Teachers are classroom leaders responsible for engineering a calm, safe learning environment. Whether class norms are teacher-driven or student-generated, it is the teacher's responsibility to articulate, model, and reinforce the standards for acceptable behavior in the classroom.
It is so important for schools who want to retain talent to think critically about the needs of their novice teachers - they must think beyond new teacher training at the beginning of the year. As we approach the first extended break, why not initiate a check-in with new teachers that can provide exactly what they need (but likely won't ask for)?
Thankitude is different from mere gratitude. A thankitude is an attitude of giving thanks. It is marked by actively paying attention to, and intentionally expressing thanks for, what matters most to you.
Teachers are inundated with so much data that really does not matter; your feedback as a leaders should not be a part of it. Great feedback is honest feedback. When I have dispensed with pretense and just told it straight, I have gotten more return on investment than any other type of conversation.
When writing about your experience, it's OK to be vulnerable. In fact, being honest about what your day feels like, what you see and feel in your work, will often make a piece more interesting, more relatable, and ultimately more powerful.
I'm suggesting we practice mindfulness when approaching our work: consider our intentions when beginning a lesson, speak to a student who is struggling behaviorally, or reflect on our practice. There is an undeniable connection between a teacher's attitude and a student's experience.
Educators who do not attend to issues of equity and justice in their classrooms are doing a great disservice to the future leaders of our profession and to the students they will one day teach.
School libraries cannot (and must not) assume neutrality. Our silence when staring into the face of hate speaks to a complicity that does not coincide with library values.
Thinking like a scientist means acting like one -- and that involves writing in the ways that scientists do.
The true beauty in leadership is being able to discern when to pull back and not give teachers things they don't need. There is a balance that great principals learn, and because of that balance, they generally have happy teachers in their classrooms.