading to negative student outcomes. Multiple research efforts have shown correlations between positive teaching experiences and positive student academic outcomes. Teacher morale truly matters.

Factors That Influence Teacher Morale

Teacher morale is an interesting concept, deeply rooted in intrinsic and extrinsic factors. For school leaders, focusing on the intrinsic factors is a great place to start. For faculty and staff, intrinsic factors that influence teacher morale are things like job security, new curriculum or initiatives, teacher autonomy, or the overall climate and culture of the building. Extrinsic factors, which are the most difficult to address for building level leaders, are “big ticket” items such as increased compensation, district level support, or the general sense of being undervalued by district or central office staff.

Another factor that has been increasingly prevalent in the last six to eight months is the lack of recognition for the incredible job that teachers and support staff do on a daily basis. This is not a perceived slight, but rather a real issue that plagues education today. Mainstream media, political divisiveness, school board elections, and other noticeable struggles continue to pour on to already overworked and tired educators who feel they are shouldering the burden of public education.

How to Identify Signs of Low Teacher Morale

Low teacher morale is, at times, hard to identify. Successful schools can often mask the sense of low teacher morale due to a variety of programs or success in a specific area, but building level leaders know that, at any time, an issue with teacher morale can cause headaches. Evidence of low teacher morale can be strikingly visible:

1. Faculty and staff that have an overall negative demeanor can experience burnout or low morale. These teachers have often been described as “curmudgeons” or “energy vampires.” They typically have a problem for every solution.
2. Low morale can exist with faculty and staff who demonstrate uncooperative behavior, refusing to work with others. In education, collaboration and professional development opportunities are only successful when teams come together.
3. Low teacher morale can take the form of constant complaints from faculty and staff, or the lack of effort given. Those with low morale typically aren’t afraid to express their complaints, while giving minimum effort to complete tasks.
4. Turnover and attendance are examples of low teacher morale.

For a high turnover rate, this is not those who have low morale; rather the faculty and staff members leaving are those who wish to work in a different environment, often away from those who are always negative. In the end, this is a negative form of turnover, one that leaves building-level leaders with the wrong people left behind. Regarding attendance, those with low morale are often the ones always late, absent, or in the parking lot before the students have all left the building.

Strategies for School Leaders to Improve Teacher Morale

Although low teacher morale is a negative, there are ways that school leaders can increase morale! First, establish a way to recognize faculty and staff, both informally and formally. Schools with a positive and supporting culture find ways to recognize their team in fun and unique ways.

In my building, we celebrate our “Viking Spotlight,” where their peers nominate faculty and staff members for going above and beyond the call of duty. This monthly recognition is more special as it is peer-led and peer nominations. Other groups on campus also recognize our teachers, by placing inspiring quotes and notes on their classroom doors as ways to encourage them and thank them for what they do.

Additionally, a no-cost option to increase teacher morale is to create a shared decision-making culture. Teachers will feel more empowered and happier when they know they have input into upcoming initiatives or programs. A culture of respect, empowerment, and support is critical, and is free. Next, supporting their professional growth is a stalwart of the educational profession. Teachers need to be able to conference with their peers, learning and honing new strategies and techniques to improve their classrooms.

As building-level leaders, we must provide opportunities for staff to have choice in their professional development. Also, great schools know that the best professional development is often sitting in the room, in the form of seasoned and experienced teachers, not a hired consultant speaking about theory or innovations that won’t work for that specific building. Additionally, fun events always make the environment more enjoyable!

Fun lunches, duty-free days, small tokens of appreciation, “cheer” carts with drinks and snacks, social media shoutouts, and other items are low-cost budget items that can really go a long way. Not all schools are blessed with ample money or supplements laying around. Building-level leaders don’t have bonus checks laying around for everyone. Strategies to increase morale have to be strategic, intentional, and worth the time. Encouraging free things like spirit dress-up days, exchange days where faculty work longer hours over a few weeks to have teacher workdays off, and other ideas are just a few to affect the climate and culture of the building positively.

Teacher morale is the heartbeat of a school, a concept that has a far-reaching impact on the total school program. When teacher morale is high, teachers have more patience, are happier, and are generally more enthusiastic during the day. Students often take their cues from teachers, meaning there is a causative relationship between happy teachers and successful students. Ultimately, navigating teacher morale is a tough and arduous process, but one that will pay dividends in schools with a high culture of morale for all faculty and staff.

A graduate degree in administration prepares you to lead as a principal, superintendent or other school administrator and help shape the future for generations of students. Check out our available leadership and administration graduate degrees and get started today!

The post Navigating the Ebb and Flow of Teacher Morale: Strategies for School Leaders appeared first on Graduate Programs for Educators.

In modern education, staff training that is innovative is essential in equipping teachers and staff with the skills and strategies necessary to adapt to the ever-changing landscape of learning.

Why Innovative Staff Training Is Essential in Schools

Adapting to Changing Educational Needs

Innovative staff training is vital in schools primarily because it assists teachers in adjusting to the ever-changing demands of education. Technology advancements, shifting global dynamics, and a continuously transforming job landscape are all contributing to the world’s extraordinary rate of change. Outdated curricula and conventional teaching strategies do not prepare students for these new challenges.

To close this gap, creative training staff initiatives are being developed. Schools may guarantee that their students receive a high-quality education that is relevant to their needs by providing teachers with an opportunity to refresh their skills, learn about the newest pedagogical approaches, and adopt innovative teaching tools.

Encouraging Lifelong Learning

It is impossible to overestimate the significance of promoting lifelong learning. Teachers who participate in creative staff development programs become active models of the idea of lifelong learning. They encourage their students to become lifelong learners and hone their teaching skills.

Instructors who are committed to lifelong learning are better able to cultivate a passion of learning in their students. With this method, students become more curious, engaged, and autonomous learners who are better equipped to face problems in the real world, both in the classroom and in their daily lives.

Fostering Creativity and Critical Thinking

The emphasis on creativity and critical thinking in innovative staff training is common. Teachers are more inclined to implement these techniques in their classes when participating in creative learning activities. As a result, students become more likely to think critically and creatively. These students are more equipped to handle the challenges of the contemporary world and find solutions to practical issues.

More learner-centered and inquiry-based teaching strategies that emphasize critical and creative thinking are progressively replacing the conventional lecture-based approach to instruction. Creative staff development is essential to provide educators with the abilities and information required to adopt these cutting-edge teaching approaches.

Improving Learner Outcomes

Extensive research indicates that learner achievement is positively impacted by effective professional development for teachers. Creative staff development initiatives can give educators the skills and knowledge they need to improve their instructional strategies, classroom administration, and assessment practices. As a result, students’ educational outcomes have improved.

For example, teachers can better meet the diverse needs of their students if they receive training in differentiated instruction techniques. Similarly, by mastering the use of data-driven assessment to direct their teaching, they can pinpoint the areas in which students are having difficulty and offer tailored assistance. Learners have a higher chance of academic success as a result.

How to Implement Innovative Staff Training in Schools

Now that the importance of creative staff development in schools has been established, let’s look at the methods for carrying out these initiatives successfully.

Determine Current Needs and Objectives

Schools should determine their needs and objectives before starting an innovative staff training program. To do this, they can identify areas where professional development can be most helpful by conducting surveys, assessments, and in-depth conversations with teachers and staff. Schools might determine that they require training in innovative pedagogy, technology integration, or classroom management, for example. The first step in creating a training program that satisfies these needs is recognizing them.

Personalized Learning Paths

When it comes to creative staff training, there is no one-size-fits-all all solution. Every educator possesses a distinct set of advantages, disadvantages, and opportunities for growth. Personalized learning plans that are tailored to each learner’s needs are essential to the implementation’s success.

A combination of online courses, live workshops, conferences, and mentorship programs can be a part of personalized learning plans. Making sure educators receive the most up-to-date and efficient training possible will help them improve their abilities and target their individual growth areas.

Encourage Collaboration and Networking

It is important to view creative staff development as a collaborative effort. Teachers should be encouraged to work together and exchange experiences. Teachers can benefit greatly from networking and peer learning opportunities as they can share and learn from each other’s successes and challenges.

Schools can arrange frequent get-togethers, workshops, or discussion groups where educators can share tactics, ideas, and resources to promote collaboration. Professional development is frequently more fulfilling and inspiring in collaborative settings.

Incorporate Technology

In the digital age, staff training must incorporate technology. Digital resources, webinars, and online courses can improve the usability and efficacy of training initiatives. Teachers can also benefit from flexibility in virtual learning environments, which enables them to access materials and resources whenever it is most convenient for their schedules.

Schools should also think about building an online resource library for continuing education and support. These digital libraries can include a multitude of resources that are easily accessible and used by teachers, such as lesson plans, instructional videos, research articles, and educational software.

Continuous Evaluation and Feedback

Feedback systems and ongoing assessment are essential to guaranteeing the efficacy of staff training. Training programs can be enhanced and refined with regular evaluations and input from educators and students. This iterative procedure guarantees that the instruction is up-to-date and applicable.

Surveys, focus groups, and one-on-one conversations with teachers can all be used to get feedback. Asking students for their opinions is also a good idea because their classroom experiences can offer insightful opinions about the value of teacher professional development.

Innovative staff development in schools is a necessary investment in the field of education, not a luxury. Innovative staff development is essential to reshaping education in the future because it fosters creativity and critical thinking, improves learner outcomes, and adjusts to changing educational needs. When used well, it gives educators the tools they need to become lifelong learners and provide their students with memorable and influential learning experiences.

It is essential that schools give creative staff training top priority as they develop and adjust to a world that is changing all the time. This guarantees that teachers have the abilities and information required to give students a relevant, excellent education that will promote creativity, critical thinking, lifelong learning, and improved academic results.

A graduate degree in administration prepares you to lead as a principal, superintendent or other school administrator and help shape the future for generations of students. Check out our available leadership and administration graduate degrees and get started today!

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