by Stuart Singer

My discussion of the role of the department chair brought forth some interesting and intriguing responses.  While many focused on the specific proposals, a number of others saw it as an opportunity to discuss the difficulty of creating a positive, productive and trusting relationship between the administrative team and the teaching staff.  More importantly, there was a general consensus that a strong “we vs. they” mentality exists in many schools and when allowed to fester it can seriously impair the morale and effectiveness of a building.

The perceived source of this tension was surprising.  One might think that the most significant cause of such strife would be teacher evaluations.  Any time one person is responsible for assessing the performance of another, a “boss- employee” mindset can easily form.  Surprisingly, based on the input I have received, this assessment is not considered the main area of friction between the administration and staff.  While there are stories worthy of folklore concerning this process, those cases tend to involve only the individual participants rather than the school at large.  School-wide problems, it appears, revolve around disagreement as to roles of the administrative team and the faculty concerning the establishment of curriculum policy and the educational environment in a school.

In This Corner

The job of an assistant principal is inherently difficult.  In addition to dealing with issues relating to student discipline, buses, parental complaints, bell schedules, field trips and the like, this position can become even more challenging when the responsibility of teacher evaluations is added.   The school curriculum is an ever-changing landscape of barrier exams and new programs to evaluate.

And in This Corner

The job of the classroom teacher is inherently difficult.  In addition to the usual responsibilities of grading papers, creating materials, parent conferences, after-school help, extra-curricular responsibilities and the like, this job has become even more challenging because of the ever changing role of the classroom educator.  The curriculum is in a constant state of flux as new initiatives are continually being implemented and the technology demands never stand still.  

When Worlds Collide

(The following views are from the perspective of the classroom teacher.  Those with other perspectives are encouraged to offer theirs.)

While there are plenty of potential interpersonal potholes in the path of any assistant principal, the issues which are most problematic deal with constructing educational policy and the professional roles of teachers and administrators.  During my twenty-six years as a math chair, the department was supervised by six different APs.   Their educational experiences were highly diverse and many were outstanding but they all shared one commonality—none had ever taught math.  These seemingly inappropriate assignments were neither unique nor avoidable.  When a staff of three or four assistant principals must supervise a dozen different and very distinct curricula the probability that they will be in charge of a subject they had taught is remote.  With these circumstances in mind, it is not difficult to visualize potential conflicts arising if this individual is empowered to make decisions directly involving curriculum policy.  It is even more potentially combustible if these choices are in direct opposition to the opinions of the department chair or classroom teacher.

One reader wrote:

“I was in a meeting where a question was asked as to the role of the department chair.  The response was ‘Their responsibility is to carry out the policies of the administrative team.’ When pressed further it was clearly stated that policy making was exclusively the domain of the administrative team.”

It is not surprising that this approach could be a concern for a classroom teacher whose experience in teaching a specific curriculum far exceeds the experience of the person making such a statement.

Another source of friction is the belief held by many teachers that any time a student struggles in their class the responsibility for this failure is placed squarely on the instructor.  The countless number of conferences, documentation and questions that are triggered by student failure often point in the direction of the “offending” teacher.  And in most cases the person questioning the competence of the teacher is the assistant principal.  This situation led to another response:

“I firmly believe that administrators should teach classes occasionally.  I don’t mean just visiting a class; I mean a whole semester or year. As soon as somebody leaves the classroom, they change.  The argument is that now they see the other side.  I’m sure there is another side, but that doesn’t mean the teaching side disappears.”

A Successful School is Flat

The world of Thomas Friedman is flat, a place where the actions of every country affects every other.  In order for an educational institution to be high functioning it must be constructed in a very similar manner.  Student success is the ultimate measure of a school.  And the highest levels of accomplishment only occur when every human cog in the machinery of a building is working to its maximum capacity and in concert with everyone else.  Without the best efforts of the teaching, clerical, custodial, administrative, security and counseling staffs diminished results are inevitable.  If one of these groups fails to meet its obligations, the negative ripples spread throughout all others.  Consequently any instance of miscommunication, mistrust or incompetence must be avoided.  The working relationship between the administrators and teachers must be founded on mutual respect, appreciation of the talents that each possess and the realization that their relationship is one of a collaborative and constantly evolving partnership.   Equally important is the understanding that none of these attributes is intrinsic to a title or position.  They must be earned and re-earned regularly.

Communication Has to Start at the Top

So how can a school create a cohesive, positive working relationship between the administrative and teaching staffs?   The administrative/faculty interaction should be one of the highest priorities of principals.  Their vision of this relationship must be clearly stated, contain no ambivalence, and be repeated often both in public and private.  It should be shared with the teachers, the administrators and then to everyone collectively.  The dialogue should be both verbal and written to ensure that there is no possibility of misinterpretations, misconceptions or secret agendas.  Fully informed individuals can best manage their own expectations and are far less likely to be disappointed or confused.

Ensuring the academic success of every student is the ultimate responsibility of a school principal.  Creating a learning environment where there is a strong sense of respect and a clear understanding of individual responsibilities among the staff rest squarely on the building’s top administrator.  The buck and this policy stop at that office door.