10 Ways for Administrators to Support Educators and Build a Culture of Pride, Positivity and Teacher Confidence

We entered education for different reasons. Some entered the profession because one of our own teachers, counselors, or coaches made such a difference in our lives. For others it might have been the exact opposite and the desire to do better, and for some it might be a passion for a subject matter and wanting to share that passion with students. What is clear, is none of us entered education solely to ensure our students pass an end-of-course test. We should feel pride in our profession. We are dedicated, hard-working, compassionate experts who are invested in the lives of our students and cherish the opportunity to positively influence the lives of our students.

Sometimes, however, the grind gets to us. Long days, meetings after meetings, being asked to do more with less, the challenging student or class, the parent who never seems satisfied all add to the stress of our profession.

As an administrator, I feel the some of the same strains and when the stress mounts I know I'm not as effective at my job as an instructional leader as I need to be. Needless to say, it's the same for teachers.

Administrators most important responsibility is creating a culture of pride, positivity and confidence for our educators. Below are 10 ways to accomplish this.

1. Writing a handwritten note of appreciation. 
2. Creating a culture of collaboration among teachers Whether it's through PLCs, faculty teams, or other purposeful groups, it's important that we create opportunities for teachers to work together to build social and human capital. Creating agendas and setting a purpose increases the effectiveness and efficiency of group meetings so that they're not a waste of time, a gripe session or another meeting. 
3. Talking to students about their best experiences.  Before school and during lunch I often talk to students about what they most enjoy about our school and their best classes. In addition to using this to take a pulse of our school, I share the accolades and positive comments with the appropriate teachers. 
4. Make appropriate use of data. Too often--and often not deliberately--data is used for compliance or scare tactics. Instead use data to analyze trends to create plans of instructional support for teaching and student learning. 
5. Create meaningful and purposeful professional development. 
6. Work collaboratively and individually with teachers to determine what it is they need to be successful. This ranges from questions like When I observe your class, what do you want me to focus on to constantly asking, What is it you need from me? What can I change or do? 
7. Recognize that almost every teacher wants feedback. By providing meaningful and targeted feedback  focused on students' learning strengths and challenges in relation to teacher instruction, we build efficacy and skills. 
8. Encourage risk-taking. January and February are great times to take risks. After a full semester of building relationships with their students, it's a great time to leverage the relationship and trust that has been built to try innovative lessons that may fail. Harness the power of trust to be adventurous. 
9. Make use of positive referrals. In addition to recognizing students--which teachers love to do-- it's an opportunity for the student to discuss the positive influences of the nominating teacher. 
10. Create opportunities for your students and families to recognize excellence. This could be something as simple as setting up a table at lunch for students to write personalized notes or nominating teachers for recognition through an online form'

What are some systems or ways in your schools that administrators provide supports for educators?

Teachers Evaluation of Me

Last year, I wrote a blog about the importance and value of teachers having the opportunity to evaluate their administrators. 

At the turn of our semesters, I again asked the teachers I oversee to evaluate me as their lead learner. I've always considered myself to be my own harshest critic, so the results were uplifting.

Below are the survey results and my corresponding goals for the second term.

Survey Results (lowest to highest with 1=Poor, 2=Fair, 3=Good, 4=Superb)

Question/Statement	Average (Jan 2014)	Last Year	Change
Develops and uses procedures for dealing with student misconduct that are prompt, fair and reasonable.	3.6	3.83	-.23
Monitors classroom performance on a regular basis, offering pathways to improve student performance through improved teaching.	3.67	3.77	-.1
Evaluates staff and provides timely feedback	3.7	3.57	+.2
Demonstrates awareness of professional issues and development in education	3.8	3.87	-.07
Enforces the student code of conduct in a firm and fair manner.	3.8	3.87	-.07
Applies policies and procedures in a fair and equitable manner	3.8	3.94	-.14
Provides direction for improving instruction	3.86	3.67	+.19
Manages time to be an instructional leader as a priority.	3.87	3.79	+.08
Ensures that there is an appropriate and logical alignment between what is being taught and state and county standards.	3.87	3.82	+.05
Keeps teachers informed about the school and its functions	3.87	3.93	-.06
Provides and promotes a climate for learning that is safe and orderly	3.93	3.94	-.01
Shares responsibility to maximize ownership and accountability	3.93	3.89	+.04
Accepts responsibility	3.93	4	-.07
Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.	3.93	3.94	-.01
Treats people fairly, equitably and with dignity and respect	3.93	4	-.07
Is available to discuss professional and other issues.	3.93	3.83	+.1
Articulates and promotes high expectations for teaching and student learning	4	3.88	+.12
Provides specific guidance for teachers trying to solve instructional problems	4	3.72	+.18
Stays well informed about professional issues and share this information with appropriate people	4	3.94	+.06
Demonstrates ethical, trustworthy and professional behavior	4	3.84	+.016
Communicates effectively and openly with teachers and staff	4	3.94	+.06

I’d like to share a couple of strategies intended to improve on my weaknesses. In regards to student misconduct, we are examining the use of restorative justice. We’ve used it with great successes multiple times first term, and I think we can use it more. It’s non-traditional. I’ve blogged about it here. Additionally, it’s important that I make dealing with misconduct a higher priority. Far too often, minor referrals have been placed on the back burner. Finally, I will do a better job of discussing and explaining disciplinary matters with the referring teacher.

In regards, to the second and third lowest-scoring statements, my hope is to have more frequent conversations with teachers. In addition to scheduling walk-throughs and observations, I’ll be scheduling follow-up conversations (so don’t be surprised to see calendar reminders). In addition to providing targeted feedback, these conversations will give us an opportunity to discuss student progress.  After all, student progress is responsibility shared by students, teachers and administrators.

When I interviewed for this job, I said my job would be to make the job of teachers easier, more efficient and better, so I take your responses to heart.