At an urban school district in Flint, Michigan, a staff is faced with low morale. Teachers feel as if they are not viewed as professionals and have no say in the decisions made for the school. There are many factors that play into this low morale situation.
1. Teachers have no shared leadership and wish they had a voice when it comes to curricular and programming decisions.
2. Teachers deal with numerous behavior issues in their classrooms. Once all resources have been exhausted and a student is sent to the Dean of Students, teachers feel as if students are not receiving consequences. This leads to them feeling as if they have no power within their classrooms.
3. Teachers are required to give up many of their planning periods for IEPs, grade groups with the instructional coach and building principals, and numerous other meetings. This does not allow teachers the time to create meaningful, engaging lessons for their students which, in turn, brings down teacher morale.
The root cause of all of these issues comes down to the top rung of the school's leadership. Every staff member (including those on the administrative team) are afraid to stand up and voice concerns. They are afraid that if they voice concerns they will lose their jobs. With the lack of teacher positions in Michigan, they have right to be concerned.
I see my project developing into a plan for administration and teachers to have shared leadership to increase staff morale.
Sunday, March 15, 2015
Friday, March 13, 2015
Problem of Practice: Part One
Problem of Practice: Toxicity in the School Environment - I don't know of a single teacher at my school who isn't currently looking for another job due to their feelings of mistrust toward administration and not being treated as professionals.
Why?: Our Board of Directors and Superintendent push through initiatives where teachers have no say and are therefore not supported by teachers.
Why?: The Superintendent believes she has all of the answers when it comes to changing test scores.
Why?: The Superintendent has very little classroom experience but believes what she did in her classroom was the "right" way to do things.
Why?: She relies on her limited knowledge of what it takes to change the school environment.
Why?: Because that is what she knows and does not want to open up to other ideas.
Link for Clearer Viewing: How-Why Ladder
A: 5 Whys? Root-Cause Analysis
Why?: Our Board of Directors and Superintendent push through initiatives where teachers have no say and are therefore not supported by teachers.
Why?: The Superintendent believes she has all of the answers when it comes to changing test scores.
Why?: The Superintendent has very little classroom experience but believes what she did in her classroom was the "right" way to do things.
Why?: She relies on her limited knowledge of what it takes to change the school environment.
Why?: Because that is what she knows and does not want to open up to other ideas.
B: A Why-How Ladder
Link for Clearer Viewing: How-Why Ladder
C: Point of View Activity
MadLib: School needs to improve attitudes and school culture because currently the environment spins out of control with grumpiness as a wolverine on a Tilt-a-Whirl.
Want Ad: Optimistic instructional coach seeks phenomenal school-wide happiness. Characteristics MUST include collegiality, willingness to share ideas, professionalism, and open-mindedness. Downers and gossips need NOT apply.
Wednesday, March 11, 2015
Redefined and Reframed: A New Perspective to a Not So Obvious Solution
At an urban school district, students and staff members
entered the building in the mornings and went without smiles, had dull life in
their eyes, and roamed the halls with overall grumpiness. Even the most upbeat
individuals in the building began to no longer smile or greet students in the
halls. This was definitely a problem. School should be a place where adults and
children are happy. They are there to learn, and learning should be an
enjoyable process...as should the teaching! This problem crept up slowly. It
had once been an enjoyable, fun place to be, but now, it was a place most
dreaded to enter. The board of directors even decided to send the entire staff
(for those who could attend) down to the Ron Clark Academy in Atlanta, Georgia
in hopes of providing the staff with new ideas. It was short lived and cost the
school around $25,000!
And then...
One staff member noticed how happy students and staff
members were as music was played in the gym for a school dance that involved
the entire middle grades 5th-8th. Everyone was smiling, engrossed in
light-hearted conversations, and having an enjoyable time. This is when the
light bulb went off. Music was the key! The school already had a portable sound
system. Plenty of staff members already had school-appropriate music
downloaded. Everything was set in place for the first day of school to have
music playing as students walked in the front doors of the building at 8:00am.
From that day forward, music has played each day from 8:00 - 8:30 prior to the
start of class. It is amazing how the attitudes have changed in the morning.
Staff members and students smile as they enter the building. There are staff
members assigned as greeters who often serenade other staff members and
students as they are in the halls. Happy and The Eye of the Tiger and I'll Be
There are just a few of the songs on the playlist that staff and students often
sing as they go to class. Often times you will see a staff member or a group of
students dancing down the hall.
This little change cost the school absolutely nothing but
has changed the morning environment. Staff members and students now go to class
with smiles on their faces.
Monday, March 9, 2015
Sniglets - An Exercise in Thinking, Creating, & Defining
Sniglet...what a great little word that didn't even have
meaning until recent years. We have words created all of the time in the
English language as we progress with new technologies that have no names and
names that must be created. Thinking about my own professional experiences, I
have come up with three to share!
Freakabout: This is a word created for when your alarm does not go off
and you only have 30 minutes to shower, get ready for, and be at work when your
drive is 20 minutes or more.
Whyweariness: Ever had a student ask you over and over again for
directions once you have explained them in every way possible that you can
think of? Well, this word can be used for that situation as you describe the
incident for your colleagues!
Caffless: For many teachers, mornings must start with one thing:
COFFEE! However, on those days when you have not had time to make it or have
run out of the necessary items to make it in your classroom, there is no
singular word to explain your situation. There is now!
Sunday, February 15, 2015
Empathizing for My Problem of Practice
Morale at my school is at an all-time low. There is not a single teacher or administrator in the building that is happy (with the exception of one who will remain nameless as I intend to use this research to help my building). Even the office staff and administrative support staff are miserable. Why is it that no one person is happy even though we are all there for one purpose: the kids. If you were to ask any person who works at my school why they are there, that is the answer you would receive...the kids. There is a disconnect somewhere. I do not understand how a building full of people who love inner-city kids and urban education can come to work each day miserable. It is our responsibility to show these kids that a better life comes through education.
Over the last couple of weeks while studying Empathy and how to employ empathetic methods into research practice, I decided to focus on three areas.
Interview - Grade Groups
Online Research
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Interviews - Grade Group Sessions
One of the best responsibilities of my current position as an Instructional Coach is being able to conduct grade group meetings twice a month. For the most part, the agenda is set for the year, but I also have the freedom to explore other areas with teachers. During my grade groups this last week, I was able to interview groups of teachers. This time around the interviews were very informal. I explained to each grade group what I was working on for class, and they were all willing to open up during our meeting time and tell me some issues of concern.
There were three areas of major concern as it applies to the low morale in our building.
1. Behavior and Discipline
2. Attitudes (of staff members)
3. Programming
Behavior & Discipline
This is a HUGE point of contention at our school. Research states that suspensions for misbehavior from students in urban districts has no positive influence on students changing said behaviors. We have mulled over and over year after year about what to do with student behavior. Yes, most behavior can be dealt with inside the classroom. Our teachers do a phenomenal job with classroom management and building relationships with the kids nearly eliminating most of your typical office referrals. However, there are the frequent fliers...they are in every grade level. You know, the kids who are continually disrespectful to all adults and other students. We have discussed having an ISS or Redirection Room, but we are out of space. I share an office with the Dean of Students who deals with all discipline issues. There are days I feel like I get nothing done! After listening to the teachers in grade groups, I believe that we need to figure out a way to have a room where students can go and NOT be suspended. This would be a Win-Win situation for all involved.
Staff Member Attitudes
Each and every grade group mentioned that they thought too many staff members have poor attitudes when they come into work. I found this quite hilarious as some of those who brought up this idea, I feel walk into school each day with a defeatist attitude. I guess it's all about perception. With this idea there were no solutions offered. I believe that leadership is responsible for this failing, and I, as a member of the leadership team, accept full responsibility. I have been doing some research into this problem which will be discussed further in this posting. I did make a small step toward boosting staff morale this past week. On our last night of conferences, I walked around to each of the classrooms where teachers were conducting conferences and handed them one of these:
It brought smiles to their faces, and if it was only for a moment, I know they felt appreciated.
Programming
Again, almost all of the teachers harbored the same feelings in this area. Teachers feel as if they have no say when it comes to the school's programming and curriculum. I do understand their point with this. Teachers do not really have input in our programming. For example, three years ago we became a Leader in Me School. Although this is a wonderful teaching tool and we have all "bought in" to the idea of teaching kids the 7 Habits of Highly Effective People, it was forced upon us. The decision was made by the highest administration and Board of Education. We are now facing a similar situation where teachers are being forced to buy into a math intervention program. It's not that the FIM model is bad (it's actually quite good and many successful schools have implemented it). It's just that our teachers have had no say. To be quite honest, the leadership team didn't really have a say. And, all of the staff feels that if we don't at least pretend to "buy in", then our heads would be on the chopping block. It's sad that our people feel this way, but it is the truth. I, along with my principal, will be examining how we can have more teacher say in the programming for the school.
Putting Myself in Their Shoes
This was a reality check for me. I have only been out of the classroom for three years now, but as I examine what teachers are required to do, I am a little embarrassed to say that I am glad I am not in their situation.
First of all, our teachers are required to turn in their lesson plans. I think this is absolutely ridiculous. They are professionals and should be treated as such. I can understand if a teacher is brand new or on a plan of improvement requiring them to turn in lesson plans. However, most of our teachers are veterans. Why should we put them through this? I know that they all do their lesson plans - it's a must for any good teacher. I think it to be asinine that they must have a certain format and turn them in to be monitored like they are children turning in homework.
Our teachers only receive 40 minutes of planning each day. Most of those planning times are taken up with meetings of some sort. They are required to meet with me bi-weekly as a whole grade group. If they are a new teacher or a teacher on a plan of improvement, they are required to meet with me bi-weekly as well. Then all IEPs are scheduled during their planning. On top of that they are required to meet with their team once a week, their special education provider once a week, and maybe, just maybe, they actually get one planning period a week to themselves to plan lessons and grade papers. Their time is stressed to the max...so much so that we cannot even get teachers to participate in after school enrichment programs. With all this added stress we put on the teachers during their planning time, how do we expect them to create engaging, meaningful lessons for the children?
Online Research
I have been doing a ton of online research to see what the experts say about raising staff morale. I have turned mostly to what big companies do to keep their employees happy. In an article by MindTool found at Morale they state reasons for low morale and some signs to keep an eye out for:
Over the last couple of weeks while studying Empathy and how to employ empathetic methods into research practice, I decided to focus on three areas.
Interview - Grade Groups
Putting Myself in Their Shoes
Interviews - Grade Group Sessions
One of the best responsibilities of my current position as an Instructional Coach is being able to conduct grade group meetings twice a month. For the most part, the agenda is set for the year, but I also have the freedom to explore other areas with teachers. During my grade groups this last week, I was able to interview groups of teachers. This time around the interviews were very informal. I explained to each grade group what I was working on for class, and they were all willing to open up during our meeting time and tell me some issues of concern.
There were three areas of major concern as it applies to the low morale in our building.
1. Behavior and Discipline
2. Attitudes (of staff members)
3. Programming
Behavior & Discipline
This is a HUGE point of contention at our school. Research states that suspensions for misbehavior from students in urban districts has no positive influence on students changing said behaviors. We have mulled over and over year after year about what to do with student behavior. Yes, most behavior can be dealt with inside the classroom. Our teachers do a phenomenal job with classroom management and building relationships with the kids nearly eliminating most of your typical office referrals. However, there are the frequent fliers...they are in every grade level. You know, the kids who are continually disrespectful to all adults and other students. We have discussed having an ISS or Redirection Room, but we are out of space. I share an office with the Dean of Students who deals with all discipline issues. There are days I feel like I get nothing done! After listening to the teachers in grade groups, I believe that we need to figure out a way to have a room where students can go and NOT be suspended. This would be a Win-Win situation for all involved.
Staff Member Attitudes
Each and every grade group mentioned that they thought too many staff members have poor attitudes when they come into work. I found this quite hilarious as some of those who brought up this idea, I feel walk into school each day with a defeatist attitude. I guess it's all about perception. With this idea there were no solutions offered. I believe that leadership is responsible for this failing, and I, as a member of the leadership team, accept full responsibility. I have been doing some research into this problem which will be discussed further in this posting. I did make a small step toward boosting staff morale this past week. On our last night of conferences, I walked around to each of the classrooms where teachers were conducting conferences and handed them one of these:
It brought smiles to their faces, and if it was only for a moment, I know they felt appreciated.
Programming
Again, almost all of the teachers harbored the same feelings in this area. Teachers feel as if they have no say when it comes to the school's programming and curriculum. I do understand their point with this. Teachers do not really have input in our programming. For example, three years ago we became a Leader in Me School. Although this is a wonderful teaching tool and we have all "bought in" to the idea of teaching kids the 7 Habits of Highly Effective People, it was forced upon us. The decision was made by the highest administration and Board of Education. We are now facing a similar situation where teachers are being forced to buy into a math intervention program. It's not that the FIM model is bad (it's actually quite good and many successful schools have implemented it). It's just that our teachers have had no say. To be quite honest, the leadership team didn't really have a say. And, all of the staff feels that if we don't at least pretend to "buy in", then our heads would be on the chopping block. It's sad that our people feel this way, but it is the truth. I, along with my principal, will be examining how we can have more teacher say in the programming for the school.
Putting Myself in Their Shoes
This was a reality check for me. I have only been out of the classroom for three years now, but as I examine what teachers are required to do, I am a little embarrassed to say that I am glad I am not in their situation.
First of all, our teachers are required to turn in their lesson plans. I think this is absolutely ridiculous. They are professionals and should be treated as such. I can understand if a teacher is brand new or on a plan of improvement requiring them to turn in lesson plans. However, most of our teachers are veterans. Why should we put them through this? I know that they all do their lesson plans - it's a must for any good teacher. I think it to be asinine that they must have a certain format and turn them in to be monitored like they are children turning in homework.
Our teachers only receive 40 minutes of planning each day. Most of those planning times are taken up with meetings of some sort. They are required to meet with me bi-weekly as a whole grade group. If they are a new teacher or a teacher on a plan of improvement, they are required to meet with me bi-weekly as well. Then all IEPs are scheduled during their planning. On top of that they are required to meet with their team once a week, their special education provider once a week, and maybe, just maybe, they actually get one planning period a week to themselves to plan lessons and grade papers. Their time is stressed to the max...so much so that we cannot even get teachers to participate in after school enrichment programs. With all this added stress we put on the teachers during their planning time, how do we expect them to create engaging, meaningful lessons for the children?
Online Research
I have been doing a ton of online research to see what the experts say about raising staff morale. I have turned mostly to what big companies do to keep their employees happy. In an article by MindTool found at Morale they state reasons for low morale and some signs to keep an eye out for:
Why Morale Suffers
There are many things that can cause team morale to dip. For example:
- Layoffs and restructuring.
- Poor leadership.
- Poor communication.
- Lack of empowerment or autonomy.
- Inflexible working conditions.
- Cancellation of team benefits.
- Damage to the organization's reputation or public image.
- Losing a big contract or client.
- Difficult co-workers.
- Heavy workloads or stress, with no reward or gratitude.
- No sense of social value to the work being done, or a negative impact on the wider society.
Signs of Low Morale
Too often, managers don't realize that morale is poor. Whether or not your team or organization is facing any of the scenarios above, watch out for the following clues that morale may be slipping:
- Obvious unhappiness.
- Increased complaints about work, or other team members.
- Increased absenteeism.
- An increase in conflict between team members.
- Insubordination or unruliness.
- Disorganized work environments.
- Increased employee turnover.
- Decreased productivity
- Lack of enthusiasm.
I see all of these things happening in my building. The three that stand out most to me in the Reasons for Low Morale as it applies to our school's situation are Poor Leadership, Poor Communication, and Heavy Workloads. I truly believe that we have poor leadership as our leadership team is not always on the same page, and we do not agree on how to run a school. The communication at our school is horrible. I don't know if it is due to the workload that people face, but many things fall through the cracks, especially when stating expectations and planning events. Our staff, as can be seen in my previous writing in this post, is overworked. Their workload is audacious.
All of the bulleted points under Signs of Low Morale, I see each and every day. There are some days that we can't even get enough guest teachers to fill classrooms when teachers are out. I have had to step in to sub on multiple occasions.
I have come across numerous articles in my research that are linked below. I will continue researching to help myself come up with an answer to fix the low morale at my school.
These are just a few of the articles I have been reading to help boost staff morale. I look forward to sharing more as I find it! I am on a mission to make my school an enjoyable place to work once again!
A Twice, Thrice Told Tale
The Wife
He's gone. He's really gone? There's no way. This is not possible. Sobs choke my breathing as I try to explain what has happened.
"Mom?" I managed to spit out between tears and gasps. "He's not responding to me. He won't wake up!"
I screamed. The phone fell to the floor. I collapsed to my knees as I knew the love of my life had gone from this world.
The Mother
It was a typical Sunday morning. My husband, the preacher, and I were preparing for the morning's worship service, grabbing all we needed for the day: snacks for the kid's room, my secret pal gift, and the flash drive which held the day's music, videos, and message.
It's 9:12 as we walk out the door, my husband and I. My phone rings unexpectedly, and I fumble inside my purse to answer.
"It's probably one of the girls," I said to my husband. "I better get it."
He just rolled his eyes and smiled as he figured I was more than likely right.
All I heard were the sobs of my baby girl. I knew it was my youngest...a mother always knows her child's cry no matter how old they are. I heard my daughter's voice in so much pain, but the words spoken unfathomable. She screamed.
I knew then there would be no blessing of a church service today. Today would be Hell for our family.
The Dog
Why is dad just laying there? Why did mom cover him up with a blanket? There are wet droplets of water falling from mom's face. I've never seen this. What is that?
Mom grabs that thing she calls a "cell phone" and frantically searches for something she calls a "phone number." She's saying a couple of words that I know are bad words. Dad always tells her she shouldn't use them. I wonder why she's using them now with dad just lying there covered in his favorite blanket. It's the one we always use when playing video games. It's my favorite, too.
I hear my mom say, "Mom?" I know that word. That's what I call her. She has a mom, too? Hmmmm. "That's interesting," I think with my head cocked to the side and my nose wrinkled. Right in the middle of my thought, I hear my mom scream and see her fall to her knees. I don't know what to do. I slide up to my mom and put my head in her lap. I am confused, but I can tell my mom is hurting. I will stay right here with my head in her lap so she knows she is loved.
Sunday, February 1, 2015
A Problem of Practice
Moaning and groaning.
Complaining and whining.
Back stabbing and undermining.
And usually...it's useless. There is nothing you can do. Decisions have been made, and if you wish to remain employed, most of the time you just have to suck it up and move on with life.
The drama is everywhere! It has to stop!
But, how do you get the drama to stop when everyone seems so unhappy? This is the question of the hour.
A Problem of Practice
There is much contention currently at my school. There is a rift and insurmountable lack of trust between teachers and administration. Although technically I am a member of the administrative team, as an Instructional Coach, I am both admin and teacher. I build trusting relationships with teachers, and they rely on my confidentiality. Our work environment has become toxic. I have been told that many people feel sick to their stomachs as they get up in the morning and prepare to come to work. I cannot stand that. Maybe it's because I am on both sides of the coin, but I can with confidence say that almost all of the people at my school - admin and teachers alike - are there for one purpose: for the kids. It's that simple. We are all there for the kids. We work in an urban charter setting which can be demanding. But, we are all there because we want our kids to see that a better life comes through education.
My plan is to design a creative, viable solution to this problem for my school. I don't know the direction this will take me, and I know the road will be rough, but if our staff isn't happy, it affects the kids. That simply cannot happen.
Complaining and whining.
Back stabbing and undermining.
The drama is everywhere! It has to stop!
But, how do you get the drama to stop when everyone seems so unhappy? This is the question of the hour.
A Problem of Practice
There is much contention currently at my school. There is a rift and insurmountable lack of trust between teachers and administration. Although technically I am a member of the administrative team, as an Instructional Coach, I am both admin and teacher. I build trusting relationships with teachers, and they rely on my confidentiality. Our work environment has become toxic. I have been told that many people feel sick to their stomachs as they get up in the morning and prepare to come to work. I cannot stand that. Maybe it's because I am on both sides of the coin, but I can with confidence say that almost all of the people at my school - admin and teachers alike - are there for one purpose: for the kids. It's that simple. We are all there for the kids. We work in an urban charter setting which can be demanding. But, we are all there because we want our kids to see that a better life comes through education.
My plan is to design a creative, viable solution to this problem for my school. I don't know the direction this will take me, and I know the road will be rough, but if our staff isn't happy, it affects the kids. That simply cannot happen.
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