School leaders at all levels of education must use all possible resources and strategies in her knowledge and experience to strengthen their efforts to ensure that students learn with high quality teachers.
Because so much is being asked of those in leadership positions, it should be acknowledged that they also need support in order to do their jobs more effectively. They also need professional development designed to help them be better leaders. Leaders need to involve teachers in making decisions. For example, leaders can involve staff in departmental scheduling, student scheduling and duty assignments (Price, 2003). If teachers attend a conference or workshop, have them share their knowledge with the rest of the staff when they return. Leaders can have experienced teachers work together to solve an instructional problem (Spitz, 2003).
Compensation plays a major role in retaining teachers. School leaders should develop teacher compensation packages that demonstrate that they are valued (Gareis, Strong, et al., 2003). Leaders can use salaries and bonuses as incentives to retain teachers (Billingsley, 2002). They also can put together a team of administrators and teachers to develop an incentive pay program (Morice and Murray, 2003).
Every school has a history and a culture. If teachers are connected to their school and are part of it, they may be more likely to identify with it and stay, even in the tough times. The school leader needs to become the “developer and nurturer of the school’s culture” and share it with new teachers so they can gain a sense of membership and participation. Leaders can communicate the school’s history, traditions, legends and myths and share stories of the school’s heroes and heroines (Colley, 2002).
While working hard to develop a school climate where people are comfortable, leaders should remember to pay attention to the little things. Sometimes the principal or special education administrator is the person to make sure the copiers are working, schedule fewer interruptions during instructional time, turn on the air conditioning when needed, and provide food at faculty meetings (Scherer, 2003). Maintaining consistent procedures and schedules is important. Clearly explaining changes beforehand will avoid chaos and stress on everyone, especially new teachers (Public Education Network, 2003).
Administrators should share, model and encourage best-practice experimentation. Giving immediate feedback through comments or notes and being available for short, spontaneous counselling sessions are seen by teachers as being very supportive (Colley 2002). The school leader needs to be instructional leader and communicate views on what is considered good teaching, as well as expectations for instructional practices, grading and student achievement.
In addition, school leaders must be proactive in developing and implementing a plan to ensure that all staff develops culturally responsive practices need to work with diverse students and families (Kozleski, Sobel and Taylor, 2003)
Finally, to be successful, administrators need practical training to help them do their jobs more effectively from the start. They need ongoing professional development to keep them on top of innovations in education. Administrators also need continuous support from other school leaders, school staff and the community.
References:
Ax, M., Conderman, and Stephens, J.T. (2001). Principal support essential for retaining special educators. NASSP Bulletin, January 2001, Vol. 85, No. 621, 66-71.
BenhamTye B. and O’Brien, L. (2002). Why are experienced teachers leaving the profession? Phi Delta Kappan, Vol. 84, No.1, 24-32.
Birkeland, S.E. and Moore Johnson, S. (2003). The school that teachers choose.Educational Leadership, May 2003, Vol. 60, No.8, 20-24.
By: Jocelyn P. Reyes | Principal | PantalanLuma Elementary School | Orani, Bataan
