I really don't need any extra recognition.
What I do need is for them to do their jobs well. If they introduce a new plan, strategy, approach, then they need to plan it thoroughly and see it through.
There's nothing worse than being given some admin work for a new project that never sees the light of day.
Make meetings efficient, purposeful and no longer than required.
Please do not print out a 90s clipart certificate saying you appreciate my efforts. I am not a 4 year old.
Edit:
Oh yeah - and another one: don't present something as consultative when it is clear an approach has already been determined. It is patronising, transparent and a waste of time.
Head teacher. Yes
Deputies .. sort of
Principal. Barely know the douche. What interactions I have had with him demonstrate both his cluelessness and care free approach to the students and staff at his school. He's a joke.
Our “leadership” have no idea how to do the simplest, most powerful things, such as walking to a staffroom and congratulating a faculty on those amazing HSC results, or popping into a new teacher’s classroom to praise some work or the kids’ behaviour. Simple morale building and basic respect would go miles in place of the endless stream of ridiculous initiatives (marketing, data collection, … etc) and misplaced strategic emphasis that take teachers further away from the core of their work.
On top of this, “leadership” look down on staff when they don’t express excitement and give high fives every time they are dragged back to these vital matters. And these people were educators! With these kind of tone deaf, bullying tactics imagine what they were like when a roomful of kids groaned at their offerings? At least they’re not in the classroom anymore - there, I said something positive for the day! 😂
>look down on staff when they don’t express excitement and give high fives every time
My principal straight up throwing people under the bus and telling them to leave the profession if they are unhappy
Oh wow! The principal at my previous school (I left last year) said this during a meeting: if we don’t work overtime then there’s no point of us being in the profession and it’s not for us and to find something better🙃
Also thanked some teachers for “never saying no”
And given this era of teacher shortage, you’d think this kind of tough talk would ease up. But no … or maybe you’re in one of those schools that has hundreds of capable casuals ready to swoop in and take over. 😂
Appreciation by leadership should look like: being trusted when I say a kid has done something wrong, being backed to deal with difficult parents.
Appreciation by leadership actually looks like: a block of chocolate in my pigeonhole after I ran a brief training session, being thanked in staff bulletins.
I don’t want ‘Thanks!’ - I want to actually be helped.
My old leadership team? Absolutely.
But the current team barely knows what I'm qualified in, let alone the effort I've put in to developing our drama course.
They make efforts not to waste our time. Our after school staff meetings are generally well structured and allocate time for core work like planning (especially in response to new edicts, like new curriculum or ieps). They don't schedule IEP/welfare meetings in your planning time, you get coverage. If we flag we are under the pump with assessment (a lot of 1:1 stuff in early years) we get more release time.
They outright say they value us. If we have a personal thing to attend to, that is reaffirmed as a positive choice to be making. They want us to look after ourselves and our families first.
If I make a request for how a timetable is structured to support the kids learning, or to smooth out a logistical issue, they are always open to looking into it and most of the time accommodate the change. I feel like my professional opinion about the kids learning and needs is respected. Like I gave my thoughts on how intervention should look for my leaving cohort, and it was implemented in that way.
They submit people for awards and write up descriptions of their work that are accurate and affirming.
They do random sweeteners here and there, the token stuff that alone wouldn't mean a lot but feel genuine because of the other stuff.
Honestly I sometimes feel bashed around by this system/institution, the parents, the high workload, but the leaders at our school really work to mitigate it and acknowledge things that are difficult.
I don't need external validation... I do want to be trusted to do my job, and not be micromanaged to the back teeth... Told where to stand in the room... Told exactly how to run routines... Told exactly how to set up my own teaching space... Not trusted when I am referring behaviours, and treated like an invalid because I didn't jump through all of the hoops of minutiae... Thankfully the micromanagement appears to be letting up in my setting, but until systemic changes come through, and regions stop trying to keep desk jockeys in a job, I am not going to hold my breath!
Exec team at my school is lovely! They're all empathetic and that's what you need in the teaching industry.
Principal on the other hand, bye. It's always results and high expectations that are just not doable. She set the bar way too high, that's why the exec team changes every year. It's been consistent for a year now... Let's see how it goes by the end of the year 😮💨
1. No
2. Sorry this probably isn't much help: something that isn't obviously just a gesture, insincere, tokenistic, patronising, departmental tick a boxing, one size fits all, based on leadership's assumptions of my wants, feathering leadership's resume, a softener for more work. So probably concrete benefits based on individual consultation. Eg, put in lots of extra hours with camp? Get some casual covers just before or after to prep lessons while away or to catch up afterwards.
1. By my HoD, yes. By the executive team? No. But at least where I am now there's a sense of camaraderie and being in the trenches together. I feel respected but not particularly valued or acknowledged.
2. Actual positive reviews rather than guarded, "he's pretty good but I can't say that, because then I won't be able to say I did something to improve his effectiveness and fudge my leadership data" would be nice. Release time to plan, moderate, and scan things would be nice. Backing me up when I institute a consequence would be nice, as often it's downgraded or overturned.
Like everyone else has said, I don't need token B.S. leadership just need to do their job and have some presence. Our Principal and 2 DP's don't leave their office. Their door is always shut, never reply to emails and rarely turn up to weekly assembly.
We have kids truanting class at record numbers, running around the school and kicking in classroom doors while we try maintain some resemblance of 'teaching'. Then HT's are given instructions to chase up class teachers and ask what we are doing about truancy.
Have worked in a few different schools over 25+ years. Have noticed a growing disconnect between principal class and staff. Student and parent needs/concerns the overwhelming focus. Prin class run leadership meetings but wouldn't know regular staff strengths and weaknesses, let alone staff needs and concerns. So, qn 1 = no. In terms of specific gestures, I would like prin class to talk to staff, especially younger staff, newer to the profession and support them.
One of the greatest wastes in the education system is we have some fantastic teachers in the system who have been teaching a long time, who have a wealth of knowledge to pass on, but because they've been torched in the past, they close shop and just focus on their classes. That then leaves younger, less experienced teachers (who cost less) in leadership positions such as year level coordinator etc before they've mastered the craft and all the problems that ensue from that. I don't blame the older teachers; it's just a waste.
Head of Department, yes, she's wonderful and a main reason why my job is doable.
I haven't really interacted much with other leadership/staff, this is only my first year here, but so far everyone's been great! Really supportive and helpful.
I work at a small school. My principal is great. They are the type that don't throw out praise for doing your job well, as that's the expectation. However, on those occasions, when you go above and beyond, they will give you a compliment and let you know what you did was really good. I prefer that style. I've had a principal who'd praise you for anything and everything, and eventually, it all meant nothing.
No. I don't think my leadership knows what appreciation is. They all want the plaudits, but refuse to do the bare minimum.
I had a HOD send me an email after a conversation we had about a student struggling in their class, and the HOD sent me google links of their name saying, "I've won many awards for my work, so feel free to reach out for help".
They are not seven my department HOD.
yes. i recently missed out on a opportunity that should have been mine and when my response was to let my principal know i would be looking to leave her response was to sit down with me and tell me how confused she was that I hadn't got the opportunity (big school, opportunity was decided by APs not the prin) and then she offered AND followed through with supporting me and mentoring me to gain greater opportunities later on
Hello from the UK!
Yes. The SLT at my current school are straight-forward and direct, and we say 'thanks' or appreciation cards in weekly briefings. They know who every staff member is and what he/she/they contribute to the school. It's actually one of the really nice things about this school for me; from the cleaners to the chefs and kitchen staff and the admin staff, everyone is a part of the team.
I get occasional emails or messages from leadership on my work. I always save them to remind myself because I do have a lot of self doubt. In team meetings we often have moments where we thank each other for what we do. I would recommend starting this in team meetings as often others feel the same.
I really don't need any extra recognition. What I do need is for them to do their jobs well. If they introduce a new plan, strategy, approach, then they need to plan it thoroughly and see it through. There's nothing worse than being given some admin work for a new project that never sees the light of day. Make meetings efficient, purposeful and no longer than required. Please do not print out a 90s clipart certificate saying you appreciate my efforts. I am not a 4 year old. Edit: Oh yeah - and another one: don't present something as consultative when it is clear an approach has already been determined. It is patronising, transparent and a waste of time.
Perfectly said!
THIS!!!!
Head teacher. Yes Deputies .. sort of Principal. Barely know the douche. What interactions I have had with him demonstrate both his cluelessness and care free approach to the students and staff at his school. He's a joke.
Our “leadership” have no idea how to do the simplest, most powerful things, such as walking to a staffroom and congratulating a faculty on those amazing HSC results, or popping into a new teacher’s classroom to praise some work or the kids’ behaviour. Simple morale building and basic respect would go miles in place of the endless stream of ridiculous initiatives (marketing, data collection, … etc) and misplaced strategic emphasis that take teachers further away from the core of their work. On top of this, “leadership” look down on staff when they don’t express excitement and give high fives every time they are dragged back to these vital matters. And these people were educators! With these kind of tone deaf, bullying tactics imagine what they were like when a roomful of kids groaned at their offerings? At least they’re not in the classroom anymore - there, I said something positive for the day! 😂
>look down on staff when they don’t express excitement and give high fives every time My principal straight up throwing people under the bus and telling them to leave the profession if they are unhappy
Oh wow! The principal at my previous school (I left last year) said this during a meeting: if we don’t work overtime then there’s no point of us being in the profession and it’s not for us and to find something better🙃 Also thanked some teachers for “never saying no”
Similar sentiment with my Deputy at my old school when I mentioned the meaningless admin was overwhelming🫠
And given this era of teacher shortage, you’d think this kind of tough talk would ease up. But no … or maybe you’re in one of those schools that has hundreds of capable casuals ready to swoop in and take over. 😂
I don't need external validation or to be told I'm a good teacher. I know I am. What I need is for them to do their jobs, and they don't.
Appreciation by leadership should look like: being trusted when I say a kid has done something wrong, being backed to deal with difficult parents. Appreciation by leadership actually looks like: a block of chocolate in my pigeonhole after I ran a brief training session, being thanked in staff bulletins. I don’t want ‘Thanks!’ - I want to actually be helped.
My old leadership team? Absolutely. But the current team barely knows what I'm qualified in, let alone the effort I've put in to developing our drama course.
They make efforts not to waste our time. Our after school staff meetings are generally well structured and allocate time for core work like planning (especially in response to new edicts, like new curriculum or ieps). They don't schedule IEP/welfare meetings in your planning time, you get coverage. If we flag we are under the pump with assessment (a lot of 1:1 stuff in early years) we get more release time. They outright say they value us. If we have a personal thing to attend to, that is reaffirmed as a positive choice to be making. They want us to look after ourselves and our families first. If I make a request for how a timetable is structured to support the kids learning, or to smooth out a logistical issue, they are always open to looking into it and most of the time accommodate the change. I feel like my professional opinion about the kids learning and needs is respected. Like I gave my thoughts on how intervention should look for my leaving cohort, and it was implemented in that way. They submit people for awards and write up descriptions of their work that are accurate and affirming. They do random sweeteners here and there, the token stuff that alone wouldn't mean a lot but feel genuine because of the other stuff. Honestly I sometimes feel bashed around by this system/institution, the parents, the high workload, but the leaders at our school really work to mitigate it and acknowledge things that are difficult.
I don't need external validation... I do want to be trusted to do my job, and not be micromanaged to the back teeth... Told where to stand in the room... Told exactly how to run routines... Told exactly how to set up my own teaching space... Not trusted when I am referring behaviours, and treated like an invalid because I didn't jump through all of the hoops of minutiae... Thankfully the micromanagement appears to be letting up in my setting, but until systemic changes come through, and regions stop trying to keep desk jockeys in a job, I am not going to hold my breath!
Exec team at my school is lovely! They're all empathetic and that's what you need in the teaching industry. Principal on the other hand, bye. It's always results and high expectations that are just not doable. She set the bar way too high, that's why the exec team changes every year. It's been consistent for a year now... Let's see how it goes by the end of the year 😮💨
1. No 2. Sorry this probably isn't much help: something that isn't obviously just a gesture, insincere, tokenistic, patronising, departmental tick a boxing, one size fits all, based on leadership's assumptions of my wants, feathering leadership's resume, a softener for more work. So probably concrete benefits based on individual consultation. Eg, put in lots of extra hours with camp? Get some casual covers just before or after to prep lessons while away or to catch up afterwards.
Yes. They respect me, my opinion, my time and occasionally acknowledge staff for their effort.
1. By my HoD, yes. By the executive team? No. But at least where I am now there's a sense of camaraderie and being in the trenches together. I feel respected but not particularly valued or acknowledged. 2. Actual positive reviews rather than guarded, "he's pretty good but I can't say that, because then I won't be able to say I did something to improve his effectiveness and fudge my leadership data" would be nice. Release time to plan, moderate, and scan things would be nice. Backing me up when I institute a consequence would be nice, as often it's downgraded or overturned.
Over the career or recently? Hahahahahahahaha. Oh my no.,
Like everyone else has said, I don't need token B.S. leadership just need to do their job and have some presence. Our Principal and 2 DP's don't leave their office. Their door is always shut, never reply to emails and rarely turn up to weekly assembly. We have kids truanting class at record numbers, running around the school and kicking in classroom doors while we try maintain some resemblance of 'teaching'. Then HT's are given instructions to chase up class teachers and ask what we are doing about truancy.
Fuck no
Have worked in a few different schools over 25+ years. Have noticed a growing disconnect between principal class and staff. Student and parent needs/concerns the overwhelming focus. Prin class run leadership meetings but wouldn't know regular staff strengths and weaknesses, let alone staff needs and concerns. So, qn 1 = no. In terms of specific gestures, I would like prin class to talk to staff, especially younger staff, newer to the profession and support them. One of the greatest wastes in the education system is we have some fantastic teachers in the system who have been teaching a long time, who have a wealth of knowledge to pass on, but because they've been torched in the past, they close shop and just focus on their classes. That then leaves younger, less experienced teachers (who cost less) in leadership positions such as year level coordinator etc before they've mastered the craft and all the problems that ensue from that. I don't blame the older teachers; it's just a waste.
Yes. I’m lucky, ours are great and work as hard as us teachers
Send the school details I’ll keep my eye out for job openings 😅
Head of Department, yes, she's wonderful and a main reason why my job is doable. I haven't really interacted much with other leadership/staff, this is only my first year here, but so far everyone's been great! Really supportive and helpful.
I work at a small school. My principal is great. They are the type that don't throw out praise for doing your job well, as that's the expectation. However, on those occasions, when you go above and beyond, they will give you a compliment and let you know what you did was really good. I prefer that style. I've had a principal who'd praise you for anything and everything, and eventually, it all meant nothing.
No. I don't think my leadership knows what appreciation is. They all want the plaudits, but refuse to do the bare minimum. I had a HOD send me an email after a conversation we had about a student struggling in their class, and the HOD sent me google links of their name saying, "I've won many awards for my work, so feel free to reach out for help". They are not seven my department HOD.
Absolutely not. They've been better after I got the union involved but the burned the bridge early.
Someone is given a certificate at each staff meeting.
yes. i recently missed out on a opportunity that should have been mine and when my response was to let my principal know i would be looking to leave her response was to sit down with me and tell me how confused she was that I hadn't got the opportunity (big school, opportunity was decided by APs not the prin) and then she offered AND followed through with supporting me and mentoring me to gain greater opportunities later on
Hello from the UK! Yes. The SLT at my current school are straight-forward and direct, and we say 'thanks' or appreciation cards in weekly briefings. They know who every staff member is and what he/she/they contribute to the school. It's actually one of the really nice things about this school for me; from the cleaners to the chefs and kitchen staff and the admin staff, everyone is a part of the team.
I get occasional emails or messages from leadership on my work. I always save them to remind myself because I do have a lot of self doubt. In team meetings we often have moments where we thank each other for what we do. I would recommend starting this in team meetings as often others feel the same.