The out of touch administrator is one who either did not teach for very long, as teaching is a second career or they switched into an administrative role early in their career or (more commonly) one who has not been in the classroom for many years. This person is out of touch due to either a lack of effort to stay in touch, or not realizing that they do not necessarily have the most experience to draw upon. This person is often reluctant to believe that they are, in fact, out of touch, and continues to roll out initiative aafter initiative without a realistic idea about what is actually transpiring in the modern classroom. 

Our current superintendent, principal, and chairperson has formed a committee of teachers to get feedback on the type of furniture we would like to see as part of a new school initiative to modernize and maximize our workspace. We have been brought into meetings with various educational furniture companies, asked to express our concerns and desires, and show our classrooms (that will potentially be used as samples) to both administration and the various companies to discuss the pitfalls of each space and how we hope to improve each. 

My current chairperson wanted us to create classroom libraries and discussed this with us at length in our department meetings to determine the best way to roll out this initiative within our department. We discussed the concerns (space, storage, etc.) and collectively came up with solutions that were heeded and resulted in a positive classroom library experience. 

Considering the fact that we are people first, just as we would ask a student “Are you okay?” first before reprimanding them for poor behavior, our chairperson does just that. One of my colleagues was absent often and rather than asking why in a confrontational way, she asked the teacher if everything was okay. Once she learned of personal struggles she was going through (in both her marriage and with one of her children) she asked how she could help her. The teacher indicated that on certain mornings, she had trouble getting her son to daycare and then getting to work on time due to a lack of support at home and an apathetic child (likely due to the difficulties in the home at the time). The chair gave this teacher her cell phone number and told her to simply text her when she was having a difficult morning so that she could start her 1st period class on those mornings. The next year, she gave her a prep period during 1st so that she did not have to rush. After a few years, once her situation settled down, she no longer needed the assistance, but could not have gotten through that difficult time in her life without the empathy exhibited by the chairperson. 

This administrator facilitates the growth of the teachers in the building and taps into their strengths to allow the school community to benefit. This can be done by encouraging the teacher to attend conferences to hone their craft, by having the teachers run workshops or classes to share their techniques, write curriculum projects, and also by encouraging continuing education. Asking for the teachers’ feedback is another positive way to continue to develop talent. 

I think it would be extremely challenging to have to lead with any of the difficult models of leadership mentioned. I would do my best to stay true to my personal morals and beliefs and do the best job that I can in  my specific role despite the negativity that might abound. There are ways to be a team player but still not give in to these poor leadership styles, and holding steadfast to your beliefs is the number one way to do that, although I am sure it will present many obstacles.