How to ask for (and get) what you want from your principal

Posted on Fri, Sep 12, 2014 @ 15:09 PM

principals2Why is it so difficult to ask for what we want? Perhaps it’s the fear of being patronized, or watching our dreams and aspirations go up in flames when our principal says no.

So instead of asking, we ruminate and think about asking. While the old adage, “you’ll never know until you ask” may be true, there are a few preemptive measures you can take to increase the odds of getting what you want from your principal.

Know the what, why, and how of the matter
Duh, right? As obvious as this seems, many of us have a much better sense of what we don’t, as opposed do, want. Approach getting what you want like you would a thesis statement.

Strong essays hinge on a variety of things, but a cogent, well-articulated thesis statement is the basis for a successful piece of academic writing. Without a strong thesis statement, essays flounder, beat around the bush, lack an overarching purpose, and leave the reader confused and frustrated.

Whatever you want—a school garden, a SMART classroom, longer recess time—you’ll have a much better chance of getting it if you get your thesis statement in order. Your principal doesn’t need another project, so it’s up to you to determine what you want, why you want it, and how you can get it.

Don’t miss the lifeboat because you are stubborn
There’s an old joke: A man is drowning and cries out to God for help. A minute later, a man in a rowboat paddles by and offers to help the drowning man. But the drowning man rejects the boater and says, “No, God will save me.” The same thing happens when the coastguard shows up, and again when a scuba diver swims by and offers the man his oxygen mask. When the man finally drowns, he finds himself at the pearly gates and asks God, “Why didn’t you save me? I waited for you.” God replies, “I did, you fool. I sent a rowboat, the coastguard, and a scuba diver!”

We laugh at the drowning man’s foolishness, but many of us do the same thing. We’re so fixated on what we want that we completely ignore alternatives that may give us the same—and often better—results.

Be open. You may not get funding for that school garden, but you might get enough for a classroom garden. You might not get a SMART classroom, but you might get a document camera. You might not get longer recess time, but your principal may open up the gym during lunch. While the alternatives may not be what you ultimately want, they will give you similar results. Don’t reject them because you are stubborn or fixated.

Recruit your biggest allies—your students
There’s strength in numbers. Getting what you want is going to be a heck of a lot easier if your students want it too. Encourage students to write persuasive letters, create videos, and talk to the principal about your big idea whenever they see him or her.

Look for help elsewhere
In an era of shrinking school budgets, it’s becoming increasingly difficult for schools to purchase even the most basic student supplies, let alone create SMART classrooms and fund what might be deemed “superfluous pet projects.”

Rather than despair, find creative ways to fund your classroom projects. Although car washes and bake-offs work, they’re time consuming and take teachers away from what they do best: teach. That’s one reason many of us have started using online fundraising sites.

Here are a few of our favorite crowd funding sites:

Don’t forget about your local community businesses either! It may surprise you how many of them will gladly lend a hand and offer free resources just because you asked.



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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

“Go to the Office!”: A Behavior Management System for Principals

Posted on Thu, Sep 11, 2014 @ 15:09 PM

principalsMore often than not, our teachers can manage student disruptions on their own, but there are occasions when principals must deal directly with students. Unless there is some sort of system in place, though, sending a disruptive student to the principal’s office is rarely productive.

You know what we mean, right? The student arrives, we ask why s/he was sent to see us, and s/he replies, “I don’t know.” Only later on do we hear the second version of the story from the teacher…

To circumvent these situations, we’ve come to rely on a simple system put forth in Abby Bergman, Judy Powers, Michael Pullen’s book, The Survival Kit for the Elementary School Principal. Here’s how it works.

Students need predictability, and so do the teachers who may be at their wits’ end. To save time and gain a more accurate picture of what happened between the student and teacher, we require teachers to fill out a discipline referral form and send it along with the student. The form contains two sections:  the first part is completed by the teacher and the second by us.

Discipline Referral Form

  • Student name
  • Date
  • Teacher
  • Grade
  • Nature of Incident
  • Prior Actions Taken by Teacher
  • Principal Action
  • Parent(s)/Guardian Notified?
  • Parent Response
  • Follow-Up Plan

After meeting with the student and following up with the teacher, we file the form in a “card box,” an alphabetized file box in which we keep every student’s name and photo on an index card.

After meeting with the student and discussing the incident, we also ask that they complete a written behavior incident report form that answers the following questions:

  • This is what I did
  • This is what I could have done to avoid this
  • This is what I will do in the future

After the student completes the form, we discuss the infraction to make sure the child understands what about his or her behavior is objectionable. It’s a simple system, but it keeps us organized, saves us a lot of time, and helps us quickly get to the heart of the issue.

Download 25 Classroom Management Tips for Teachers

Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

Preparing for Your Principal Interview: A Free How-to Guide

Posted on Wed, Sep 10, 2014 @ 12:09 PM

Some of us feel more comfortable than others about interviewing for a new position, but even the best interviewee experiences some jitters before stepping in front of an interview committee. 

A successful interview certainly depends a great deal upon your qualifications and experience, but it also hinges upon your ability to convince the screening committee that you are an even better version of the one you claim to be on your CV.

To help principals prepare for their big day, we’d like to share Gene Spanneut’s how-to guide, Preparing for Your Principal Interview. To download the PDF, click here or on the image below.

preparing for your principal interview



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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

10 of the Biggest Cover Letter Bloopers: Tips for Future Principals

Posted on Tue, Sep 09, 2014 @ 13:09 PM

You’ve already spent years, maybe even decades, in the classroom as a teacher, you know how to lead and organize, and you have the “in-the-trenches” perspective that every principal worth his or her salt must have. That’s a great start, but if you cannot craft a well-written cover letter to accompany your CV, you may never have the opportunity to get in front of the interview team that holds your future in their hands!

You’d be surprised at how many applicants fail or forget to include simple elements that can make or break opportunities. To ensure that you avoid them, we’ve come up with a list of 10 of the most common cover letter bloopers.

Failing to address the right person
Beginning a letter with “Dear sir or miss,” or “To whom this may concern” is a surefire way to start off on the wrong foot. Whether or not it’s true, generic introductions like this suggest to the reader that you didn’t take the time to do a quick Google search to find out who would be reading your letter.

Will the superintendent of the district be reading your letter? Will it be a “selection committee?” If you don’t know, make a simple phone call to the human resource department to find out. It’s a small, but important gesture that may distinguish you from the other applicants who either did not think to make the phone call, or didn’t feel like it.

Leaving out important contact information
You probably included your contact information on your CV, but you should also include it on your cover letter. Include your phone number, email address, home address and, if you have one, a link to your classroom/school blog.

Using inappropriate email addresses
This may seem obvious, but we’ve seen too many email addresses like [email protected], [email protected], or [email protected] appear in our inboxes. Email addresses like this are probably—probably—OK when you are in high school, but they won’t do for serious applicants.  Besides the tackiness of the above examples, neither give the reviewer any idea as to who the email is from. As a result, they may end up being deleted because they look like spam.

Blank or vague subject line
If you are emailing your cover letter and resume, read on.

Odds are that there are several positions available in the district you’re applying to, so you can count on it that HR is receiving dozens of emails every day for dozens of positions. Make it easy on reviewers by listing the name of the position and your name in the subject line.

Your cover letter is generic or boring
You’re opening paragraph must be engaging. Why? Because it may be the first and only paragraph the reviewer reads. As you craft your opening paragraph ask yourself the “so what?” question.

Yes, you’ve always wanted to be a principal. So what? Yes, you have a passion for students and education. So what? Why do you want to work in this district at this school? What makes you different than all of the other applicants?

Underselling and overselling
You don’t want to oversell or exaggerate about yourself, but you should find a way to balance on that thin line between confidence and pomposity. 

Your cover letter reads like Finnegan’s Wake
Finnegan’s Wake is long, but it’s the non-linear, stream-of-conscious prose that makes it notoriously difficult for readers. Don’t pull a James Joyce! Your reader doesn’t have time to close read or dissect your cover letter.

Every cover letter should have three things: a clear beginning, middle, and end. Keep it simple. Keep it short.

Lazily recycling your letter
If you’re applying for the same position, there’s no problem with reusing a good deal of your letter—but it should appear to the reviewer that you wrote this letter with him or her (and the school) on your mind.

Failing to sign the letter
If you’re emailing your letter, this doesn’t apply to you. However, if you’re sending a hard copy, always physically sign your name at the end of your letter. This may sound nitpicky, but again, it suggests that you have taken the time to write to the reader personally and haven’t simply recycled the same letter.

Failing to send a cover letter at all
You’d be surprised at how many people think they can just send their CV off on its own. This rarely works in the applicant’s favor. If you’re going to “go for” a position, go for it all the way.

Photo credit: aprillynn77 / Foter / Creative Commons Attribution 2.0 Generic (CC BY 2.0)

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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

5 Reasons Every Principal Should Have a Blog

Posted on Fri, Sep 05, 2014 @ 14:09 PM

principal blogBlogs have been around for a while now, but principals are beginning to jump on the bandwagon and use this tool to connect with parents, students, and the community in ways that were not possible a decade ago.

Not only is it free to blog, but it requires little upkeep or technical knowhow to reach a much wider audience than many of us ever thought possible. If you need convincing about the merits of blogging, here are five good reasons every principal should have a blog. 

You are in control of the message
One of the greatest advantages to blogging as a principal is that you control the central message to your site—which diminishes the odds of you being misquoted. Not only that, if parents, students and colleagues have a question about something you’ve written, they can post a comment and you can respond accordingly. Of course, you have to keep in mind that since you’re crafting the message, you are also going to be the one to blame if you don’t get it right!

If you are concerned about the types of comments you might receive, remember that you can always choose to moderate and approve comments before they are visible to the public.

Blogs may increase coverage in traditional media
These days, newspapers are hugely understaffed. If you’ve ever contacted your local media or sent out a press release about your school, you may have noticed a couple of things: First, most newspapers are not jumping up and down to give you a write-up—unless, of course, it is scandalous. Second, when media do accept your press release, they simply copy and paste most of your press release and repackage it as a “story.”

As Mark Stock points out in his book, The School Administrator’s Guide to Blogging, you may be surprised to find out that journalists, especially those who cover educational issues exclusively, are frequent blog readers who scour the web weekly looking for potential story ideas. If they know about your blog, you may find that they call to ask your opinion on education issues. This is excellent publicity for your school.

Blogs expose your school to a much larger community
Most principals still use traditional methods of connecting with the community: attending the Friday night ball games, attending plays, greeting students in the morning, organizing Back-to-School Night, and so on. More and more, though, principals are realizing that face-to-face crowds do not necessarily represent the entire community they are trying to connect with!

Blogs give you the ability to connect with hundreds, maybe even thousands, of people every single day from the comfort of your home or office.
Blogs connect you with other administrators
Like parenting, there’s no textbook for being a principal—well, maybe there is, but no textbook is as wise as your experienced friends and mentors. You may be surrounded by people all day, but being a principal is often solitary and isolated work. Even if you have been promoted from within, you shouldn’t be surprised when a hush comes over the room when you enter, or when people more closely monitor what they say in your presence. That’s just how it is, which is why you need a support system, someone you don’t have to censor yourself in front of; someone who has no connection to your school, its bureaucracy and thin skin.

Blogging is one of the best ways for administrators to connect, swap ideas, and mentor one another.

A blog is a living, breathing resume
Perhaps you plan on staying firmly planted in your school until the day you retire, but chances are that you are open to the possibility of change. When, and if, you decide to apply for another position, you’ll submit a traditional CV/resume to showcase your experience and expertise. Imagine, though, if you also shared your blog with the screening committee or central office administrators who are interviewing you? They will have a large body of work—photos, videos, short reflections—that showcase all of the awesome things you and your colleagues have been doing over the years. Having a blog is a great way to distinguish yourself from the pack.



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Accommodating Military Families: 8 Tips for Principals

Posted on Thu, Sep 04, 2014 @ 15:09 PM

principals and military studentsIn an effort to improve schools, education reformers have generally focused their attention on the learning needs of English language learners, minority students, and students with disabilities. Rarely, though, do we hear about students from military families who experience significant learning challenges that are often overlooked.

While children from military families have a variety of opportunities available to them that traditional students don’t—traveling abroad, meeting new people, and learning how to be adaptive at an early age—they also face significant challenges. These include gaps in school attendance and learning, separation from family members who are deployed (often in combat zones), and feelings of isolation.

If your school doesn’t have a large population of military students, you may not need to organize a school-wide military-focused program, but you may benefit from adopting a few of these strategies from Ron Astor, Linda Jacobson and Rami Benbenishty’s book, The School Administrator’s Guide for Supporting Students from Military Families.

Quick Assessment
The sooner you can assess your incoming student’s skills and compare them to the standards of your state or district, the quicker you can accommodate his or her needs. While you may find answers to these questions in the student’s records, very often there is a lag from when the previous school sends these records and you receive them. Having an assessment set up in advance will alleviate this gap and lessen the guesswork.

Student Records
Like I mentioned above, student records don’t always arrive in a timely way. Call the previous school and see if you can expedite the process so that the student’s records don’t fall between the cracks. These records may contain valuable information about the student’s need for additional support and service.  

Create a Welcoming Team
I have a feeling that most of us will never forget the first time we walked into the cafeteria on the first day of school. This is an uncomfortable feeling for anyone, but it can be especially tough on military students—especially those who have transferred mid-year and don’t know anyone in their school, let alone the county or state.

To alleviate this stress, start a Welcoming Steering Committee to greet new students, introduce them to the faculty and staff, give them a tour of the building, and pair them up with a “buddy.”

Have an Ambassador System in Place
Take a moment to think about your student leaders. Who are the friendliest, most responsible and helpful students that come to mind?

Ask these students to help accommodate the needs of your military students. If you can, connect incoming students with a peer by phone or email before the transfer. You may also want to meet with these students periodically to receive updates about the incoming student’s progress.

Give New Students a Mapprincipals and military students
Most of us give students a schedule with room numbers, but less often do we supply them with a map of the campus. This is especially important if you have a large campus.

If you’ve ever moved across the country, you know how chaotic it can be in the first couple of weeks. Things go missing, the house is a mess, and you find yourself living out of boxes. Because of this, your military students may not have had time to purchase school supplies—and chances are that your teachers require different materials than those at the student’s last school.

If possible, have starter kits with paper, pens, pencils, erasers, folders, etc., so there are no delays for students in doing their assignments.

Meeting your School Liaison Officer (SLO)
SLOs work for the four branches of the military to help students in military families be academically successful. They also work with local civilian school districts to address any education-related problems or barriers that might keep students from having a positive experience.

Although these officers are more often based on military instillations, they are also housed as a part of the local school district to facilitate communication and cooperation with school officials and staff. Consider inviting them to speak to military parents at your school or to attend school events so families will recognize that they are available to help.

While some military students will be behind academically, others may have already mastered the skills being taught at their grade level. These students may need additional opportunities for enrichment and more challenging material. Consider allowing these students to go into the next grade for instruction in the areas where they are advanced.

Photo credit: Defence Images / Foter / Creative Commons Attribution-NonCommercial 2.0 Generic (CC BY-NC 2.0)

Photo credit: USAG-Humphreys / Foter / Creative Commons Attribution 2.0 Generic (CC BY 2.0)



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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders, Military Students

Tongue Fu for Educators: 4 Ways to Communicate Constructively

Posted on Wed, Sep 03, 2014 @ 10:09 AM

effective communication for educatorsMost of us have seen the popular Verizon commercial featuring actor Paul Marcarelli, an affable “test man” who roams the most remote parts of America, repeating “Can you hear me now?” into his mobile phone. The message Verizon wishes to send, of course, is that unlike those who subscribe to other cellphone providers, Verizon users can rest assured knowing that they will never enter “dead zones” that interrupt their service.

Verizon subscriber or not, the truth of the matter is that many of us live in a “dead zone” when it comes to communicating effectively with one another. Why? Well, if you buy what Sam Horn suggests in his book, Tongue Fu! at School: 30 Ways to Get Along with Teachers, Principals, Students, and Parents, miscommunication happens because we often fail to redact simple words—and add other, more constructive ones—to our working list of vocabulary.

We recently picked up a copy of Horn’s book and wanted to share a few tips to help educators communicate more constructively.

Strike the Word “But” From Your Vocabulary
“But” may technically be a conjunction, but it does very little to connect us to those we are communicating with. Think about it for a second. When we respond to what someone has just said with “but,” we are actually undermining everything they just said. Consider the following examples:

  • “I hear what you’re saying, but…”
  • “You did a good job raising your class’s test scores, but…”
  • “I realize your students were looking forward to the field trip, but…”
  • “Yeah, we agreed to plant trees to have shade on the playground, but…”

Notice how the word “but” cancels out, or trivializes, everything that the other person said?  

Substitute “But With “And”
There’s a simple way to disagree with someone and legitimize their viewpoint at the same time: Substitute the word “but” with “and.” Here are a few examples of how to do this:

  • “I hear what you’re saying, and we tried starting PTA meetings at six and a lot of parent’s couldn’t make it. Do you have any suggestions on how we could shorten the meetings so we’re finished by eight?”
  • “You did a good job raising your class’s test scores, and we’ll do an even better job improving their math skills.”
  • “I realize your students were looking forward to the field trip and then the prices of the bus went up. Do you have any ideas on how we could raise the extra money so we can afford to go?”

In these three examples, you’ll notice how “and” acknowledges differing viewpoints, but still manages to sidestep conflict.

Get Rid of the Word “Should
It irks us when we’re told what we should have done. Why? Because “should” is indicative of the past—something we cannot change no matter how hard we try. When we are told what we should have done, we feel helpless, frozen, and cornered because we are being told to do something that we honestly can’t do!

This rule is especially helpful when communicating with students, particularly those who are resistant and determined. Generally speaking, these kinds of students will defy our well-intentioned advice because they are trying to maintain autonomy. Consider the following sentences in which “should” was used:

  • “You know, you should really put on your jacket.”
  • “You should take the SAT prep course is you want to go to college.”

Now consider a more constructive way to give advice: 

  • “If you want to apply to Tech, it’s in your best interest to take the SAT prep course.”
  • “You might want to put on your jacket. It’s cold outside.”
  • “You might want to get to bed by 10 so that you can stay awake in class.”

Using “it’s in your best interest” and “you might want to” enables you to give your two cents. It also makes your advice easier to swallow because you’re presenting a suggestion rather than a demand.

Replace “Should” With “In the Future” or “Next Time”
As an alternative to “should,” focus on how you can coach, not criticize. One way to do this is by using phrases like, “next time,” and “in the future”:

  • “I understand what happened. Maybe you and I can put our heads together and think about how to avoid this type of situation in the future.”
  • “I understand what you are saying and how this happened. Let’s try to learn something from this experience and focus on how we could handle this next time.”

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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

9 Ground Rules for Great Principals: An Infographic from We Are Teachers

Posted on Thu, Aug 28, 2014 @ 12:08 PM

What are some of the most important qualities in a school leader? And what ground rules should principals abide by? To help answer these questions, the folks over at We Are Teachers reached out to veteran teachers for their feedback. Here’s what they came up with:




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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

5 Indispensable Apps for Administrators

Posted on Thu, Aug 28, 2014 @ 11:08 AM

We do a lot of blogging about classroom technology and thought it was about time to share a few of our favorite pieces of technology for school administrators.

apps for administratorsPocket Cloud (free), which is available for both Apple and Android, offers administrators a simple and secure way to remotely connect to their Mac or PC via their mobile device. Pocket Cloud is a bit like Dropbox, but offers a lot more flexibility. In addition to being able to access all of the files on your office computer, you will also be able to use all of the applications—Word, Excel, Power Point, etc.—regardless of where you are. 

apps for administratorsDropbox (free) is a cloud-based storage app that allows you to access all of your files and folders on multiple devices. All you have to do is download the application, drag and drop files into your Dropbox folder, and you’ll have immediate access to that content on any device that has Dropbox installed on it. 

apps for (free) is a recent discovery, but we’re glad we came across it. edWeb is a bit like Facebook for educators. Here you can connect, swap information, and mentor other educational professionals.

apps for administratorsLook For ($24.99) is the perfect companion for educators who regularly conduct classroom observations and walkthroughs. Look For enables users to document and organize their observations in real time so that they can provide teachers with immediate feedback on their performance.

apps for administratorsLike edWeb, ASCD Edge is a website where educators can blog, network, and swap ideas with one another. We’ve been fans of this site for a few years now, but we only recently discovered that ASCD offers a few free applications!

  • ASCD for iPad allows users who purchase ASCD e-publications to access that content on their iPad. If you are an ASCD member, you can also access members-only publications like Educational Leadership, Education Update and Policy Priorities
  • The Educational Leadership app is for users who subscribe and want to access Educational Leadership magazine on their mobile devices.
  • If you’re looking for professional development or conference events, the ASCD Conference on Educational Leadership app will give you the ability to create a personal agenda, check out speaker listings, access presenter materials, and network with other conference participants.
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Transformation and Better Communication: 4 Tips for Principals

Posted on Tue, Aug 26, 2014 @ 15:08 PM


I think most of us can agree that the average school is filled with faculty and staff who are doing their best to succeed. Sure, their definitions of “success” may be worlds apart from ours, but let’s be honest here: Few of our faculty and staff members deliberately wish to self-sabotage or publically demonstrate their weaknesses.

Assuming this is true, assuming that teachers and staff want the school to succeed, why then is it so difficult for principals to make reforms to behaviors that obviously aren’t working?  

If you asked Gregory Shea and Cassie Solomon—authors of Leading Successful Change—this question, they would say it has much to do with the fact that leaders often seek change by making “sweeping organizational reforms…but in doing so, they completely ignore the patterns in behavior they want to change.”  

How, then, do principals facilitate change?

They change the environment
Psychologists, motivational experts, and change gurus may disagree on the finer points of human behavior, but most would agree that humans, in general, all try to impact their environment and make it work for them. We are wired to adapt and overcome. And according to Shea and Solomon, “Therein lies the key to change: alter the environment, and people will adapt to it.”

In other words, changing individual behavior ultimately requires leaders to do two things:

  • Design a work environment that requires different behavior
  • Help people do what they do so well: adapt

They realize that change requires multiple influences
To illustrate this point, let’s use a simple analogy that I think we can all relate to.

Most of us have, at one time or another, made vows to exercise more and eat healthier. We know that both will bring us significant benefits like lower blood pressure, more energy, and sustained health. We also know that reaping these benefits requires us to change our behavior: If we want to lower our blood pressure or feel better, we have to get on the treadmill three times a week for thirty minutes, throw away the donuts and red meat, and start making healthier food choices. This is obvious to all of us!

The challenge, then, has nothing to do with achieving clarity about the behavior or its benefits. The challenge, Shea and Solomon argue, is in changing the world we’ve built around us. In short, adopting an exercise regimen and eating better have little to do with willpower and everything to do with influencing our behavior, our relationships, our schedules, our lifestyle, and our support systems. 

They identify the key behaviors they want and those they don’t
Too often, leaders resort to abstract policies, mystic fads, or pep talks that sound good, but ultimately fail to alter behavior. I like the way Shea and Solomon articulate this point: “Change requires less magical imagery and Herculean effort and more careful consideration of just what a leader seeks to create with change…”

So what are the key behaviors that need to change for your school to be successful? Identify them and then envision a direction.

They envision a direction
As you think about the behavior you would like to change, ask yourself the following questions I’m borrowing from Robyn Jackson’s book, How to Motivate Reluctant Learners:

  • Is the behavior specific?
    Very often, what looks like resistance is actually the result of our vague requests and our failure to communicate. Consider the difference between the following statements:

o   “Our faculty and staff should work hard to build meaningful relationships with students.”
o   “Facilitating a positive learning environment starts with how we interact with students not only in the classrooms, but outside of them as well. I expect all faculty and staff to attend at least one school function—a play, a band concert, a sporting event—per month.”

You’ll notice how the former not only lacks specific instructions, but does not give faculty and staff a clear picture of what you expect from them.

  • Is the behavior observable?
    We all want our faculty and staff to care, to want to “build meaningful relationships with students,” but stop right there and consider what these two things have in common. They are emotional, which means that they are intangible—you can’t touch them!

If you want faculty and staff to build meaningful relationships with students, you must be able to show them what “building meaningful relationships” looks like. Otherwise, you have no tangible way of knowing whether or not this is happening.    



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Topics: Educational Leadership, Educational Leadership Degree, Educational Leadership Master's Programs, educational leaders

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