Continuous improvement process, Educational Leadership, Great Leaders, How to Lead, Largue, Leader Development, Leader-Teacher Relationships, Leadership, Leading Teachers, Pilcher, School Leadership, Soft Skills, Teacher Development
Teachers expect their leaders to know them, what they are good at, and what they value in the school and district. So, what do teachers want from leaders?
To feel valued and appreciated
To know what to do to improve
To provide input about their work
To have the resources needed to do a good job
To engage in processes that help with workplace productivity
To improve performance, principals must first establish relationships with teachers or build an emotional bank account with them. This is a Must Have given a leader’s roll to evaluate teachers. One reason why? Student achievement is difficult to improve without principals having effective working relationships with their teachers.
Blog content contributed from Dr. Janet Pilcher and Dr. Robin Largue. For more information about the role of leader-teacher relationships check out the Introduction and Chapter 1 of How to Lead Teachers to Become Great.
Our mission at Studer Education is to provide students with a great place to learn, teachers with a great place to teach, and parents with confidence that their children are getting a great education. To do this we work with school boards, leaders, and employees to apply Evidence-Based continuous improvement processes and the principles from How to Lead Teachers to Become Great in their districts as they aim for excellence in every district department and in every school as they strive to improve teacher performance and student achievement. Visit us online at http://studereducation.com to learn more about Studer Education Teacher Development Institutes (TDIs), Leader Development Institutes (LDIs), and Evidence-Based Leadership.