I believe 'operational' was called 'technical' in that paper. (note: the order of this list is from research I read in grad school, but I don't recall the title of the paper or researchers. When have you experienced leaders pushing number 3 below without fostering a supportive environment? How have you seen this type of support done well? They will not be enthusiastic about embracing and implementing reforms. then they will not respond well to coaching. If teachers don't feel seen as humans, or are in environments where they are constantly interrupted, pulled into lunch duty, learn half their kids are out on a field trip the day of, etc. Non-educators might scratch their heads at this one, but teachers out there know exactly what this means and how rare it is in some schools. This means coaching, training, etc.īut this type of support is meaningless without first focusing on support focused on making sure teachers feel emotionally supported.Īfter emotional support, teachers value 'operational support', which basically means operating in a predictable environment. Leaders are drawn to focus on helping educators 'do things better'. There is often a disconnect between how leaders think of 'educator support' and how educators describe the type of support that's important to them. I once coached a teacher who stayed at a challenging school because her principal offered to bring her coffee every morning.
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