At the faculty meeting a Relay for Life team representative pleaded for participation.
“One thing that brings a lot of support,” she said, “is a dunking booth–especially if the dunkee is a principal.”
AS, a teacher at my table, whispered, “That would rake in the money. I’d take out a loan.”
I have been aware–in myself and more generally among faculty–of not insignificant discontent with aspects of my school’s administrative team; other teachers around AS knowingly chuckled.
Later in the meeting, an assistant principal reported on the Safe Schools Audit finding. Nestled in among recommendations to keep all doors locked and have no personal lighting in classrooms was a one-line comment lacking any explanation: “There is a lack of respect among students, teachers, and administrators.”
“What does that mean, exactly?” piped up AS, a teacher at my table.
The assistant principal said, “This is the findings summary; I don’t have additional information about that.”
The principal said, “This came out of a small group of students and teachers who were selected for the focus group discussion. A few teachers voiced that.”
“What are we to do with it?” AS piped up again.
The assistant principal shrugged. “It’s part of the report to be aware of.”
We moved on, and the mainly pointless meeting lasted a total of over ninety minutes.
That evening I had a brilliant idea: I could volunteer to collect thoughts from teachers who would remain anonymous and create a summary of recommendations for the administrative team for building respect and trust among teachers and administrators. That would give me ample opportunity to add my own thoughts: respect teachers’ time by having short, to-the-point, meaningful meetings.
(The principal knows that short meetings are good: at our recent two-hour team leaders meeting, he even said to keep our team meetings to half an hour–out of respect for teachers’ need for time.)
“You would have to frame that idea very carefully,” M said. “How could you even bring it up without stepping on toes?”
All at once a brillianter plan hit me: As a team leader, I coordinate six teachers who teach half of the seventh grade. While I have absolutely no authority over anyone else and have felt over the years a comfortable respect among my team of teachers, I could on my own initiative model what I think the principal should do.
I drafted this email and introduced the idea at my team meeting yesterday before sending it out:
Hello team,
In response to the Safe Schools audit note suggesting we at FJH need to build respect between students, teachers, and administrators, I would like to invite your feedback about how our team functions and my role as team leader.
While I most appreciate direct communication, in order to include varying comfort levels I have asked MT [one of our teachers] to accept your comments and to put them into an anonymous, general summary for me that will not be shared with anyone else.
Specifically, I am interested in knowing answers to these questions (although other thoughts are welcome, too):
1. In what ways can I as team leader be more respectful of each team member?
2. What suggestions do you have for how team meetings are conducted? Other team events/activities/processes?
I am not expecting feedback beyond what was said at my meeting:
“This is unnecessary. If I were you, I would want people to come directly to me, and frankly, you’re not the problem [in this school],” our most veteran teacher said.
“I think you’re doing a great job,” said someone else.
“You are kind of harsh sometimes,” a new teacher piped up.
“I feel like this team is very respectful,” said another. “We would be comfortable coming to you.”
“Thank you,” I said. “I just want to be able to respond to that faculty meeting statement in some way. If nothing comes of this, that’s fine.” I didn’t add that I think that if the administrative team is worth its salt it will follow suit.
As I adjourned the meeting, I reminded everyone, “Complain to MT.”
“Hey MT,” said another teacher as they left the room. “I need to talk to you about one of the teachers on my team…. Can’t grow any hair.”
At the end of the day the other seventh grade team leader, who receives copies of my team emails and is great friends with my team’s very talkative science teacher, mentioned she liked my idea and was thinking about doing that herself.
Let the word spread.