EDUCATIONAL REFORM Part III: School Administrators: Advocate or Adversary?
A true leader does not set out to be a leader but becomes one by the equality of his actions and the integrity of his intent. Douglas MacArthur
I spent 46 years teaching choral music, working with students from Kindergarten through college. Over that time, I worked under 21 different principals and department chairs, but only two of them offered me real support.
In the 1970s, an assistant principal publicly criticized my curriculum in a meeting, specifically objecting to my auditioned choir. Before I could defend myself, the principal turned to the assistant and, with authority, said, "I'm going to tell you the same thing the superintendent told me when I questioned the basketball coach about starting the wrong players—Shut up!"
In the early '90s, I was fortunate to work under a principal who fiercely protected his staff from overbearing parents. When a parent lodged a complaint, he would go straight to the teacher for the full story. In most cases, the child's version of events didn’t match reality—no surprise there. After investigating, the principal would tell the parent that he’d looked into the matter and confirmed the teacher had made the right decision.
As a performing arts teacher, I was no stranger to trivial complaints: Why didn’t Susie make the top choir? Why didn’t Johnny get the lead in the musical? Under this principal’s leadership, however, I never had to deal with irate parents directly. All complaints were funneled to him, and he handled them with a calm, steady hand, defusing the tantrums of entitled parents before they even reached us. There were no surprise "gotcha" meetings or harassment from the administration. It was a time when I not only loved teaching, but also felt supported and encouraged to grow in a nurturing environment.
My last principal, who abruptly ended my 46-year career, called me into his office so many times, that I lost track. Here are just a few of the accusations from students and parents:
One student, a flat-Earth believer, was upset that our choir was performing songs that didn't align with his views.
A parent claimed the talent show auditions were unfair and accused me of letting “the inmates run the asylum.”
Another parent alleged that I was grading students based on how much money they donated to a fundraiser.
Students even circulated a petition during class, demanding “audition reform.” When I took it away because it was disrupting the lesson, I was criticized for doing so.
Before COVID, at every book signing, I was approached by new teachers who expressed shock at how difficult the job truly was. Almost all of them mentioned, often very bluntly, that their principals never supported them. Where are those effective and supportive administrators? I honestly don’t know. The harsh reality today is that many administrators no longer feel a responsibility to back their staff. They’re often more intimidated by the loudest voices—those of demanding parents—than by the needs of their teachers. If they do defend a teacher, it’s often because that teacher happens to be in favor, usually due to a personal connection. In my experience, the teachers who get that special treatment are often the ones who struggle in the classroom and have aligned themselves with the administration to advance their own interests.
Maybe it's true that “water seeks its own level.” It seems that administrators often show more empathy for the teachers who are vulnerable or unable to stand up for themselves, while those with real skills in the classroom are left to fend for themselves. Here are the seven signs of a bad principal :
Faculty lack trust in one another and are hesitant to take risks.
Meetings are unproductive and fail to lead to meaningful change.
There is a clear absence of valuable professional development.
There is no proactive vision or direction for the school’s future.
Teachers are not treated as professionals.
There’s an “impenetrable wall” between the administration and faculty, leaving little room for genuine communication or collaboration.
School has become a place where neither students nor staff enjoy being.
And here are three more issues I’d add:
Teachers are often cornered in “gotcha” meetings, with false claims being made to pressure them into quitting or retiring.
Administrators rarely support teachers in front of parents or upset students.
Favoritism runs rampant when selecting department chairs and committee heads, leaving many staff members feeling overlooked and undervalued.
CRITICAL ROLE OF AN ADVOCATE ADMINISTRATION
School administrators should uphold the following principles:
Zero tolerance for toxic communication: Any vitriolic email from a parent directed at a teacher should be immediately forwarded to the administration. The teacher should not be required to respond, and the administration should take responsibility for addressing the issue.
Transparency in all dealings: When addressing concerns involving students, parents, or staff, there should be no “he said, she said” meetings. All parties involved should be present to ensure fairness and clarity.
A fair and balanced discipline system: Student discipline should be handled consistently and equitably, with clear guidelines and consequences that are applied fairly to all students.
Fair and balanced staff evaluations: Staff evaluations should be objective, based on clear criteria, and consistent across the board, ensuring that all teachers are assessed fairly.
Clear role definition for department chairs: Department chairs should have a defined role that focuses on leadership and support, not on admonishing or micromanaging their colleagues.
Zero tolerance for gossip: Administrators should foster an environment where gossip and hypothetical conversations behind closed doors are not tolerated. If a narrative is true, it should be shared openly with the person involved, not whispered in private.
Removing obstacles for staff: Administrators should work proactively to eliminate barriers to teaching, creating an environment that supports positive reinforcement and productivity, and allowing teachers to focus on what matters most—teaching.
There’s nothing more disheartening than when staff members experience the small-town, close-knit atmosphere of their school, only to realize that the "mayor"—the administrator—makes promises of support that are never kept. The words "I have your back" should be more than just words; they should be lived out every hour of every school day. Teaching is hard enough as it is. The last thing a teacher needs is to feel like they're out on a shaky limb, only to look back and see their administrator standing behind them, armed with a buzzsaw.
Excellent, as always. Les Bernsen