There was a recurring theme in the recent feedback on school leadership by teachers in the school I work at – favouritism.
The gist of it is that there are certain teachers who are considered, by a few, to be the “favourites” of the leadership team. This is quite an interesting point, really, because… to be perfectly honest… people in leadership positions do – inevitably – have favourites. Let me elaborate a bit on that.
There’s always some people who don’t need to be managed, they get on with their jobs and do so to a high quality and in a way that symbolises and encapsulates, to the best of their ability, the vision of the school and the type of pedagogy that school leaders hope to see. Some people might believe they fit into this category because they just “get on with their job”. However, they may not realise, understand or be willing to admit that their practice simply isn’t what school leaders are looking for.
There’s always some people whose practice inspires school leaders and stretches their vision of the school and of pedagogy. Let’s face it, the minute you step out of the classroom and become an “administrator” of some type you will inevitably be referring to pedagogy that you used to practice. School leaders need teachers around them who push their boundaries, reveal new possibilities and teach in ways that are better than they would be able to teach themselves!
There’s always some people who are just natural learners – they ask questions, they are interested in the world, they read books and blogs about education, they seek advice, they pop their heads into offices to run an idea by you, they wander the corridors of the school to chat to people and find inspiration or possibilities for collaboration, they try stuff out. School leaders adore people like this… sorry, there’s no point denying it.
There’s always some people who have classrooms and learning spaces that are welcoming. Their students can’t wait to get to school because their classroom feels like home, because it is stimulating and comfortable, because it belongs to them and because interesting things happen there. Guess what… it’s not only kids who feel that way. School leaders are drawn to those rooms by the buzz of learning and students who are happy, motivated and involved in doing interesting things. They are often invited to join in conversations or get involved in the learning somehow – either explicitly or just because they can’t help themselves. When you’re walking up a corridor, you’re naturally attracted to classrooms like that and, yes, you end up in them more frequently than others.
There’s always some people who know that improving things involves their active participation. People like this don’t complain about the way things are, they take steps to do something about it. In fact, they usually go further by seeking out things that need to be improved and naturally thinking about solutions. They don’t plop their gripes on the desks of school leaders and hand the problem over to them… but, if they do seek you out they do so with a clear indication that they wish to be part of the problem-solving process. It’s only natural that people in leadership positions will respond to people like that with more enthusiasm, more willingness to help and less dread when they see their heads pop in the door or see them coming up the corridor.
There’s always some people who are just good to be around – they know that people in leadership positions are trying their best, they understand all the hidden complexities involved in such positions, they communicate respectfully and without confrontation, they listen actively in meetings and professional development sessions, they are open-minded and willing to see things through different lenses, they are humorous and don’t take themselves too seriously, they abstain from gossip and negative judgment of people they work with, they attend social events and stick around for five minutes to chat after meetings.
The biggest problem with all of this is, unfortunately, that all of these qualities are usually rolled up into the same, small number of people… the ones who get labelled as “favourites”. So, my feedback to the feedback would be to try to aim to have more of the qualities outlined above. Not so you can be a favourite, but just because they’re pretty good qualities to have!