Finding Common Ground in Education

EPISODE 8:  SICK DAY CONUNDRUM
 
This episode shows how administrators and teacher-leaders can work together to fid common ground on a problem. 
 
The administrator's perspective:
Sick days are a great fringe benefit for teachers, however, there is certainly some controversy around what is the proper time to use a sick day and the best time to actually “call off” for a substitute.
From the Administrator’s perspective, there is a concern about lost instructional time and the ability to cover classes if there is a “late” call off. 
If the 300 instructional minutes per day is our focus, then it is Dr. Farkas’s recommendation to please call off the night before.  This will allow ample time to secure a competent substitute and write lesson plans that will have some basic instructions to move students forward.
The late “call off” also creates chaos in the building as many times your colleagues will be required to cover your classes and they will lose their planning time that day which affects more students than yours.
The Teacher's Perspective:
Most times the “late” call off is a professional choice to wait until the last minute to call off because no one will be better for our students than their teachers.
Since the COVID-19 pandemic, there has been a steady decline of substitutes across the nation.  As fewer people are willing to enter our buildings, the pool of candidates gets even smaller.  Managing the daily teaching staff is a struggle that most teachers don’t think about when they close their doors and work with their students.
Mr. Conley gives some bold examples about how a teacher-leader can navigate a staff member who seems to take advantage of the sick day process.
Finally, this podcast ends with a few solutions on how to work together to create solutions through finding common ground.

Salaries are definitely not the reason we choose a career in education.  While money and health certainly hold importance, there is a fundamental aspect of life that we yearn for as we grow older—time. 
As we grow older, we begin to understand the importance of time and start to approach our lives differently.  Some begin to worry less about their household chores and more about spending time with the people living inside our homes.
Curiously, this profound realization about time seems to have difficulty translating into the field of education. With each passing school year, every minute in the classroom becomes precious, and time appears to accelerate for our younger students. 
Administrators constantly emphasize the mounting pressure of impending standardized tests, while teachers frequently express their concern about the lack of sufficient time to cover the state-mandated curriculum.
When the school year draws to a close, we often find ourselves wishing for a few more weeks to accomplish even more. The breakdown of time into days and weeks allows us to grasp its profound impact. Even the smallest fraction of saved time can yield significant results.
Initially, our approach was centered around identifying the number of hours spent in the classroom and reevaluating our philosophies based on the value of those precious hours. In the realm of education, each school year introduces a fresh cohort of students, and time appears to slip through our fingers at an alarming rate.
Overall, salaries do not serve as the sole motivation for pursuing a career in education. It is the intangible value of time, its scarcity, and the desire to make the most of it that fuel our dedication to teaching. As educators, we recognize that time is a priceless resource, and we strive to maximize its potential within the confines of the classroom.

Although we are two friends who have been thousands of miles apart in our educational careers, it has been through our trusting relationship that we have definitely helped each other navigate sensitive and contentious school administration and teacher situations. Whether it is dealing with an underperforming teacher or navigating collective bargaining, it has been extremely challenging, yet incredibly rewarding. We haven't pulled any punches, and that is probably why we were able to have success in assisting one another with such impact. We have never had to worry about offending each other, hurting feelings, or speaking bluntly. Transparency and trust have been our greatest tools, far more effective than any degree or credential. 
This collaboration has helped us to problem solve and prevent many situations from escalating, which resulted in increased trust with the people we serve. Our unique roles and trusting friendship has positively affected school culture for thousands of our students, colleagues, and school districts, in our California and Ohio school communities.
So how can teachers and teacher-leaders navigate sensitive issues with their administrators who are not life-long friends?  The same way Dave and I built our friendship over the last 40 years–continue to feed our friendship with a steady diet of mutual respect, listening, and trust. Mutual respect is the starting point for both groups, it doesn’t require any previous personal connection, and it is the easiest part of the school environment equation.
What does mutual respect look like for teachers and administrators:
Staff meetings: Showing up to meetings on time and prepared
Greetings: Simple acknowledgements inside the school
Recognition: Giving praise where it is earned 
Appreciation: Sharing with colleagues the positive work of teachers and administrators
Although mutual respect might be an easy hill to climb, the next peak is trust and it requires hard work through consistent actions, compromise, and time. Once it is established, great things will happen for your students and community. Trust is the cornerstone for any healthy school environment and community.
What does trust look like for teachers and administrators:
Staff meetings: Being actively involved in meetings and responding to issues raised
Greetings: Small conversations about non-school related issues 
Recognition:  Volunteering to help where needed
Appreciation: Showing your appreciation for teachers and administrators outside of the school setting

This episode takes a modern look at an antiquated educational practice created when schools lacked the technology to communicate in real time.  We address differing perspectives by tackling essential questions pertaining to why, when, and even if it is necessary to have everyone together for meetings.  Dr. Farkas shares important perspectives from the administrative side.

As we start another school year, it is hard not to spend time worrying about the potential challenges we will face between the administrators and teachers in our buildings.  While it is important to acknowledge that the majority of people in our industry are dedicated professionals who genuinely care about their students' success, there are instances when certain actions or attitudes hinder the learning environment.
 
So instead of borrowing concerns from the future or gearing up for a fight to start the school year, we thought we might ask teachers and administrators to start this school year with some simple reflection and make a promise to ourselves about who to NOT to be this school year.
 
ROLE#1: Dear Teachers, Please don’t be “The Hypocrite” this school year 
While it is important to acknowledge that the majority of educators are dedicated professionals who genuinely care about their students' success, there are instances when certain actions or attitudes hinder the learning environment. Students and parents look to school professionals as examples and trust us daily. 
We must walk the walk rather than the talk we talk. Hypocrisy is noticeable and really takes away from instruction, good relationships between teachers and students, and getting parents on the team. The "Do as I say, not as I do" approach can often be observed when professionals disregard dress codes, phone policies, meeting attendance and promptness. Eventually and rather quickly, colleagues and students observe hypocrisy. Wouldn't it be better if we're all modeling what we're asking our students to do? 
ROLE #2: Dear Teachers, Please don’t be “The Pot Stirrer” this school year 
One of the things that spins in my head often is staff members that want to stir the pot. It's almost like a source of entertainment. When an issue presents itself that could easily be resolved, they decide to do the opposite and run to social media without attempting to handle issues in the professional and appropriate way–direct communication with those involved. These comments are often inaccurate and escalate rapidly through our communities. 
When posting on social media becomes a standard practice, you're not looking for a solution, you are nourishing cyber-bullying and toxic school cultures.  Give your colleagues professional courtesy and reach out to the person to resolve the issue. Posting issues may create short term “success” in defaming a colleague, but the message others will see is, the person posting is a pot stirrer and not interested in a positive school culture.

EPISODE 3: DEAR ADMINISTRATORS, PLEASE DON’T FALL INTO THESE ROLES.  SINCERELY, TEACHERS
As we start another school year, it is hard not to spend time worrying about the potential challenges we will face between the administrators and teachers in our buildings.  While it is important to acknowledge that the majority of people in our industry are dedicated professionals who genuinely care about their students' success, there are instances when certain actions or attitudes hinder the learning environment.
So instead of borrowing concerns from the future or gearing up for a fight to start the school year, we thought we might ask teachers and administrators to start this school year with some simple reflection and make a promise to ourselves about who to NOT to be this school year.
 
From The Desk Of A Teacher:
EXAMPLE #1:Dear Administrator, Please don’t be “The Spotlight Stealer” this year.
Leadership at its core is service, not spotlight.  Show me an administrator who wants their picture in the media and I’ll show you a leader who cares more about their own reputation than the success of our students.  The fastest way to ruin any culture is to not give credit to those who have worked tirelessly in the achievement of the organization.  However, some administrators can’t help themselves but step in front of others to accept the trophies, awards, or accolades on behalf of the school district.
In the age of social media, some administrators obsess about using social media to celebrate their students and districts.  I agree with this process because it is a way to build culture and support within our communities.  However, what percentage of the posts are pictures of your school leaders without students?  The answer will clearly tell you if you have a servant leader or a spotlight stealer.
 
EXAMPLE #2: Dear Administrator, Please don’t be “The Innovator” this year.
Don’t be misled by the title, the innovator is actually the exact opposite of innovative.  They are the administrator that discovers a book, reads it over the summer and then tries to “change the culture” of the building by implementing new strategies during the first month of school without any dialogue, collaboration, or buy-in from the staff. It is simply a top down action for everyone to adopt with minimal understanding of why or how. 
Obviously anyone in the education industry would be strong supporters of researching new strategies, collaborating with our educational networks, and reading new books about school culture and leadership.  However, the implementation of these ideas must come from a place of trust where new strategies should address concerns in our buildings and relevant data. I’m sure the “experienced” teachers and administrators reading this article can create a long list of programs that were once presented as “the newest and best” but had a shelf life of 18 months.  The truth is that ALL of those programs had incredible value and were rooted in trying to help students reach their full and well-rounded potential.  What is also true is that most of these concepts failed in schools all across the country because administrators failed to understand that the implementation process must be driven by the teaching staff.  If you want buy-in, spend time frontloading (sorry, I couldn’t resist) the how and why of  these “new” strategies and create a solid collaborative strategic plan.

Building trust through the eyes of an administrator (Dr. David Farkas, Superintendent, El Centro, California) and through the eyes of a teacher (Dean Conley, Union President Canfield Local Schools, Canfield, Ohio).

A REALISTIC GUIDE TO FINDING COMMON GROUND IN EDUCATION BETWEEN ADMINISTRATORS AND TEACHERS from two childhood friends from who traveled different career paths and then found themselves on opposite sides of the current educational model. One a school district superintendent in California and the other a Union president in Ohio.