Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders

Part Two: What do you wish people know about your position?

This is the second of a six-part series exploring the relationships between administrators and teacher leaders. Curated by Kristen Engle, Laurie Rigg, and Megan Vosk of the AMLE Teacher Leaders Committee)

Teacher leaders and administrators work closely to ensure that the mission, vision, and values of their schools are consistently implemented. However, conflict and mistrust between both sides can arise as a result of power imbalances and misunderstandings. As part of our work with the AMLE Teacher-Leaders Committee, we conducted a survey in December, 2022 asking AMLE members to share what they thought were the most pressing issues facing teacher-leaders today. Of the responses, the most common issues cited related to conflicts with administrators.

To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks. What follows are the responses that were shared. While they have been edited and condensed for clarity, their substance has not been changed.

This Q&A will be shared in a six-part series and, at the conclusion of the series, will also be published as an easy reference/starting point for discussions between teams. If teacher leadership is of interest to you, please also check out our three part webinar series “Growing Yourself as a Teacher-Leader,” which will be coming this fall.

Part Two: Wishes

In Part One, we explored the question, “What is the hardest part of your position?” In this, Part Two, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, “What do you wish people knew about your position?” We thought this question would be a great way to continue the discussion for this series because oftentimes, we hide our struggles in order to not show weakness and to maintain a high level of professionalism. However, true empathy is rooted in humility and vulnerability.

“What do you wish people knew about your position?”

Teacher Leaders say...	Administrators say...
● Teacher leaders usually don’t get extra pay or prep time to compensate for the extra responsibilities (although there are some places that do compensate). ● Feeling caught between meeting the needs and requests of both teachers and administrators. ● Not all teacher-leaders necessarily want to be administrators; it’s more about finding places to expand on areas of passion and interest, while also supporting the school and students. ● Teacher leaders have to remember that saying no is okay and that more opportunities will come even if they don’t jump on every initiative. ● Teacher leaders need support from their colleagues, administrators, and the broader education community to be successful. This can include resources, training, and recognition for their work. ● Despite the challenges, teacher-leaders find their work rewarding. They are able to make a positive impact on the lives of their students and fellow educators as well as contribute to the overall improvement of the education system. ● It's not just about teaching. While teacher-leaders may still have their own classroom responsibilities, they also take on additional leadership duties such as mentoring other teachers, leading professional development sessions, and overseeing curriculum development. ● It can be a very lonely position.	● It is much more about service than it is about power; as well, while positional power exists, if administrators and teachers continue to fear power, then they won’t be able to truly co-create and flatten the hierarchy. ● Administrators are privy to a bigger picture and more detail. Jim Knight says “Everyone deserves the big picture.” However, sometimes, organizations really don’t welcome the view from the balcony. Additionally, being required to look closely at parts of school life that are easy to ignore is a perspective shifter. Everyone involved in an organization can do more of that, even with it being complex. ● Decisions and issues don’t live in a vacuum - what on the surface seems like a ‘slam dunk’ decision isn’t. ● Administrators work tirelessly behind the scenes to keep difficult situations from becoming disasters and to protect teachers. ● Administrators are often the frontline when it comes to supporting all members of the community. Administrators are responsible to him, and her, and them, and you, and we, and they. Decisions they make are never only about one person. ● The administrator cannot always be the person who has all of the answers or who can make all of the decisions. At times, people look to leaders as the “be all, end all” when it comes to decision-making and influence. ● Administrators don’t always have the sway in decision making that some may think. Schools are complex learning organizations and any change or decision involves a lot of “moving parts” before getting to the official “yes.” There are always shades of gray. ● It can be a very lonely position.

Teacher Leaders say...

Administrators say...

● Teacher leaders usually don’t get extra pay or prep time to compensate for the extra responsibilities (although there are some places that do compensate).
● Feeling caught between meeting the needs and requests of both teachers and administrators.
● Not all teacher-leaders necessarily want to be administrators; it’s more about finding places to expand on areas of passion and interest, while also supporting the school and students.
● Teacher leaders have to remember that saying no is okay and that more opportunities will come even if they don’t jump on every initiative.
● Teacher leaders need support from their colleagues, administrators, and the broader education community to be successful. This can include resources, training, and recognition for their work.
● Despite the challenges, teacher-leaders find their work rewarding. They are able to make a positive impact on the lives of their students and fellow educators as well as contribute to the overall improvement of the education system.
● It's not just about teaching. While teacher-leaders may still have their own classroom responsibilities, they also take on additional leadership duties such as mentoring other teachers, leading professional development sessions, and overseeing curriculum development.
● It can be a very lonely position.

● It is much more about service than it is about power; as well, while positional power exists, if administrators and teachers continue to fear power, then they won’t be able to truly co-create and flatten the hierarchy.
● Administrators are privy to a bigger picture and more detail. Jim Knight says “Everyone deserves the big picture.” However, sometimes, organizations really don’t welcome the view from the balcony. Additionally, being required to look closely at parts of school life that are easy to ignore is a perspective shifter. Everyone involved in an organization can do more of that, even with it being complex.
● Decisions and issues don’t live in a vacuum - what on the surface seems like a ‘slam dunk’ decision isn’t.
● Administrators work tirelessly behind the scenes to keep difficult situations from becoming disasters and to protect teachers.
● Administrators are often the frontline when it comes to supporting all members of the community. Administrators are responsible to him, and her, and them, and you, and we, and they. Decisions they make are never only about one person.
● The administrator cannot always be the person who has all of the answers or who can make all of the decisions. At times, people look to leaders as the “be all, end all” when it comes to decision-making and influence.
● Administrators don’t always have the sway in decision making that some may think. Schools are complex learning organizations and any change or decision involves a lot of “moving parts” before getting to the official “yes.” There are always shades of gray.
● It can be a very lonely position.

What do you think? Did any of the responses resonate with you? Surprise you? Share your thoughts in the comments and stay tuned for Part Three, in which we will dig a little deeper as we discuss the question: “How can teacher leaders and administrators work together on creating a ‘Why’ and a school vision?”

Many thanks to all the voices who shared their perspectives with us, especially those from AMLE’s Principals/Assistant Principals and Teacher Leaders committees.

List of contributors:

Administrators:

Liz England, Vientiane International School
Casey Faulknall, Hong Kong International School
Andy Ferguson, Vientiane International School
Amy Ganaden, Oakhill Day School
Mike Hammond, Oliver W. Winch Middle School, South Glens Falls, NY
Ian Hoke, International School Basel
Tanay Naik, UNIS Hanoi
Tara Waudby, International School Basel

Teacher Leaders:

Megan Balduf, Frost Middle School, Fairfax, VA
Rachel Booth, Commonwealth Charter Academy, PA
Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ
Jason DeHart, Wilkes Central High School, Wilkesboro, NC
Kristen Engle, Rockwood South Middle School, Fenton, MO
Miguel Gomez, Murray State University, Murray, KY
Roger Jack, Maple Shade School District, NJ
Joseph S. Pizzo, Black River Middle School, Chester, NJ; Centenary University, Hackettstown, NJ
Laurie Rigg, Rugby Middle School, Hendersonville, NC
Megan Vosk, Vientiane International School, Laos