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

Part Four: How can teacher leaders and administrators work together to maintain a strong partnership even when conflict arises?

This is the fourth 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 Four: Maintaining Strong Partnerships

In Parts One-Three we explored the questions

• “What is the hardest part of your role?”
• “What do you wish people knew about your position?”
• “How can teacher leaders and administrators work together on creating a ‘Why” and a school vision?”

In this, Part Four, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, “How can teacher-leaders and admin work together to maintain a strong partnership even when conflict arises?” We hope you find these viewpoints useful when navigating difficult situations in your own career. Remember, relationships can be sustained. There is opportunity for growth in conflict, and working through conflict can help build stronger partnerships. 

“How can teacher-leaders and admin work together to maintain a strong partnership even when conflict arises?”

Teacher Leaders say...

Administrators say...

● Keep the lines of communication open. Be willing to see things from each other’s perspective. ● Try not to assume each person has all of the information. Learn and grow together. ● Confrontation is about facing something together. It need not be antagonistic if we are talking about improvement. ● It is important for both parties to be solution-oriented! Be focused more on possible solutions that benefit both the teacher leader and administrator rather than the conflict itself. Find common ground. ● Teacher leaders can act as an advocate for teachers and let administrators know when teachers are not feeling heard by a decision that has been made. ● Both teacher leaders and administrators may need to compromise to find a solution that works for everyone. This can involve finding middle ground, being flexible, and prioritizing the needs of students as well as the broader school community. ● When conflicts arise, look for areas of agreement and common ground. This can help to build a foundation for working together to find a solution. ● Separate the issue at hand from the people involved. Focus on not placing blame or making personal attacks. Remember the “why” and school vision.

● Listen to one another. Recognize diverse perspectives and make decisions based on the mission to serve all students. ● Be honest, put evidence on the table, suspend agendas (or commit to protocols), and own problems together. ● Show humility and vulnerability. Think through the implications of a conversation/decision. ● Listen and take the teacher’s perspective. Put deep thought and consideration in problem solving and do not fear conflict. Think of conflict as a way to grow and improve even when you disagree. ● Build strong relationships based on trust, transparency, and open communication. ● Always reflect on alternatives and realize you should not take disagreements personally, as difficult as it can be. ● Conflict is going to happen in this role. A leader will never please everyone. Lead with openness, honesty, and transparency. This will build a culture where rapport, trust, and above all, relationships carry a team through the times when there may be disagreement. ● Own your mistakes and be humble enough to apologize when you mess up. ● Remember the shared values and keep students at the center.

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 Five, in which we will dig a little deeper as we discuss the question: “How do you show empathy in your position?”

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