Most of my work days are spent collaborating with literacy teachers to strengthen effective teaching practices and develop relevant and engaging lessons for students. These days spent with teachers are the best work days for me. Teachers share their passions, their worries, their questions, and their stories. I love to hear their stories. Their stories tell me their experiences, which helps me better understand what drives them, what confuses them, what surprises them, what makes them sad and what makes them happy in the classroom. I appreciate and value each one of these teachers. I see their value and I see their teacher heart. They want to succeed. They want to love their students. They want to enjoy each day doing what they were called to do.
A first year teacher recently asked me, “Do you think teachers are leaving the profession because of student behaviors or because of leadership?” I had to ask her first to tell me about her experiences as a first year teacher. She raved about her principal and assistant principal and how supportive they were to her throughout the year. I asked her what specifically they did to make her feel so supportive as a first year teacher. She told me stories about treats throughout the year, celebrations, and feedback. I asked her if she’d ever told her school leaders what specifically they did to make her first year such a success. She said she hadn’t. I asked her to call them, email them, or send them a letter to tell them what she’d told me. Because school leaders often do not receive this kind of positive feedback. Then I asked her if she would leave that school because of some difficult student behaviors. She replied, “No way!” This was the answer to her question and she knew it. With an effective, supportive, and intentional leader, teachers can do the work they were hired to do.
Educators need each other to help build and support their confidence in the work they do each day. As we enter a new year, I am proposing an emphasis on developing the confidence of teachers. Not only does it support a positive and supportive school environment, but it helps develop teacher efficacy, which supports student efficacy. I am proposing teachers support teachers, leaders support teachers, and teachers support leaders. A team of confidence-building educators, where everyone feels supported, encouraged, and trusted to do the work they were hired to do.
There are many ways to develop teachers' confidence, but below are my top four recommendations that are based on my experiences and outcomes.
Mentoring Program: Develop a mini-program where teachers can learn from others in the school important information related to accessing resources, learning the school’s vision and mission, learning and understanding the targets of the school improvement plan, learning and practicing how to handle student misbehavior, learning and practicing how to communicate with parents and other adults, and learning how to manage time. In addition to after school sessions together, new teachers may be paired with mentor teachers to provide ongoing support in answering questions and providing guidance. You might even consider a digital hub that provides direct links to resources (articles, videos, classroom resources) that are referenced during face-to-face sessions.
Targeted and Relevant Professional Development Opportunities: Professional development is written into every school improvement plan and every district’s strategic plan. Some of these are negotiable, and some are not. When leaders have the autonomy to choose the PD offered in the building, the opportunities are endless (and often overwhelming - there’s only so much time and money). Knowing what teachers need is revealed through conversations and observations. Consider providing differentiated PD where teachers have a choice in what they explore. Leaders need to know what teachers are selecting so they can support each teacher’s growth with constructive feedback and next steps. I’m not suggesting an endless list of professional development choices, but choices that align to the school improvement plan and align to teacher needs in the building. These might include teaching strategies, classroom management techniques, or effective instructional methods.
Recognize and Celebrate: Acknowledge and celebrate the accomplishments of teachers. Recognizing teachers’ efforts and successes supports their confidence in their abilities, a motivation to keep doing their best work, and helps develop a positive culture of growth. Celebrations might include a card, a sticky note, a favorite snack or drink, an award, or even an additional opportunity. Foster a collaborative and supportive environment among teachers by giving them opportunities to recognize and celebrate the achievements of their peers and leaders.
Provide Opportunities for Leadership: When you see a teacher doing amazing work, others should see that teacher doing amazing work. This allows them to showcase their skills and expertise, which builds confidence. This is how I learned I had skills to share - one leader asked me to lead a session in a district-wide PD event. I stepped up to the challenge and it changed my perspective of myself and my abilities. It motivated me to try new things and speak up more often. Opportunities for leadership might include showcasing this expert in a school newsletter (with a video link to share show the work in action), having the expert demonstrate with staff or lead a mini-professional development session in a faculty workshop, and/or provide opportunities for others to observe the expert in action.
Teachers with higher levels of efficacy are more likely to reflect on their practice to improve instruction instead of blaming students for not learning. It is my belief that teachers should be empowered in a nurturing environment that supports building their efficacy, so that they have the confidence to excel in their profession. Teachers who trust in their leaders, trust in themselves.
While I believe it's imperative for leaders to support teachers in growing their confidence, I also believe teachers can support their leaders in growing their confidence. Teachers, tell your leaders what they are doing well - what makes you happy, what positively supports the work you do with students. We all deserve to hear the good and feel trusted when we are doing what's best for students.
Comments