By Grant Simpson, PhD
We all know individuals and groups who choose passive responses in their daily work. For the record, we’ve also admitted that the system does much to engender such compliance. Thus, leaders today who know that their challenge is to develop responsibility in others frequently encounter folk who are unwilling or unable to pick up the gauntlet. Even our teaching superstars find it easier to shut their doors and quietly spin magic than to be open books who actively mentor others to greater heights. And let’s face it! Not all faculty can achieve at that level. So districts and administrators fall prey to implementing packaged programs geared at controlling the lowest common denominator. These practices both disaffect and disenfranchise our best. Add to this an unparalleled national attack on the profession with growing numbers of critics who know how to “fix” education. Can we really be surprised when our bright, shiny stars say, “I’m done?”
How’s that for an “Ain’t It Awful?” beginning? No, my strong streak of Pollyanna has not succumbed. It’s bruised and battered, but not down and out. So, what’s a body to do? What are things you can control and purposefully set out to do? First and foremost: You can choose to encounter passive responses.
I vividly remember a post conference with a veteran teacher who kept shaking her head, while I was talking through my goals for the meeting. With arms crossed tightly across her chest, Sue uttered, “Just do it! Nothing you say matters to me one way or the other.” Staring at her in disbelief, I replied, “Well, I have needs in this relationship, too, and I intend to do a thorough job of reporting and discussing my observation.” I lived up to my end of the contract; Sue sat passively through it. However, in my next visit, her instruction showed responsiveness to my feedback (i.e., display of student work in her room) and increased positive interactions with students. I applauded her efforts; she at least admitted to being pleased with her efforts and their responses. We were taking baby steps in building a relationship, one in which it was okay to discuss professional growth.
A year later, I passed her and her class in the hall (a day before a scheduled observation). Smiling, she pointed her finger at me and intoned, “Wait till you see me tomorrow!” This giant step forward took the investment of time and an unwavering commitment to having that professional dialogue. Sue went from a burnt out on the decline into a revitalized few years before retirement. She exited gracefully on a high, instead of being “done.”
Second: Reinforce proactive behavior every chance you get and protect it! I promised to tell you about Analisa (the polar opposite of Sue). In preparing for the fall round of observations, her principal advertised his willingness to do individual pre-conferences. Analisa requested one during her conference time. She marched him around the room saying things like, “Now this is John’s desk. He needs for me to call on him early and often or he just loses it. Please record when and how often I do that and his responses. Can you do that?” Her wise leader, albeit surprised at her forthright behaviors, said, “You bet.” After she concluded her list of requests with his total compliance, she concluded, “Now I’m not doing anything special for you. This is just where I am in my lesson plans and what these kids need.” He assured her that this was just what he wanted to see.
I interviewed both of these proactive professionals several years into their working relationship. They both expressed mutual respect. Significantly, both related an incident in which the principal actually protected Analisa. He knew that the central office curriculum person was going to observe and that she would not respond well to Analisa’s student-centered instruction that relied heavily on group work and individual responsibility. He said, “Make sure you use that time to introduce a new concept in a more teacher-directed manner.” Her proclivity was to challenge the establishment; he persuaded her to a more prudent response specific to this circumstance. Analisa said, “I wanted to lower my horns and charge, but he convinced me this wasn’t the arena to die in.” Building professional relationships takes time and cultivation. Your time is finite and confronted by endless demands. However, you can set in place your own priorities. The Sues and Analisas are worth it.
Dr. Simpson’s column, “Mistakes School Leaders Make,” was published in TEPSA News from 2009-2017.
TEPSA News, September/October 2011
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