8 Things Five Keys Employees Need From Their Leaders

This past month, teachers and staff from both regions were surveyed to find out what they need from their principals/managers in order to feel successful in their role. Some gave feedback through informal conversations, others through the survey posted in last month’s Inside Scoop article, 8 Things Principals Want to See In Your Classrooms.

To the leadership team -- much of this information will not be new to you; in fact, a lot of the needs are things you are well aware of, working on, and/or genuinely wish you had the time, resources, and extra hands needed to provide. Some will not apply to you, but some might. And some might provide a new angle on a solution you’ve already tried. Please know that many of the responses demonstrated an awareness that there are challenges the leadership team faces that are unseen by the rest of the staff. There was also a great deal of appreciation expressed, as the survey also asked staff to think about someone they consider a great leader and describe what makes them great… which means that although it may not be everywhere, the needs listed below are being met at different times and different places throughout our organization.

To the teachers -- please know that your leadership team sees you, hears you, and values you. We are not perfect, and know it. The monthly Leadership Development Training that we are undergoing addresses all these things you have asked for (and more), and though progress may be slower than we’d all like, we hope you will start to see some concrete changes.

Here’s to increasing trust, understanding, and openness on both ends. Cheers!

8 THINGS FIVE KEYS EMPLOYEES NEED FROM THEIR LEADERS

1. Professional Development that is relevant, creative, collaborative, and informed by teacher input. Teachers want to be asked about what content they would like staff meetings and PDs to cover, and in places where this is already being done, for their voice to be considered in the how the content is taught. They want time to collaborate with their colleagues; more support in the areas of ESL and technology training; more specific support that addresses local, everyday needs like getting organized, WPRs, or packet grading and instruction. My favorite request: “Time to work with other interested teachers on specific classroom goals; build a feedback loop into these new goals and practices so we can evaluate and learn from trying but also be accountable for trying them to others.” Try this new PLC template here!
2. Resources! Pencils and paper, resources to enhance lesson planning, easier access to technology equipment... and more time. Perhaps the most effective and do-able request: a clear, reliable, and consistent curriculum and supply chain.
3. Increased presence. A few recurring themes…
   1. Be intentional about scheduling one-on-one meetings/check-ins (not just when something is going wrong – check in with me when things are going well and ask me why they’re going well!).
   2. Be present on site to strengthen relationships with partners and to increase understanding of my specific students, work environment, and time limitations.
   3. Be available!
4. Timely and realistic responsiveness.
   1. With emails and texts – even if the response is, "I won't know this answer for 2-3 weeks", or “I’ll have to get back to you tomorrow” that would be appreciated. “As long as we have a timeline, it helps alleviate anxiety.” “Often times there is no response and I don't know if my principal ever got the message.”
   2. Realistic communication of what’s in store... for example, "You will be at a new site but we do not have the materials ready for you."
5. Ask for my opinion when introducing big changes or new initiatives. Questions like, How do you feel about this? What concerns do you have? How can I support you? make employees feel like they matter. It allows them to take ownership in the change rather than feeling like it’s another mandate forced upon them. 
6. Support me by listening, being open-minded, and trusting me. Sometimes staff members come to their leaders with concerns and ideas, and leave feeling unheard and shut down. They greatly appreciate leaders who trust their judgement enough to let go of control and consider an idea they may not initially agree with. They also appreciate those who give them the benefit of the doubt – they assume the best about their teacher and stand behind him/her in times of struggle. If a leader has concerns, please trust staff members enough to engage in an honest and direct conversation, rather than making assumptions or decisions on your own.
7. Be able to apologize or admit shortcomings. “She talks about her own limitations in a way that makes it so refreshing”; “she is not afraid to apologize or admit she was wrong” – two reflections from teachers expressing what they admire about their leaders. Another recurring request, which is also a recommendation from several well-known coaching models: take the time and have the courage to ask, “Is there anything else?” “How can I support you better?”
8. Express appreciation. Teachers did not ask for grand public gestures or extra monetary compensation, but what came up possibly more than needs about communication was a need for appreciation – to know that their work is not going unseen. Many leaders express general appreciation, but those who go a little bit further and recognize their staff members individually “make [them] feel really valued,” and make them feel their hard work is worth continuing. “Catch teachers doing good when doing check-in visits and acknowledge with a small note” – or other informal form of appreciation! 

Leaders, thank you for reading; teachers and staff, thank you for your valuable feedback and continued support of the mission and vision of Five Keys.

Principals and teachers, every month you have an opportunity to recognize a teacher or colleague through The BITE! Submit a Feature Teacher entry today. Click here for instructions.