Complainers. Freeloaders. Procrastinators. Backstabbers. Know-it-alls. Bullies.
Former principals Stephanie D.B. Johnson and Diane Watkins have seen them all in schools鈥攁nd not just roaming the halls or slouching in the back of class.
Like any workplace, schools can be plagued by adult slackers or agitators who, whether intentionally or not, can sabotage morale and campus culture.
And principals, especially those new to the job, often need help dealing with those adults hiding in plain sight, working against principals鈥� proposals and best-laid plans, the veteran educators say.
鈥淥n the surface, perhaps some of these troublemakers don鈥檛 seem like the most horrible things in the world,鈥� said Watkins, director of assessment and accountability for the Chesapeake, Va., public schools. 鈥淏ut because they slowly erode the morale of your building, they can be.鈥�
Here are some methods principals can utilize to foster a positive school culture:
- Build rapport with all staff in your building, including those have a negative influence
- Don鈥檛 ignore the troubling behavior in hopes it, or the problem employee, will go away
- Directly address the behaviors with the employee by clearly stating the problem and listening closely
What happens in the teachers鈥� lounge, during staff meetings, and even during group projects can filter down to classrooms, disrupting a schoolwide focus on teaching and learning, Johnson said.
鈥淭hese people are pulling your time away,鈥� Johnson said. 鈥淵ou鈥檝e got to dig in and find out exactly what it is that鈥檚 going on, what鈥檚 causing your team not to gel like they should.鈥�
Watkins, along with Johnson, a retired Chesapeake schools principal and an adjunct professor at Hampton University, have hosted seminars on how to manage difficult staff, working with the National Association for Elementary School Principals, National Blue Ribbon 69传媒 program, and others.
Building Relationships
Education Week talked with Johnson, Watkins, and three other ex-principals about how to banish toxic behavior and clean up the culture in schools.
The former school leaders agree the primary goal is to get the difficult staff members on board with their plans, not just boot them out of the school.
That process begins the day a principal takes the job and it requires them to embrace three R鈥檚: relationships, respect, and the realization that you won鈥檛 always see eye-to-eye with your staff.
鈥淓very teacher wants to be successful,鈥� said .
鈥淗ow they define success may differ from your definition,鈥� Ellspermann said. 鈥淚f we focus on students being successful and that teacher鈥檚 role in making sure that occurs, you can find a common thread there.鈥�
Building rapport with staff is key, because the first conversation with a teacher, or any other school employee, should not be focused on 鈥渢rying to correct something they鈥檝e done wrong,鈥� Watkins said.
鈥淎s busy as a principal is, you cannot neglect ... getting to know people,鈥� Watkins said.
鈥淵ou establish that relationship on the front end so that you have a springboard for having conversations, whether they鈥檙e good conversations or constructive [criticism].鈥�
Those connections, especially with teachers, aren鈥檛 established when principals spend days holed up in their offices, said , an adjunct professor of leadership at the University of Missouri College of Education.
鈥淚鈥檓 in classes on a daily basis,鈥� Whitaker said. 鈥淎nd guess what I鈥檓 doing. I鈥檓 complimenting people all the time.鈥�
Since leaving the principal鈥檚 office herself, Johnson, the former coordinator of educational leadership at Hampton鈥檚 School of Education and Human Development, trained dozens of incoming and aspiring leaders, schooling them on how to nurture morale.
鈥淲e talk about creating that sense of family with the whole school,鈥� Johnson said.
Sometimes families disagree.
鈥淚 usually pull those people in really close because I do want to help them understand how they are impacting others,鈥� Ellspermann said.
鈥淚f you understand what might be causing their resistance, then you鈥檙e better able to fill that void between your vision for the school and the direction they鈥檙e currently headed.鈥�
Don鈥檛 Ignore Problems
The biggest mistake a principal can make when dealing with problem employees?
Trying to ignore the troubling behavior in hopes that it, or the perpetrator, will just go away.
| Stall | They鈥檝e outlasted previous principals who tried to institute change or deal with their performance issues鈥攁nd they may try to wait you out too. Solution: Let employees know you are interested in working with them in the long run for the good of the school. Follow-up frequently to ensure you are working toward your common goals. |
| Make Excuses | Puts more energy into justifying and rationalizing their unproductive behavior than it would take to change the habits. Solution: Acknowledge the situation without causing the employee to double down on their thinking or assume you agree with them. Discuss how their short-term approach may not fit with your long-term goals. |
| Recruit | Encourages other teachers, staff members, and in some cases, community members and parents, to ignore or rally against plans. Solution: Work with the staff members involved to help them understand what you want to change. While emphasizing that community input is valued, remind your staff that non-employees will not direct day-to-day school operations. |
| Undermine | Tries to derail new initiatives by not completing assignments or giving their best effort. Solution: Ensure employees assigned to a task have appropriate training and a clear understanding of your goals. If necessary, have one-on-one meetings to clear the air with people actively working against the effort. |
Avoidance can foster an environment where toxic conduct thrives and spreads. But ducking difficult conversations is often the default move, Whitaker said.
鈥淒ealing with negative people is never easy. It鈥檚 never fun,鈥� Whitaker said. 鈥淏ut if you don鈥檛 do it, nothing about your job is fun.鈥�
Instead of looking the other way or addressing the entire staff, principals should go directly to the employee or employees and address the issue early, and, if need be, often.
鈥淚f there鈥檚 a situation and you鈥檝e noticed it once and then you are able to bring it to that person鈥檚 attention lightly, sometimes they鈥檒l go ahead and make the change,鈥� said , a professor of educational leadership and administration at St. Cloud State University in Minnesota.
鈥淚f you wait and let the problem fester, it becomes a really major kind of conversation. The problem with that is sometimes people will say to you, 鈥榃ell, if this was a problem, how come you didn鈥檛 alert me sooner?鈥� 鈥�
During those sessions, school leaders should clearly state the problem, and focus on behavior instead of making the conversation solely about the employee and their shortcomings, the former principals said.
But school leaders may also need to do more listening than talking during the sit-down.
鈥淭ake the opportunity to listen to their perspective. Somewhere in there, there鈥檚 a grain of truth that needs to be heard,鈥� Ellspermann said.
鈥淲hen I can recognize and reinforce that, then sometimes I can get them to see another perspective.鈥�
And when principals invite criticism or staff input, they must be ready to listen, and not dig their heels in, Eller said.
鈥淚t takes a lot of skill on the part of the principal, because when somebody comes to you and says, 鈥業 don鈥檛 agree with where we鈥檙e going,鈥� it鈥檚 easy to take it personal,鈥� Eller said.
鈥淏ut if you take that as a helpful comment, then it doesn鈥檛 become a big issue, it becomes information.鈥�
Problem Principals?
As principals investigate the source of tension in their schools, it makes sense to conduct a self-assessment.
Sometimes that examination leads to the discovery that they are part of the problem, Watkins said.
鈥淯nfortunately, sometimes the most difficult person in the building is the principal,鈥� she said. 鈥淲hen you walk into a school, and you hear people say to the office staff, 鈥業s today a good day to talk to him? Do I need to take his temperature before I come in?鈥� 鈥�
School leaders must be aware not only of their staff鈥檚 shortcomings, but also their own, because the stakes are so high in education: underperforming teachers affect classrooms; poor principals corrupt entire schools, Whitaker said.
鈥淚f you鈥檙e not effective, you don鈥檛 even know the difference between the effective people and the ineffective people because everybody鈥檚 questioning you,鈥� he said.
Eller, a former Iowa principal of the year who has taught prospective principals for more than 20 years, encourages school leaders to determine their frame of reference.
鈥淲e鈥檝e had situations where there was a problem, but it was because a principal had a negative interaction with a person and they鈥檝e never gotten over it,鈥� Eller said. 鈥淥r maybe they have a predisposition against a certain type of teacher, but they haven鈥檛 been able to see it.鈥�
鈥淲hen we work with principals, we really try to help them see, 鈥榃hat is it that you bring to the table that could also have some impact?鈥� It takes two to fight, so in some cases the leadership has also contributed to the issue.鈥�
Four Characteristics of Difficult Employees
John Eller, chairman of the Educational Leadership and Higher Education Department at St. Cloud State University and author of 鈥淲orking With and Evaluating Difficult School Employees,鈥� outlined some common behaviors of such employees in an interview with Education Week.
| 鈥淭he last principal didn鈥檛 have a problem with 鈥�" Possible Remedy: Reaffirm that you are a different principal with different expectations. |
| In an attempt to mask their behavior, shifts the blame for problems to other employees. Possible Remedy: Steer conversations toward problem-solving rather than finger-pointing. |
| Unwilling or unable to see how their behavior affects others. Possible Remedy: Provide clear feedback to help the employee understand the problem. |
| Refuses to acknowledge the problem, even when confronted. Possible Remedy: Address the problematic behavior directly, leaving little room for misinterpretation. |
