0016: Administrators and Professional Developers Define Your Terms, and Empower your Teachers
Clearly defined expectations are tantamount to classroom performance. If a teacher wants a student to perform a task in a certain way, that task must be explained and discussed in such a way that the student can perform said task in such a way as to meet the teachers expectations. That means terms must be defined, rubrics should be clear, and for best results, dialogue between teacher and student should be free and frequent. The above is generally expected and necessary for a teacher to be effective.
Often, teachers are left in the dark by nebulous instructions from administrators and staff developers. The jargon in education is constantly changing. Expectations are constantly changing. With all this transition many education professionals are left in the dust, that means teachers, principals, and whoever else are struggling just to keep up with the change of lexicon. Which means communication is a constant struggle. Principals you must work to ensure that you are understood. You must teach your faculty to understand you. When kids understand, they function better. Teachers are the same way. Make sure faculty meetings are interactive. Walk around the room, and divide teachers into groups. Talk with groups individually to monitor for understanding. Best practices in teaching apply to leadership as well. If you want your schools to succeed, then help your teachers feel successful. Give them the tools to please you. And then tell them that they’re meeting your expectations. Build knowledge and power incrementally among your staff. And, this most certainly applies to district administrators too. Work to plug information gaps in bureaucracy.
- educatedtodeath posted this