teach to our strengths and that transfers to the children and I look for the strengths in them.” Her advice to administrators was, Instead of looking at the little things we are NOT doing, look at “ the good things we ARE Acknowledging the differences and recognizing the strengths of doing.” teachers seems to validate their contributions and engage them in their work. Relationships seem to be the cornerstone of creating a feeling of trust and teamwork. Leaders who get to know their staff, offer recognition to teachers, and recognize the strengths of each member of the team seem to engage their teachers. It would appear that teachers feel much more of a connection to their roles and their school if they feel like a valuable member of the team. Based on these interviews, the sense of empowerment and validation that comes from building strong, relationships and offering input and recognition, motivates and engages teachers. Leadership Authenticity While this theme into the two areas of focus, it was mentioned as doesn’t tie directly being key to effective leadership by every single teacher involved in the interview process. Beginning teachers, as well as those with experience, all referred to effective leaders as being genuine, authentic, involved or real. Leaders who are engaged themselves, are thought to be very motivating and engaging to teachers. As one teacher put it, We will follow what you do. “ So if you guys want to go in 200%, so are A beginning teacher felt encouraged when we.” leaders were involved at the ground level because, you just want to bring more to the table “ because they In sharing advice with new administrators, one teacher suggested that they are.” should with their decisions and believing the same kind of The be, “supporting (teachers) goals.” idea of staying involved with the staff and not living in the front office, came out as one teacher think that when an is closed to often, that just sends a message to stated, “I administrator’s door me that, is me in my world, and that is you in your is not the way I ‘This world.’ That work.” Several teachers mentioned the power that comes when admin is involved with the staff and
teach to our strengths and that transfers to the children and I look for the strengths in them.” Her advice to administrators was, “ Instead of looking at the little things we are NOT doing, look at the good things we ARE doing.” Acknowledging the differences and recognizing the strengths of teachers seems to validate their contributions and engage them in their work. Relationships seem to be the cornerstone of creating a feeling of trust and teamwork. Leaders who get to know their staff, offer recognition to teachers, and recognize the strengths of each member of the team seem to engage their teachers. It would appear that teachers feel much more of a connection to their roles and their school if they feel like a valuable member of the team. Based on these interviews, the sense of empowerment and validation that comes from building strong, relationships and offering input and recognition, motivates and engages teachers. Leadership Authenticity While this theme doesn’t tie directly into the two areas of focus, it was mentioned as being key to effective leadership by every single teacher involved in the interview process. Beginning teachers, as well as those with experience, all referred to effective leaders as being genuine, authentic, involved or real. Leaders who are engaged themselves, are thought to be very motivating and engaging to teachers. As one teacher put it, “ We will follow what you do. So if you guys want to go in 200%, so are we.” A beginning teacher felt encouraged when leaders were involved at the ground level because, “ you just want to bring more to the table because they are.” In sharing advice with new administrators, one teacher suggested that they should be, “supporting (teachers) with their decisions and believing the same kind of goals.” The idea of staying involved with the staff and not living in the front office, came out as one teacher stated, “I think that when an administrator’s door is closed to often, that just sends a message to me that, ‘This is me in my world, and that is you in your world.’ That is not the way I work.” Several teachers mentioned the power that comes when admin is involved with the staff and