Each January, principals enter a pivotal time of year when we must balance two jobs: finishing the current school year strong and preparing for the next. It鈥檚 a time to focus on retaining valued staff while actively recruiting the next generation of talented educators to our school family.
As I was reminded last year by the presentation of staff-motivation expert Todd Whitaker at a Virginia state conference, hiring the right teachers is one of a principal鈥檚 most important responsibilities. That鈥檚 why it鈥檚 so important during this season to double our vision to meet the demands of two school years at once through purposeful retention and recruitment.
To support this vital work, here are four practical strategies that help me navigate this pivotal time with confidence and purpose:
1. Instead of donuts, offer deep support.
鈥淪upport鈥� is arguably the number one thing that can improve teacher morale, but if you asked 10 principals what this means, you will likely end up with 10 different responses. When you consider , most adults are functioning at the third (love and belonging) or fourth (esteem) levels. When principals try to motivate teachers with snacks or food, they are only addressing a level-one (physiological) need, which is why you can鈥檛 鈥渄onut鈥� your way to improving staff morale.
In this biweekly column, principals and other authorities on school leadership鈥攊ncluding researchers, education professors, district administrators, and assistant principals鈥攐ffer timely and timeless advice for their peers.
Instead, I have found that staff members enjoy feeling like they are part of a team or respected for their contributions to the school community. Strategies like creating time for teachers to collaborate and writing cards of appreciation tend to go a lot further than free coffee in the morning.
2. Tailor training.
Principals often struggle with determining the best topics for professional development each year for their staff. PD mandated for the full staff rarely provides teachers with training that is specific to their individual needs and content areas.
Based on the feedback I have received from teachers on providing relevant PD, I have been most successful when I have offered multiple sessions that give educators options. These concurrent sessions do take more planning, as principals must find facilitators for each one. I recommend that principals seek out the experts within their schools to share their expertise with colleagues. The facilitator will feel valued and respected by the mere fact that they were asked by their principal to host a session, and the audience of teachers in each session will appreciate hearing from someone in the teaching trenches with them.
3. Advocate competitive pay.
There鈥檚 no way around this topic. If a person completes a college program with debt, they need to find a job that enables them to pay their bills and live independently. One shouldn鈥檛 have to live with their parents, have a roommate, work a second job, or get married in order to 鈥渁fford鈥� to be a teacher.
I encourage principals to negotiate with their district supervisors to work on budgets that prioritize teacher raises. That priority supersedes hiring more central-office staff, updating software programs, or paying for the latest initiative that 鈥済uarantees鈥� results.
The No. 1 factor that guarantees results is not a program; it is the people. And the people we hire need competitive salaries, comparable with those professions that require a license.
4. Be visible and present.
Principals need to be seen. It truly is that simple. We need to be in the halls, classrooms, and cafeteria as much as possible. For the limited time we have students and staff in the building, we need to be present for them.
鈥淧eople first, paper second鈥� is one of the first lessons I learned during my first stint in administration back in 2002. I often wait to address emails after my teachers and students have left the building.
In addition, I schedule time on my calendar to be visible in different halls each day. This ensures that I greet each staff member by name as much as possible every week.
Late winter and early spring demand a delicate balance between maintaining momentum to finish the year strong and planning ahead for next year鈥檚 success. Whether through active listening, offering relevant PD, advocating better pay, or being available, principals can ensure a full, thriving team of educators this year and next.
