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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 1

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 1

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Part One: What is the hardest part of your position?
This is the first of a six-part series exploring the relationships between administrators and teacher leaders. Curated by Kristen Engle, Laurie Rigg, and Megan Vosk of the AMLE Teacher Leaders Committee)
Teacher leaders and administrators work closely to ensure that the mission, vision, and values of their schools are consistently implemented. However, conflict and mistrust between both sides can arise as a result of power imbalances and misunderstandings. As part of our work with the AMLE Teacher-Leaders Committee, we conducted a survey in December, 2022 asking AMLE members to share what they thought were the most pressing issues facing teacher-leaders today. Of the responses, the most common issues cited related to conflicts with administrators.

To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks. What follows are the responses that were shared. While they have been edited and condensed for clarity, their substance has not been changed.

This Q&A will be shared in a six-part series and, at the conclusion of the series, will also be published as an easy reference/starting point for discussions between teams. If teacher leadership is of interest to you, please also check out our three part webinar series "Growing Yourself as a Teacher-Leader," which will be coming this fall.
Part One: Challenges
In this, Part One, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, " What is the hardest part of your position?" We thought this question would be a great way to start the discussion as it encourages both sides to think more deeply about challenges that the other side faces.

" What is the hardest part of your position?"

Teacher Leaders say...

Administrators say...

● Listening to colleagues' issues and concerns without judgment or jumping to solve the problem.
● Voicing/addressing the needs and concerns of others without coming off as complaining (remaining professional).
● Being expected at times to be on multiple committees while also maintaining teaching responsibilities - doing the best at both.
● High expectations to implement new best practices or strategies without adequate planning time or fully understanding the initiatives.
● Sharing instructional ideas/strategies with particular colleagues who are "stuck in their ways" and want to keep teaching the way that they have always taught (fixed vs. growth mindset).
● Teacher leaders may need to work with a variety of stakeholders, including administrators, colleagues, and parents to build consensus around new initiatives or policies. This can be challenging when there are differing opinions and priorities.
● Teacher leaders may be seen as both a colleague and a leader, which can create complex power dynamics. Negotiating these dynamics requires careful communication and relationship-building.
● Teacher leaders often spearhead change initiatives, which can be met with resistance or skepticism from others. Managing change effectively requires strong leadership skills, including communication, problem-solving, and conflict resolution.

● Balancing the needs of individuals with the needs of the whole to ensure empathy and compassion for everyone, including the system
● Showing up fresh for each conversation & interaction, whether planned or unplanned. From a teacher who just lost a father to a teacher who is furious about the copier to a parent with a child in a mental health facility, etc.
● Making decisions that are tough, challenging, and sometimes reflect the best needs for the school. Even though it's the right call, there are hard feelings.
● Managing personnel issues. When a teacher is not doing a satisfactory job, monitoring a performance plan and holding them accountable takes a great deal of time and energy.
● Being able to take care of the managerial aspects in order to focus on instructional needs.
● Time. Finding time to attend to what should be the most important stuff...teaching and learning. There are so many competing commitments and meetings that often take time away from being present in those moments that should matter the most. Everything is important, but energy and attention towards teaching and learning is the most important and sometimes does not get the attention it deserves.
● Managing parents who have unrealistic expectations.
● The expectation that interpersonal issues will resolve themselves because everyone involved is a "professional" instead of leaders directly addressing the problems and/or the person causing the problems.

What do you think? Did any of the responses resonate with you? Surprise you? Share your thoughts in the comments and stay tuned for Part Two, in which we will dig a little deeper as we discuss the question: "What do you wish people knew about your job?"
Many thanks to all the voices who shared their perspectives with us, especially those from AMLE's Principals/Assistant Principals and Teacher Leaders committees. List of contributors: Administrators:

Liz England, Vientiane International School

Casey Faulknall, Hong Kong International School

Andy Ferguson, Vientiane International School

Amy Ganaden, Oakhill Day School

Mike Hammond, Oliver W. Winch Middle School, South Glens Falls, NY

Ian Hoke, International School Basel

Tanay Naik, UNIS Hanoi

Tara Waudby, International School Basel

Teacher Leaders:

Megan Balduf, Frost Middle School, Fairfax, VA

Rachel Booth, Commonwealth Charter Academy, PA

Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ

Jason DeHart, Wilkes Central High School, Wilkesboro, NC

Kristen Engle, Rockwood South Middle School, Fenton, MO

Miguel Gomez, Murray State University, Murray, KY

Roger Jack, Maple Shade School District, NJ

Joseph S. Pizzo, Black River Middle School, Chester, NJ; Centenary University, Hackettstown, NJ

Laurie Rigg, Rugby Middle School, Hendersonville, NC

Megan Vosk, Vientiane International School, Laos

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders - AMLE

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To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks.

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 2

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 2

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders - AMLE

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To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international net…

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 3

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 3

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Part Three: How can teacher-leaders and administrators work together on creating a "why" and a school vision?
This is the third of a six-part series exploring the relationships between administrators and teacher leaders. Curated by Kristen Engle, Laurie Rigg, and Megan Vosk of the AMLE Teacher Leaders Committee)
Teacher leaders and administrators work closely to ensure that the mission, vision, and values of their schools are consistently implemented. However, conflict and mistrust between both sides can arise as a result of power imbalances and misunderstandings. As part of our work with the AMLE Teacher-Leaders Committee, we conducted a survey in December, 2022 asking AMLE members to share what they thought were the most pressing issues facing teacher-leaders today. Of the responses, the most common issues cited related to conflicts with administrators.

To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks. What follows are the responses that were shared. While they have been edited and condensed for clarity, their substance has not been changed.

This Q&A will be shared in a six-part series and, at the conclusion of the series, will also be published as an easy reference/starting point for discussions between teams. If teacher leadership is of interest to you, please also check out our three part webinar series "Growing Yourself as a Teacher-Leader," which will be coming this fall.
Part Three: Building a "Why?"
In " Part One and Part Two, we explored the questions, "What is the hardest part of your role?" and "What do you wish people knew about your position?" In this, Part Three, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, "How can teacher leaders and administrators work together on creating a 'Why" and a school vision?" If you want to truly grasp the importance of always having a "why ," we encourage you to check out comedian Michael Jr.'s Know Your Why " video where he goes off the cuff to explore knowing your why and purpose in life. It inspired us to ask this question, and we think you will enjoy it too.
"How can teacher leaders and administrators work together on creating a 'Why" and a school vision?"

Teacher Leaders say...

Administrators say...

● Creating a school vision must be more than a "check the box" exercise - and get at the values and the passion that people bring to the process.
● Make the experience of developing and implementing a school vision authentic by being student-focused.
● Make sure decisions are made collaboratively and are not top-down. Solicit teacher input and feedback at every step of the way when rolling out new initiatives.
● Use Simon Sinek's Golden Circle as a guide and always explain the "what, why, and how" behind every decision.
Go slow and don't rush changes. Take time to make sure everyone understands why something is changing before doing it.
● Monitor progress towards the shared "why" and school vision. Set benchmarks and track metrics to ensure the school is making progress towards its goals.
● Involve all stakeholders in the process of creating a shared "why" and school vision. This can include teachers, staff, parents, students, and community members.
● Ensure school policies and practices are aligned with the shared "why" and school vision. This can involve regular reviews to ensure the school is always moving towards its goals.
● Once the shared "why" and vision have been created, communicate it to all stakeholders. This can include updates, presentations, and opportunities for feedback.
● Common goals must be set with an equal position and voice supported through reason, sensibility, pride, creativity, and vision.

● Co-create, co-create, co-create. Honor the quote, "the smartest person in the room is the room." Go in without a pre-designed solution and agenda, but be open to what emerges through dialogue.
● Use protocol or activities. Get as many voices, as much equity, into input as possible first, and then start processing, sifting together.
● The "why" must always focus on the students. That is why we are here doing the job we are doing. Our vision together (as teachers and admin) should always start with what is best for students... how we can best make each student feel valued, known, and safe.
● Be reflective and ask clarifying questions to be sure everyone understands the why.
● Never settle and always look for an opportunity to improve.
● Work together to create what is important as a school, what you value, where your priorities are.
● Help support the messaging and goals of the work within the "trenches."
● Be completely "mission driven." The mission and vision guide all decision-making and strategy at a school and a good mission puts students at the center.
● Knowing your "why" leads to building a strong culture and purpose.
● Cultivate the "road map" for your school's continuous improvement journey with the seeds that will grow a strong culture.

What do you think? Did any of the responses resonate with you? Surprise you? Share your thoughts in the comments and stay tuned for Part Four, in which we will dig a little deeper as we discuss the question: "How can teacher-leaders and admin work together to maintain a strong partnership even when conflict arises?"
Many thanks to all the voices who shared their perspectives with us, especially those from AMLE's Principals/Assistant Principals and Teacher Leaders committees. List of contributors: Administrators:

Liz England, Vientiane International School

Casey Faulknall, Hong Kong International School

Andy Ferguson, Vientiane International School

Amy Ganaden, Oakhill Day School

Mike Hammond, Oliver W. Winch Middle School, South Glens Falls, NY

Ian Hoke, International School Basel

Tanay Naik, UNIS Hanoi

Tara Waudby, International School Basel

Teacher Leaders:

Megan Balduf, Frost Middle School, Fairfax, VA

Rachel Booth, Commonwealth Charter Academy, PA

Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ

Jason DeHart, Wilkes Central High School, Wilkesboro, NC

Kristen Engle, Rockwood South Middle School, Fenton, MO

Miguel Gomez, Murray State University, Murray, KY

Roger Jack, Maple Shade School District, NJ

Joseph S. Pizzo, Black River Middle School, Chester, NJ; Centenary University, Hackettstown, NJ

Laurie Rigg, Rugby Middle School, Hendersonville, NC

Megan Vosk, Vientiane International School, Laos

# data[].attributes.attachment_link.title
Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders - AMLE

# data[].attributes.attachment_link.description
To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks.

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 4

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 4

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Part Four: How can teacher leaders and administrators work together to maintain a strong partnership even when conflict arises?
This is the fourth of a six-part series exploring the relationships between administrators and teacher leaders. Curated by Kristen Engle, Laurie Rigg, and Megan Vosk of the AMLE Teacher Leaders Committee)
Teacher leaders and administrators work closely to ensure that the mission, vision, and values of their schools are consistently implemented. However, conflict and mistrust between both sides can arise as a result of power imbalances and misunderstandings. As part of our work with the AMLE Teacher-Leaders Committee, we conducted a survey in December, 2022 asking AMLE members to share what they thought were the most pressing issues facing teacher-leaders today. Of the responses, the most common issues cited related to conflicts with administrators.

To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks. What follows are the responses that were shared. While they have been edited and condensed for clarity, their substance has not been changed.

This Q&A will be shared in a six-part series and, at the conclusion of the series, will also be published as an easy reference/starting point for discussions between teams. If teacher leadership is of interest to you, please also check out our three part webinar series "Growing Yourself as a Teacher-Leader," which will be coming this fall.
Part Four: Maintaining Strong Partnerships
In Parts One-Three we explored the questions

In this, Part Four, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, "How can teacher-leaders and admin work together to maintain a strong partnership even when conflict arises?" We hope you find these viewpoints useful when navigating difficult situations in your own career. Remember, relationships can be sustained. There is opportunity for growth in conflict, and working through conflict can help build stronger partnerships.
"How can teacher-leaders and admin work together to maintain a strong partnership even when conflict arises?"

Teacher Leaders say...

Administrators say...

● Keep the lines of communication open. Be willing to see things from each other's perspective.
● Try not to assume each person has all of the information. Learn and grow together.
● Confrontation is about facing something together. It need not be antagonistic if we are talking about improvement.
● It is important for both parties to be solution-oriented! Be focused more on possible solutions that benefit both the teacher leader and administrator rather than the conflict itself. Find common ground.
● Teacher leaders can act as an advocate for teachers and let administrators know when teachers are not feeling heard by a decision that has been made.
● Both teacher leaders and administrators may need to compromise to find a solution that works for everyone. This can involve finding middle ground, being flexible, and prioritizing the needs of students as well as the broader school community.
● When conflicts arise, look for areas of agreement and common ground. This can help to build a foundation for working together to find a solution.
● Separate the issue at hand from the people involved. Focus on not placing blame or making personal attacks.
Remember the "why" and school vision.

● Listen to one another. Recognize diverse perspectives and make decisions based on the mission to serve all students.
● Be honest, put evidence on the table, suspend agendas (or commit to protocols), and own problems together.
● Show humility and vulnerability. Think through the implications of a conversation/decision.
● Listen and take the teacher's perspective. Put deep thought and consideration in problem solving and do not fear conflict. Think of conflict as a way to grow and improve even when you disagree.
● Build strong relationships based on trust, transparency, and open communication.
● Always reflect on alternatives and realize you should not take disagreements personally, as difficult as it can be.
● Conflict is going to happen in this role. A leader will never please everyone. Lead with openness, honesty, and transparency. This will build a culture where rapport, trust, and above all, relationships carry a team through the times when there may be disagreement.
● Own your mistakes and be humble enough to apologize when you mess up.
● Remember the shared values and keep students at the center.

What do you think? Did any of the responses resonate with you? Surprise you? Share your thoughts in the comments and stay tuned for Part Five, in which we will dig a little deeper as we discuss the question: "How do you show empathy in your position?"
Many thanks to all the voices who shared their perspectives with us, especially those from AMLE's Principals/Assistant Principals and Teacher Leaders committees. List of contributors: Administrators:

Liz England, Vientiane International School

Casey Faulknall, Hong Kong International School

Andy Ferguson, Vientiane International School

Amy Ganaden, Oakhill Day School

Mike Hammond, Oliver W. Winch Middle School, South Glens Falls, NY

Ian Hoke, International School Basel

Tanay Naik, UNIS Hanoi

Tara Waudby, International School Basel

Teacher Leaders:

Megan Balduf, Frost Middle School, Fairfax, VA

Rachel Booth, Commonwealth Charter Academy, PA

Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ

Jason DeHart, Wilkes Central High School, Wilkesboro, NC

Kristen Engle, Rockwood South Middle School, Fenton, MO

Miguel Gomez, Murray State University, Murray, KY

Roger Jack, Maple Shade School District, NJ

Joseph S. Pizzo, Black River Middle School, Chester, NJ; Centenary University, Hackettstown, NJ

Laurie Rigg, Rugby Middle School, Hendersonville, NC

Megan Vosk, Vientiane International School, Laos

# data[].attributes.attachment_link.title
Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders - AMLE

# data[].attributes.attachment_link.description
To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks.

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 5

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 5

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Part Five: How do you show empathy in your position?
This is the fifth of a six-part series exploring the relationships between administrators and teacher leaders. Curated by Kristen Engle, Laurie Rigg, and Megan Vosk of the AMLE Teacher Leaders Committee)
Teacher leaders and administrators work closely to ensure that the mission, vision, and values of their schools are consistently implemented. However, conflict and mistrust between both sides can arise as a result of power imbalances and misunderstandings. As part of our work with the AMLE Teacher-Leaders Committee, we conducted a survey in December, 2022 asking AMLE members to share what they thought were the most pressing issues facing teacher-leaders today. Of the responses, the most common issues cited related to conflicts with administrators.

To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks. What follows are the responses that were shared. While they have been edited and condensed for clarity, their substance has not been changed.

This Q&A will be shared in a six-part series and, at the conclusion of the series, will also be published as an easy reference/starting point for discussions between teams. If teacher leadership is of interest to you, please also check out and register for our three part webinar series "Growing Yourself as a Teacher-Leader," coming this fall.
Part Five: Practicing Empathy
In Parts One-Four we explored the questions

In this, Part Five, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, "How do you show empathy in your position?" Author Brene Brown defines empathy as, "connecting with people so we know we are not alone when we are in struggle. It is a way to connect to the emotion another person is experiencing; it doesn't require that we have experienced the same situation they are going through." If we are to work successfully together as teacher leaders and administrators, we must have empathy for one another. We hope you find these viewpoints useful when navigating difficult situations in your own career.
"How do you show empathy in your position?"

Teacher Leaders say...

Administrators say...

● Listen actively. Give full attention to the person speaking, and demonstrate interest in what they have to say.
● Pay attention to what is going on in people's lives and be sensitive to their needs.
● Take time to listen to colleagues, while noting the "why" of administrative moves and initiatives.
● Recognize education is hard work and it is never perfect.
● Sometimes it's best to just forget the agenda for the day and do a social activity.
● Bring snacks to team meetings. They go a long way toward showing you care. So do little gifts like plants, chocolates, and gratitude cards.
● Try to understand another person's perspective by imagining how they might feel in a particular situation.
● Validate others' feelings and experiences by acknowledging their emotions.
● Model positive behavior such as being kind, patient, and respectful towards others.
● Collaborate as needed, seek a climate that includes sensible risk, energy, provocative curiosity, dignity, and respect for similarities and differences.

● Listen. Listen. Listen. It's the most important communication skill of all.
● Communicate. Communicate. Communicate.
● Be fair. Celebrate teachers and their hard work. Look for solutions that satisfy the most people and work hard to create a culture of cooperation and joy.
● Do check-ins and let teachers know they are always welcome to come and share.
● Spend time in classrooms and volunteer to teach classes.
● Be available to brainstorm solutions rather than on problems.
● Be humble and lead with humility. Communicate openly and honestly.
● Model being wrong and admitting mistakes. Lead with gratitude first. Be present.
● Never ever forget that you became a leader by being a teacher first.
● Embrace a growth mindset as opposed to a fixed mindset.

What do you think? Did any of the responses resonate with you? Surprise you? Share your thoughts in the comments and stay tuned for Part Six, the final installment of this series, in which we conclude with the question: "Is there anything else you want people to know about your position?"
Many thanks to all the voices who shared their perspectives with us, especially those from AMLE's Principals/Assistant Principals and Teacher Leaders committees. List of contributors: Administrators:

Liz England, Vientiane International School

Casey Faulknall, Hong Kong International School

Andy Ferguson, Vientiane International School

Amy Ganaden, Oakhill Day School

Mike Hammond, Oliver W. Winch Middle School, South Glens Falls, NY

Ian Hoke, International School Basel

Tanay Naik, UNIS Hanoi

Tara Waudby, International School Basel

Teacher Leaders:

Megan Balduf, Frost Middle School, Fairfax, VA

Rachel Booth, Commonwealth Charter Academy, PA

Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ

Jason DeHart, Wilkes Central High School, Wilkesboro, NC

Kristen Engle, Rockwood South Middle School, Fenton, MO

Miguel Gomez, Murray State University, Murray, KY

Roger Jack, Maple Shade School District, NJ

Joseph S. Pizzo, Black River Middle School, Chester, NJ; Centenary University, Hackettstown, NJ

Laurie Rigg, Rugby Middle School, Hendersonville, NC

Megan Vosk, Vientiane International School, Laos

# data[].attributes.attachment_link.title
Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders - AMLE

# data[].attributes.attachment_link.description
To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks.

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 6

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Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders: Part 6

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Part Six: Final Thoughts
This is the final installment of a six-part series exploring the relationships between administrators and teacher leaders. Curated by Kristen Engle, Laurie Rigg, and Megan Vosk of the AMLE Teacher Leaders Committee)
Teacher leaders and administrators work closely to ensure that the mission, vision, and values of their schools are consistently implemented. However, conflict and mistrust between both sides can arise as a result of power imbalances and misunderstandings. As part of our work with the AMLE Teacher-Leaders Committee, we conducted a survey in December, 2022 asking AMLE members to share what they thought were the most pressing issues facing teacher-leaders today. Of the responses, the most common issues cited related to conflicts with administrators.

To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks. What follows are the responses that were shared. While they have been edited and condensed for clarity, their substance has not been changed.

This Q&A will be shared in a six-part series and, at the conclusion of the series, will also be published as an easy reference/starting point for discussions between teams. If teacher leadership is of interest to you, please also check out and register for our three part webinar series "Growing Yourself as a Teacher-Leader," coming this fall.
Part Six: Final Thoughts
In Parts One-Four we explored the questions

In this, Part Six, of the series we explore the viewpoints of both teacher leaders and administrators in response to the question, "Is there anything else you want people to know about your position?" This question provided teacher-leaders and administrators with an open forum to share anything else that was on their minds related to the topic of building empathy.
"Is there anything else you want people to know about your position?"

Teacher Leaders say...

Administrators say...

● It is a rewarding position in many ways and helps you develop as a leader.
● Both teachers and administrators need additional spaces for their voices to be heard about the larger policies that guide us.
● Teacher-leadership roles should be shared among teachers. It's good for different people to take on leadership roles and grow professionally.
● Teacher leaders are vested in their schools as they want students and staff to be successful.
● Shared leadership is servant leadership. The effect strengthens when building status & recognition increases. The overall result should be an infusion of positivity and professionalism into the climate of the building.
● It is a great honor and privilege to lead.

● Difficult conversations are hard for everyone.
● If you have a mind that craves diverse experiences as well as lots of input, and if you can use professional challenges to grow personally, it's the best job in the school.
● Learn from the people around you.
● Appreciate the opportunity to support teachers in their own growth and professional journeys.
● Love what you do...even on the hard days.
● Act like a family. Take time to pick one another up and carry on for the students. Work together.
● We are doing our best. We are human and vulnerable too.
● It is a great honor and privilege to lead.

What do you think? Did any of the responses resonate with you? Surprise you? Share your thoughts in the comments.
Many thanks to all the voices who shared their perspectives with us, especially those from AMLE's Principals/Assistant Principals and Teacher Leaders committees. List of contributors: Administrators:

Liz England, Vientiane International School

Casey Faulknall, Hong Kong International School

Andy Ferguson, Vientiane International School

Amy Ganaden, Oakhill Day School

Mike Hammond, Oliver W. Winch Middle School, South Glens Falls, NY

Ian Hoke, International School Basel

Tanay Naik, UNIS Hanoi

Tara Waudby, International School Basel

Teacher Leaders:

Megan Balduf, Frost Middle School, Fairfax, VA

Rachel Booth, Commonwealth Charter Academy, PA

Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ

Jason DeHart, Wilkes Central High School, Wilkesboro, NC

Kristen Engle, Rockwood South Middle School, Fenton, MO

Miguel Gomez, Murray State University, Murray, KY

Roger Jack, Maple Shade School District, NJ

Joseph S. Pizzo, Black River Middle School, Chester, NJ; Centenary University, Hackettstown, NJ

Laurie Rigg, Rugby Middle School, Hendersonville, NC

Megan Vosk, Vientiane International School, Laos

# data[].attributes.attachment_link.title
Fostering Empathy Through Understanding: Listening to the Voices of Administrators and Teacher Leaders - AMLE

# data[].attributes.attachment_link.description
To help bridge the gap between teacher leaders and administrators, as well as build empathy, we thought it would be helpful to ask both groups to answer questions about their roles and responsibilities. We sent six questions to teacher-leaders and administrators in our national and international networks.

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Building Partnerships, Building Empathy: Administrators and Teacher Leaders Working Together Webinar

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Building Partnerships, Building Empathy: Administrators and Teacher Leaders Working Together Webinar

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AMLE > Events > Webinars > Recorded Webinar Details

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The full suite of MX web parts already deployed and configured within their own DNN website.

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Teacher Leadership 101: Self-Care for Teachers

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Teacher Leadership 101: Self-Care for Teachers

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How do you process the world around you for you and your students? Join members from AMLE's Teacher Leader Committee to learn how to proactively provide self-care for yourself and your students in the classroom. After this session you will be well on your way to learning how to incorporate good work-life balance, understanding secondary traumatic stress, completing a wellness wheel, and exploring activities to use in the classroom that will support socioemotional learning (SEL).

This webinar is one of 3-part series to support aspiring and current teacher leaders. Attend all three to receive the Growing Yourself as a Teacher Leader certificate.

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AMLE > Events > Webinars > Recorded Webinar Details

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The full suite of MX web parts already deployed and configured within their own DNN website.

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How Pineapple Charts Revolutionize Professional Development Article

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How Pineapple Charts Revolutionize Professional Development Article

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Professional Development: The phrase has a way of striking dread into the hearts of teachers. But not because teachers don't WANT to improve. Not because we believe we're done growing and learning. Far from it.

In fact, so many teachers bristle at the thought of PD because most of the time, it's executed so poorly. Although the typical one-size-fits-all format-where every teacher in the building is herded together to listen to an expert speak-has been widely denounced, it still persists as the default model. Sometimes, if the speaker happens to be engaging, some teachers will walk away with a small tidbit they can apply to their own work. For most teachers, though, it feels like a waste of precious time, time that could be spent developing skills that would make a real difference in their specific practice.

But things are starting to change. More and more schools are experimenting with personalized approaches to professional development; this guide from EdSurge takes a comprehensive look at all the different shapes this can take. And as new unconferences pop up every week all over the world, teachers are seeing just how easy it can be to learn from each other, without the need for any kind of outside expert.

And now, taking PD to an even simpler, more local, more affordable level, we have the Pineapple Chart.

What is a Pineapple Chart?

A Pineapple Chart is a system that allows teachers to invite one another into their classrooms for informal observation. The chart is set up in some location where teachers go on a daily basis: the teacher's lounge, the copy room, or wherever teacher mailboxes live in your school. On the chart, teachers "advertise" the interesting things they are doing in their classrooms, activities they think others might want to observe. The activities could be as complex as a science lab, a history simulation, or a Skype session with a school in another country. Or they could be as simple as a read-aloud or a lesson on badminton.

The chart represents one week of school. Along the top, five columns are labeled Monday through Friday. Along the side, rows assigned to various chunks of each school day. In a middle or high school, these would be class periods. In an elementary school, the rows could be divided by hours or half-hours.

When a teacher sees something on the chart she (or he) is interested in, she goes to that classroom at the designated time, sits down in an out-of-the-way spot, and watches. That's it. No note-taking is required, no post-observation conference, no write-up. Just a visit. She can even grade papers or catch up on email if she wants, paying closer attention when the moment calls for it, but getting work done in the meantime. She can stay for five minutes or a whole class period. The key word here is informal, and it's the best way for teachers to learn lots of skills and techniques just when they need them.

The reasons the visiting teacher might come in are endless: It could be that she wants to start using Google Cardboard, but would like to see another teacher do it first. Maybe she's struggling with classroom management and knows this teacher runs a tight ship. Or maybe she's there because she always wanted to learn more about World War I. Regardless of the initial reason, what she ends up learning is likely to be far more than she expected. During that Google Cardboard visit, she'll also notice a cool bulletin board in that teacher's classroom and decide to try something similar in her room. While watching the lesson on World War I, she'll pick up a questioning technique she ends up using in her own teaching. Every teacher in your building has their own unique blend of skills and talents, but the only way you'll ever learn about them is to see your colleagues in action.

The Origins of the Pineapple Chart

The pineapple has long been a symbol of hospitality; it's used in the chart in the spirit of welcoming one another into our school "homes."

But that's just the beginning. Here's how the Pineapple Chart came to be: In early 2015, Mark Barnes and I were compiling innovative teaching "hacks" for our book, Hacking Education: 10 Quick Fixes for Every School. I remembered my sister, who teaches science in Massachusetts, telling me about her attempts to start a "Pineapple Welcome" initiative at her school, where teachers would hang a picture of a pineapple outside their classroom doors, indicating that any other teacher who wanted to visit was welcome to stop by.

When I asked her how the whole pineapple thing went, she said, "Eh. Some people came in, but usually I would hang the pineapple and nothing would happen. I stopped doing it after a while."

This bothered me, because some of the most valuable skills I have picked up as a teacher came from informally observing my colleagues in their classrooms. I feel strongly that some of the best professional development available to teachers lives right inside the walls of our schools, and if we could just watch each other teach more, we would all grow exponentially.

Just hanging the pineapple on the door, I realized, had two shortcomings. One, it was only visible to teachers who happened to pass by that door on that day. And two, it didn't offer enough information: Just seeing a pineapple on the door tells the visitor nothing about what's going on inside. If a teacher is going to spend time visiting another teacher's classroom, he wants to know that the thing he's coming to observe is something he's actually interested in. A chart posted in a central location, with a bit of information about the day's activities, solves both problems.

We asked my sister to pilot this centralized system at her school, and the first Pineapple Chart was born. Since the publication of Hacking Education, the Pineapple Chart system has taken off in schools all across the world, and the results have been fantastic.

Two Schools Where Pineapple Charts Are Making an Impact

Gator Run Elementary, Weston, Florida

"The Pineapple Chart has been a game changer for the staff at Gator Run," says Intern Principal Cyndi Felton, who initiated Gator Run's first Pineapple Chart in January of 2016. "We have some of the very best PD available under our own roof. Now teachers have the opportunity to get into each other's classrooms and learn from one another."

Since the chart has been going, Felton has seen teachers trying new things more quickly. "Last year we noticed tools and strategies spreading throughout the building after Pineapple Chart visits. Kahoot, Nearpod, Plickers, in-class flipped lessons, SeeSaw, and performance scales in addition to unique procedures, classroom management and teaching strategies."

Maple Avenue Middle School, Littlestown, Pennsylvania

In January of 2016, when Assistant Principal Cortney Golden first launched the chart in her school, she worked hard to keep it full. "I was very aware that if we lost momentum, and the chart was blank, it would die. I sent staff-wide emails, group emails, personal emails, face to face requests, and even had my secretary appealing to teachers to sign up. Getting teachers to sign up was my first priority....then, once that became more automatic, we began to 'push' visiting."

Since then, informal observation and an open-door policy have become part of the school's culture. So much so that the word "pineappling" has become a verb:

"Collectively, we embrace pineappling now more than ever," says Golden. "As teachers desire to grow their craft, to foster 21st century skills, and to help students discover and pursue their passions, it becomes clear to all that teachers need each other. Pineappling gives teachers the permission they feel they need to collaborate, observe, ask, and reflect. It is a 'safe' and powerful professional development opportunity. Pineappling is free, fits within the school day, and has proven to be the BEST professional growth experience."

Tips for Making Pineapple Charts Work

Find creative ways to make the time.
The simplest way to squeeze these visits in is for teachers to do them during their planning time, or part of it. Remember, we're not talking about a whole class period necessarily; a 15-minute visit may be all that's needed to pick up a new strategy. In cases where teachers want to see something that doesn't coincide with planning time, the staff will need to be more creative:

A floating sub can be arranged for a day (or a few days) and teachers can "sign up for the sub" in order to visit another room.

Administrators (or other certified personnel) can step in to cover a class. This solution does double-duty, as it gives the principal some time to interact more closely with small groups of students. Instead of covering the teacher's regular material, the administrator could use this time for having discussions about school issues or just getting to know the students.

Teachers can team up to cover each other's classes. Imagine a scenario where teacher A agrees to cover teacher B's class while teacher B observes in teacher C's room. Then everyone switches roles two more times. A motivated school might even experiment with a second chart (beside the Pineapple Chart) where teachers post a need for coverage and other teachers sign up to cover for them.

Keep it voluntary.
Administrators, be warned! The quickest way to suck the life out of this initiative is to make it mandatory for all teachers. By keeping visits informal and strictly voluntary (for the host teacher AND the visitor), you'll ensure that the Pineapple Chart is always seen as a positive thing, a learning opportunity initiated by the teacher.

Skip the documentation.
An equally fast way to drain people's enthusiasm for visits is to force them to do some kind of write-up afterward. Please don't turn the chart into another reason to require teachers to document. If they know paperwork is expected of them, they will be far less likely to visit.

Start with the bold and the brave...
When you first launch the Chart, many teachers will be shy about posting lessons. Get things going by having your most extroverted teachers sign up first. If you get a group of 5-10 teachers willing to put themselves out there, this will eventually help others step forward as well.

...but set the bar low.
Make sure teachers know they don't have to be doing something 'impressive' in order to post a lesson to the chart. "The hardest part is getting teachers to understand it doesn't have to be an extravagant lesson to sign up," says Felton. "Their everyday strategies and standard procedures can be incredibly helpful to someone who has never seen or thought of it. You really never know what you might learn whether it's a 5- or a 25-minute visit."

Sell it.
Especially when you first get started, encourage those who do the observing to share the good things they saw by talking about it in faculty meetings, sharing a compliment on a teacher "brag board" or posting about it online. At Maple Avenue, Golden encouraged teachers to tweet about their experiences using the hashtag#MAMSLearning. "This helped keep the excitement high, and the pressure low," she says. "Although I still have to harass teachers every once and again (I call it "gently wooing") to showcase the teaching and learning in their classroom, it has become very much part of our culture."

Share Your Story

If your school has already started using a Pineapple Chart, tell us about it in the comments. I would love to hear about tweaks you've made to the system and how the system is impacting teacher relationships and student growth.

Learn More

The Pineapple Chart is just one of the 10 hacks Mark Barnes and I share in our 2015 book, Hacking Education: 10 Quick Fixes for Every School. Get your copy today and start hacking tomorrow! ♦

Learn something new every week.
Join my mailing list and get weekly tips, tools, and inspiration all geared toward making your teaching more effective and fun. You'll also get access to my members-only library of free resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

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How Pineapple Charts Revolutionize Professional Development

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As one-size-fits-all PD fades into obscurity, more personalized professional development models have emerged. The Pineapple Chart may be the greatest of them all.

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The pineapple chart is a way for teachers to invite colleagues into their room to observe lessons for meaningful and affirming collaboration.

Michael Austin / TheiSpot

Our world has changed drastically over the last year, and the education profession has adapted and overcome many challenges. Adapting to the ever-changing world of technology is something educators do on a daily basis, and recently many of the tried-and-true professional learning experiences have transformed into Zoom meetings, web conferences, and virtual workshops.

This is all fine, but as Elena Aguilar notes, teaching is a profession, much like the medical field, where learning is most meaningful when observed in real time. Synchronous observations open the door for you to communicate with your fellow educators, improving instruction through affirming practices. Being able to collaborate with others can spark wonderful new ideas that can change the world. How can we be more collaborative in this new, Covid-19 era? We can be innovative!

Welcome Your Colleagues Into Your Classroom

What is a pineapple chart? The pineapple has been a symbol of hospitality and welcoming since the early days of colonial America, when pineapples were extremely rare. A pineapple chart is a system that plays on this symbol-teachers voluntarily invite each other into their classrooms to informally observe and glean new information that could be utilized in another classroom.

The chart can be displayed in a common area, such as the teachers' lounge, and individuals pick a time and day to open their door to others, which allows for personalized professional development that takes place during the school day. You could use your planning time or professional learning community (PLC) time, or arrange with another staff member to cover your class while you participate in pineappling. Because it is a volunteer endeavor with no strings attached, you'll feel less pressure and can embrace the idea of learning from your colleagues in their natural habitat. But, given the safety concerns related to Covid-19, sharing an enclosed space might not be possible. Digital pineapple charts could fill that gap for many teachers.

No Restrictions and Easy Access

Pineapple charts are very effective in helping teachers learn new practices inside the classroom. They are job-embedded, they're customized, and they encourage collaboration with your fellow employees. During the pandemic, many educators have been craving meaningful professional development, with little or no success because of Covid-19 restrictions.
Courtesy of Adrian Cargal
When pineapple charts are digitized, teachers can access a database full of lessons to observe. What if anyone, anywhere, at any time could find a video of a fellow teacher in their district who had great classroom management techniques, language arts techniques, or math strategies? What if these lessons were all housed on a single digital document? A digital pineapple chart would eliminate all challenges encountered when debating whether employees should participate in informal observations of classrooms in person.

Eliminate Scheduling Conflicts to Encourage Growth

It can be hard to find coverage for your classroom so that you can travel to different campuses for observation purposes. Even if you do have time during your planning period, the travel time alone could eat up precious minutes that could be used for pineappling. Also, there is a high probability that your planning time might not coincide with the scheduled lesson on the other campus. For so long, many factors have deterred educators from observing other classrooms-even before the pandemic.

Creating a digital pineapple chart for a campus or district could potentially be the catalyst to achieving a growth mindset among teachers, allowing them to constantly improve their craft and affirm others for their classroom strategies. This would build a positive, collaborative culture within schools. Not only would this tool highlight effective teachers who go above and beyond, but it would also encourage growth from teachers who are still developing their skills through feedback and collaborative implementation.

Key Components to Implementation

In order for a digital pineapple chart to be successful, it's helpful to implement the following key components:

It's a voluntary endeavor: Pushback will be inevitable if it's a required task.

The pineapple chart is accessible by all employees: A shared document via Google Slides or an equivalent is optimal.

It's a connected call to action that inspires others to join in on the fun: Highlight the positive things that you've observed in your classroom at every possible opportunity. This will encourage your colleagues to participate and will make the PD experience more collaborative.

Once everyone knows how the digital pineapple chart works, invite your colleagues to sign up on the document. Some teachers may agree to do an in-person observation; others might decide to record their lesson, upload it via YouTube or Screencastify, and then link it to their name in the pineapple chart. Once the videos are up on the chart, you can click the links and watch the videos with the intention of finding at least one affirmation they can deliver to the teacher, generating one question, and gleaning one practice to implement. Through PLC sessions, teachers share feedback and work together to create a plan of action based on their findings. Thus begins the fostering of a positive, collaborative culture that is sure to strengthen over time.

A digital pineapple chart is a powerful tool that enables you to customize your professional growth, pandemic or not, in a way that is meaningful to you.

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Opening the Door to Professional Learning

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The pineapple chart is a way for teachers to invite colleagues into their room to observe lessons for meaningful and affirming collaboration.

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Pineapple charts can help educators from missing the amazing things that are happening every day in classrooms. You may not be aware of what your colleagues are doing because you are so busy with your own students. Mark Barnes and Jennifer Gonzalez, authors of Hacking Education: 10 Quick Fixes for Every School, use pineapple charts as a brilliant and easy solution.

What is a Pineapple Chart?

If you have a lesson planned that you believe other teachers might be interested in, whether it's for a particular teaching technique you'll be using, a new tool, or a powerful way to differentiate learning, you post that information in the faculty workroom (or anywhere teachers gather) on a pineapple chart. The chart is based on the idea of a pineapple as a symbol of welcome and includes all the days of the week and each period of the day. You post your interesting lesson on the chart on the specific day and time when you'll be teaching it and thus invite your colleagues in to watch you in action. Here's a sample.

If, for example, you were going to use Kahoot! as a review tool in your third-period U. S. History class, you would put that on the chart. Or if you were going to have your ESL students discuss the theme of solitude using the Fishbowl technique, you would add it to the chart. Your peers can regularly check and see topics or techniques that they are interested in learning more about that fit their conference period and then stop by. If the lesson is not happening during a time when they can observe, they can set up a time to talk with you about the lesson and still benefit from your expertise.

Benefits of Pineapple Charts

With a pineapple chart and teachers willing to learn from each other, your campus can experience a greater breadth of knowledge and outstanding teaching, as well as collaborative growth. And it provides a much-needed opportunity for amazing educators to shine. You can extend the learning by asking those who watch the lesson to provide feedback, something simple like one thing that really worked for students in the lesson and one way to improve it. It's a win/win for everyone involved.

Making Pineapple Charts Work on Your Campus

The amazing Jennifer Gonzalez has more information on pineapple charts in her blog "How Pineapple Charts Revolutionize Professional Development." She provides some tried and true techniques to ensure that they are successful, including ways to find and make time for teachers to visit and learn from each other. And she includes great examples from two schools who are using the pineapple chart process on a regular basis to improve teaching and learning. Be sure to also read the comments section where she answers other questions about this innovative technique.
This post was updated with new information on February 26, 2021.

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Pineapple Charts: Learning from Your Peers

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Pineapple charts help educators easily learn from each other. Using pineapple charts makes scheduling that learning simple and convenient.

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AMLE Teacher Leaders Committee Self-Care Presentation

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AMLE Teacher Leaders Committee Self-Care Presentation

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Scenario: You find yourself consistently staying late to prep for the next day. Solution: Allocate a specific day of the week for planning the upcoming week's lessons. This can reduce daily prep time and ensure you're not consistently staying late. Scenario: You're constantly feeling exhausted and unmotivated.

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Welcome to your first year of teaching. This year will test you more intensely than just about anything you've done up to now. It will deplete all your energy, bring you to tears, and make you question every talent or skill you thought you had. But all these tests, if you approach them the right way, will leave you better and stronger than you are today.

Advice is available everywhere you look, and some of it is very good. Still, with everything you have to do right now, it's easy to get overwhelmed by the sheer volume of it all. And the fact is, a lot of those tips won't work very well if you fail to follow this one essential rule:

Surround yourself with good people.

By finding the positive, supportive, energetic teachers in your school and sticking close to them, you can improve your job satisfaction more than with any other strategy. And your chances of excelling in this field will skyrocket. Just like a young seedling growing in a garden, thriving in your first year depends largely on who you plant yourself next to.

Many experienced gardeners follow a concept called companion planting: placing certain vegetables and plants near each other to improve growth for one or both plants. For example, rose growers plant garlic near their roses because it repels bugs and prevents fungal diseases. Among companion plants, the marigold is one of the best: It protects a wide variety of plants from pests and harmful weeds. If you plant a marigold beside most any garden vegetable, that vegetable will grow big and strong and healthy, protected and encouraged by its marigold.

Marigolds exist in our schools as well - encouraging, supporting and nurturing growing teachers on their way to maturity. If you can find at least one marigold in your school and stay close to them, you will grow. Find more than one and you will positively thrive.

Few teachers will be lucky enough to be planted close to a marigold - being assigned to one as a mentor, co-teacher, or team leader will be rare. You will have to seek them out. You can identify them by the way they congratulate you on arrival, rather than asking why anyone would want this godforsaken job. Or by the way their offers to help sound sincere. Or just by how you feel when you're with them: Are you calmer, more hopeful? Excited to get started on a teaching task? Comfortable asking questions, even the stupid ones? If you feel good around this person, chances are they have some marigold qualities.

Once you've identified your marigolds, make an effort to spend time with them. Having a hard day? Go to your marigolds. Not understanding how to operate the grade reporting system? Go to your marigolds. Confused by something the principal said at the faculty meeting? Marigolds. They may be on the other side of the building, out of your grade or subject area, or otherwise less convenient to reach than others. If your school is especially toxic, you might have to find your marigolds in another school, or even online. Make the effort. It's worth the trouble.

While seeking out your marigolds, you'll need to take note of the walnut trees. Successful gardeners avoid planting vegetables anywhere near walnut trees, which give off a toxic substance that can inhibit growth, wilt, and ultimately kill nearby vegetable plants. And sadly, if your school is like most, walnut trees will be abundant. They may not seem dangerous at first. In fact, some may appear to be good teachers - happy, social, well-organized. But here are some signs that you should keep your distance: Their take on the kids is negative. Their take on the administration is negative. Being around them makes you feel insecure, discouraged, overwhelmed, or embarrassed.

WALNUT TREES ARE POISON. Avoid them whenever you can. If you don't, they will start to infect you, and soon you'll hate teaching as much as they do.

Doing this may be a challenge: Your supervisor might be a walnut tree. You may be co-teaching with one. You might work on a whole team of walnut trees, spending hours with them every week. Touching base with your marigolds will help flush out the toxins that build up from contact with the walnut trees. On top of that, simply identifying certain co-workers as walnut trees can help dilute their power over you. If I'd had a label I could mentally place on certain people in the schools where I worked, they would have had far less of an impact on me.

So in the spirit of identification, here are some common walnut tree varieties to look out for:

Kid-Hatin' Kate, who will snort every time you share a positive anecdote about your students. Spend enough time with her and you'll believe every single one of them is a lying, cheating little sneak and you're a fool if you think otherwise.

Retirement Dan, who regularly reports on how many years he has left before he's "outta here." He then adds with a chuckle that you have about thirty, right? Dan will find your enthusiasm about school "cute," but will then tell you to "just wait...it'll wear off."

Twenty-Page Tina, who sets impossibly high standards for her students and brags when kids fail. You had your kids write a five-page paper? Tina assigned twenty. Your mid-term had fifty questions? Tina's had a hundred and fifty, and only a dozen kids passed it. The students say her exams are the only ones they ever have to study for. After talking to Tina, you'll feel the urge to triple your kids' workload and add at least ten trick questions to your assessments, just to get your average down.

Badass Bobby, who overhears you talking about your students acting up in class and says, "They would never try that crap in my room." Whenever you leave a conversation with him, you go and scream at your kids.

Hattie-Who-Hates-the-Principal. Self-explanatory.

Lawsuit Steve, who sees you touch a student's forearm and says you better watch out. He "had to give up hugs years ago" and is always reminding you to "be careful."

My-Time Margaret, who counts the number of minutes she got for lunch, complains about serving one more day of car-rider duty than anyone else, and knows precisely what time she's legally required to be in the building each day (not a minute earlier).

And Good-Old-Days Judy, who hates anything new and never fails to mention how much better things used to be.

Be especially vigilant during PDs, when you'll find yourself in a veritable forest of walnut trees. It will be the worst when the presenter asks you to perform some task - read student work, for example - in groups. The trees will slowly turn toward the center, leaves rustling, snarky comments dropping off their branches like walnuts whacking the table. It won't matter how potentially interesting the activity might be, as soon as they huddle up it will be snark, snark, ugly, ugly, hate, hate. When this happens, recognize that you are surrounded, hold tight to your roots, and remember your marigolds.

Your search for marigolds will yield imperfect results: Not everyone is all-marigold or all-walnut tree. There will be some in the building who just make you happy - go to them for a mood boost. Some who aren't terribly good at the teaching part, but love the kids to death - seek them out when you need to be reminded of how much you love them, too. Others will take care of you - encourage you to rest, slack off a little, not beat yourself up. And some who are intensely into the craft, who always have a great strategy on hand and keep up on current research - they can really help you stretch your abilities. Learn who has what marigold qualities and get what you can from each of them.

Finally, try to find some compassion for the walnut trees. Their toxicity comes from a place of real pain, and they themselves probably fell under the influence of the walnut trees who came before them. Plus, it's not like their complaints have no basis in reality. Teaching is a ridiculously hard job, some say almost impossible.

Before you climb that peak, you'll need to choose a sherpa to escort you through the trek. The first option is Walter Nutt, who starts by asking why in the world you'd want to do something like this. He describes the many others who have died trying to do this climb, how sick you'll get, how people have polluted the trail, all but destroying what was once a pristine and beautiful mountain. The second option, Mary Gold, congratulates you on your courage, sits down with you to map out some important strategies, and finishes off by saying It's a crazy-hard, mammoth task, but you know what? We're going to kick that mountain's ass.

Who do you want leading you up that peak?

Find your marigolds and stick close to them. Grow big and strong. Kick that mountain's ass. ♦

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Find Your Marigold: The One Essential Rule for New Teachers

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Advice is available everywhere you look, and some of it is very good. But a lot of those tips won't work if you fail to follow this one essential rule.

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Dwight D. Eisenhower, thirty-fourth president of the U.S., thought that we should devote attention and time to our activities in accordance with their importance and urgency. He said, rightly, that we are too inclined to focus on the things that are both important and urgent, generating a reactive behavior based on what has to be done right now, instead of focusing on the things that are important and not urgent, which would be the basis of a more strategic behavior based on long-term goals.

Stephen R. Covey popularized the Eisenhower's Time Management Matrix in his book The 7 Habits of Highly Effective People, stating that we live a fourth generation of time management, more effective, in which managing time itself is no longer the aim, but managing where to focus at any particular time.

Something is urgent when it requires immediate attention. Urgent stuff catch your attention and pressure you. The trap is that many of them are easy, or funny, or popular, but they are unimportant.

Something is Important when it contributes to your medium and long term goals, to your life purpose. You need to be proactive not to neglect the activities that are important but not urgent, since they will not demand your attention. If you ignore them, they eventually will become urgent, and this behavior will lead you to a vicious circle involving living always in reactive mode, in a continuous crisis.

If you pay too much attention to Quadrant I (urgent and important things), it will become increasingly larger and will dominate your life completely. Quadrants III and IV include things that, urgent or not, do not matter. Effective people spend more time in Quadrant II, minimize the time spent in Quadrant I, and do not worry too much about Quadrants III and IV.

In Quadrant II (important, but not urgent things) lies the heart of effective personal management. Here are the things that allow you to live and act preventively, seizing opportunities rather than solving problems. Things like creating and reinforcing personal relationships, exercising, long-range planning, learning, etc. To move toward this quadrant, you must first be clear about what your priorities are, and then you must learn to say no to other activities, some of them urgent and apparently important.

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Living into our values means that we do more than profess our values, we practice them. We walk our talk-we are clear about what we believe and hold important, and we take care that our intentions, words, thoughts, and behaviors align with those beliefs.

This is the list of values that we use in our work. There is also an opportunity for you to write in values that we may not have included. The task is to pick the two that you hold most important. I know this is tough, because almost everyone we've done this work with (including me) wants to pick somewhere between ten and fifteen. I can soften the blow by suggesting that you start by circling those fifteen. But you can't stop until you're down to two core values.

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