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"You're a professional. I trust your judgement". - When leading a professional development.

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"You're a professional. I trust your judgement". - When leading a professional development.

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This meant a lot to me, even though it wasn't spoken directly to me. Coming from working with ineffective leaders, this simple phrase both empowered me and gave me reassurance. -Rebecca Thomas

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"Solve the problem." -Whenever I asked them any sort of question. 

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"Solve the problem." -Whenever I asked them any sort of question. 

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This leader was one of the first I worked with in a school, and this was their go-to phrase for absolutely everything, with no follow-up. They kept telling us to solve the problem (whatever it may be- behavioral, data, curricula) and it did absolutely nothing to alleviate my stress, or "solve the problem".  I stopped going to this person on any matter because this was ALWAYS the response. -Rebecca Thomas

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This leader, while very nice and well-intentioned, constantly let people miss things for any/every reason in the book...collaborative plannings, staff meetings, professional development, after-school events, etc. It became a source of frustration among the teachers. Some were resentful of those who were seemingly taking advantage of the leader's kindness, others were totally lost because they never made up/caught up on what they missed, and it all led to a lack of respect for the leader as well as the sessions/events they were missing.
-Amy Cosentino

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One of the best leaders I've ever worked with had a habit of asking others "Can you say more about that?" It was a simple but impactful question. It prompted the person stating something to be reflective on their reasoning. For example, if a teacher said, "Guided reading doesn't work." The leader would ask, "Can you say more about that?" Sometimes the teacher would have great reasons and/or data to support his/her thinking and the conversation would go from there. Other times the teacher would say something to the effect of, "Because it doesn't...OR Because I know my kids...OR Because it's a waste of time..." revealing that the statement might be more of a personal opinion or a need for further understanding of the concept...which would also better inform and guide the rest of the conversation.
-Amy Cosentino

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I had a principal who had favorites and everyone knew who they were.  I felt that I wasn't part of the group and that my concerns/ideas, etc., weren't as important or taken seriously.  I did not feel that the principal made a real effort to get to know those outside his circle.  I don't know how they dealt with ineffective behavior.  The school towards the end resembled an asylum run by the inmates.
Maria Cote

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My first year as a teacher, I worked under an effective principal.  I can't really speak to a lot because I was just trying to survive my first year with 3 preps and not a  lot of collaborative planning.  But most of the teachers had been there years, so I take that as proof of his effectiveness.  I did not have many interactions with him but remember feeling listened to.
Maria Cote

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Clear expectations, but open to suggestions

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Clear expectations, but open to suggestions

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The most effective leaders I have worked with have had clear expectations and visions. When asked, "what should collaborative planning look like?" They had a well thought out response. But were also open when something wasn't working to teacher or staff suggestions. I think a good leader must have clear expectations, enforce those expectations, but also be flexible to change. By having a clear vision, everyone knew his expectations. If someone wasn't meeting his expectations, he would have conversations and provide support for that teacher. He would also make it a part to provide praise and show appreciation.
- Jean Kim

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This leader was very kind to everyone and wanted everyone to be happy. However, she never wanted to be the "bad" guy. So she would have very vague expectations. The few times that she did set expectations, she did not enforce them. As soon as someone would complain, she would say, "oh, you don't have to do it then." Also, to make everyone happy, she would not address staff members that were consistently not doing their job. When we had an assistant principal that would address teachers that weren't meeting expectations. Which then created staff members to not like him while loving the principal. Staff members would mainly go to the principal because they knew she wouldn't say no. She would also create positions in order to keep people she liked. She would give a position a title, but ultimately would tell the person they could make the position whatever they wanted. This created a culture where people felt that the leader had favorites. It also created at times an unproductive culture because issues were not being addressed.
- Jean Kim

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One ineffective leader that I had made me feel uneasy every time I needed to talk to her. She was very wrapped up in her own ego and it felt as though she looked down upon everyone else. She did not want to handle conflicts, so she ignored they were happening amongst the staff. It made for a very unhealthy work culture. (Which is when I decided to bow out gracefully!). This leader wanted so bad to make herself liked, but had no ideas or real leadership experience for anyone in the building to trust her. I remember that she quit half way through the year but told us that she didn't leave earlier because we needed her too much to survive. I really questioned the HR department the year that she became a principal. Trust is earned and built but when you shy away from the tough conversations and make everyone feel as though they don't matter...trust is hard to come by.
-Jessica Nowak

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"Building teacher leaders to become something great down the road."

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"Building teacher leaders to become something great down the road."

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This effective leader had very clear visions and spoke clearly about them during each staff meeting. There was no gray area when it came to executing these plans. She was detailed orientated, planned each step of the way and gathered input from staff. During observations she would jump right in with the students and make learning look fun to them. This leader always had something for you to work on to make you the best version of yourself. I remember the high expectations and knowing what was expected of me each and every day. There were no exceptions. I felt valued as a member of the team and felt as though I could share my thoughts on any topic without fear.
-Jessica Nowak

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I have been fortunate to work with  some very effective leaders over the course of my 15 year long career as an educator. Something I remember about these leaders was their ability to smile, remain calm, cool and collected, show empathy and consistently praise/value the work of their teachers. These leaders have made me feel confident, appreciated and worthy.
-Jen McCarthy

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It's really a challenge to work with a leader who doesn't recognize your efforts. Teachers are among the hardest working people I know and DESERVE constant recognition for those efforts. I've experienced a leader who simply did not make it a priority to recognize the hard work. And to be frank, for me personally, not being recognized makes me feel a bit demoralized. It's like I don't even exist or have an advocate. On the same note, when leaders constantly sing the praises of 2 or 3 individuals out of 70 + teachers, it can feel pretty crappy

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"A boss has the title, a leader has the people"-Simon Sinek

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"A boss has the title, a leader has the people"-Simon Sinek

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Effective leaders that I have worked with always made me feel comfortable coming to them for advice while also respecting me as a professional. They made me feel supported by offering their time and resources in helping me with my goals. They also came to me for advice when handling a situation specific to our ELL population. They dealt with ineffective behavior by being present to meet the needs of the faculty and implementing professional development to build on deficits. -Heather De Palma

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"Without appreciation and respect for other people, true leadership becomes ineffective, if not impossible" -George Foreman

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"Without appreciation and respect for other people, true leadership becomes ineffective, if not impossible" -George Foreman

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An ineffective leader that I had valued the opinions of people outside the school greater than the opinions of those inside the school. They had a competitive spirit and a need to be number one in the eyes of the community. Due to these values, the perspectives of the teachers were reduced in worthiness and relationships suffered. This leader made me feel as though they were not on my side. They dealt with ineffective behavior by micro-managing teachers. -Heather De Palma

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Interestingly enough, the effective leader I am going to talk about is the same one I am going to put down as an ineffective leader. This leader surrounded herself with the right people to run the school. make teachers better, and ultimately improve student academics. Everything was data driven, teachers were well-trained, and everyone was informed on doing what was best for the kids.
-Mike Nelson

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This leader ruled with an iron fist, scared the crap out of teachers, and essentially forced them to give 200% or she was going to fire you. My first clue that something was off was at the first staff meeting when over half the staff was brand new (redflag). This principal refused to write letters of recommendation for outgoing staff, often threatened many teachers/staff with poor reviews or termination, and created a culture that was ripe with cheating on standardized tests/turned a blind eye to it. I was so happy to get out of there and wish I would've anonymously went to the papers/school board.
-Mike Nelson

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This leader's go to phrase was this but without any follow-up.
The leader was very much of an under communicator. This leader would get very defensive when asked multiple clarification questions. This leader was not willing to say "I do not know"

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In this virtual setting their are many new variables, not just for teachers, but everyone. Having a leader saying I don't have the answer but I will find out for you does two things for me.
1. Let's me know that I haven't missed information
2. That my concern is important enough to follow up with.