Administrators, the task of finding the best leadership in education can be challenging, given the varying qualities we encounter. I have had the privilege of working with administrators who were truly exceptional and others who seemed out of touch with the demands of the profession. This prompts the question: how can we identify the best administrators?
For over a decade, I had the opportunity to work under the guidance of the same administrator in two different school districts. Her qualities set her apart as an amazing leader. What made her exceptional was her unwavering commitment to our growth as educators. She was always open to observing our teaching practices, providing valuable feedback, and ensuring that student interests and learning remained her top priorities. Her support allowed me to experiment with teaching methodologies, including the integration of technology and project-based lessons into the core curriculum.
As a teacher, I felt empowered and encouraged to take calculated risks, knowing that the rewards were immeasurable. Under her guidance, I expanded my role, eventually becoming a STEAM facilitator, Innovation Coach, and Dean of Students. She was the anchor in my educational journey, fostering my development and encouraging my journey of supporting students in acquiring 21st-century skills, nurturing a growth mindset, and promoting critical thinking.
On the flip side, there are administrators who seem to miss the mark, ultimately causing frustration and disillusionment. These are the leaders who spend their days in their office, engaging in unrelated personal conversations, or conducting teacher observations solely to catch educators making mistakes. Their actions often stem from a desire to maintain power and security, rather than fostering professional growth. It's disheartening to hear disparaging remarks about colleagues without the offer of support, coaching, or opportunities for teachers to enhance their skills.
The worst administrators are those who appear inflexible, having already decided on contract renewals without offering meaningful development opportunities. I once had an administrator who criticized my teaching style, dismissing my efforts as the "Mr. Summer's Show." She even suggested that men should not teach in elementary education, proposing that I would be better suited for middle or high school. In response, I thought, "I'm teaching second grade, and engagement is crucial at this age. I also have the best literacy scores in the entire second grade, even though it's not my favorite subject."
Ultimately, the key to finding effective administrators lies in their commitment to supporting our professional growth. Look for leadership teams that value your development, provide constructive feedback, and prioritize student learning. In an educational environment where support and encouragement are abundant, both educators and students flourish, creating an environment that truly advances the cause of education.