know that input was accepted and welcomed, as one teacher cautioned, When you feel that “ heard and that okay to voice your opinion about have to be you’re it’s something…you don’t afraid that I open my mouth, what are they going to that ideas are valued ‘if think?’” Knowing and will be considered makes a big difference as one sixth grade teacher commented, a “there’s difference between administrators do you and then just ripping up the paper saying ‘What think?’ because, you know, they had to ask, and giving people the opportunity for real, effective input. Like what we think really does matter that just When teachers feel that – empowers us, right?” their opinions are valuable to the team, it appears to validate their contributions and engage them in pursuing professional development and collaboration. Teamwork and Trust Recognition and Relationships – Themes of recognition and feeling valued seemed to be interwoven in every interview. While several respondents did refer back to the implemented strategies in this area, there were many other examples and comments that viewed building relationships and recognition as a key area in the engagement of teachers. When asked about advice to give to new administrators, one beginning teacher commented, take the time to get to know your staff; it will be worth its “ weight in gold later on when you can figure out what makes that person tick or what makes them excited or their Another seasoned teacher viewed building relationships as the strengths.” stepping stone to fostering engagement in the school as she mentioned, Relationships are the “ huge one. You can engage people. You can get the quiet ones onboard and sometimes you their ideas until they get Building real connections with people and wouldn’t notice engaged.” taking the time to get to know them as a person seem to be crucial to creating an engaging environment. Throughout the interview process, I did ask what specific actions helped to build the engagement in the area of trust and teamwork. It was here that two teachers referred back the
know that input was accepted and welcomed, as one teacher cautioned, “ When you feel that you’re heard and that it’s okay to voice your opinion about something…you don’t have to be afraid that ‘if I open my mouth, what are they going to think?’” Knowing that ideas are valued and will be considered makes a big difference as one sixth grade teacher commented, “there’s a difference between administrators saying ‘What do you think?’ and then just ripping up the paper because, you know, they had to ask, and giving people the opportunity for real, effective input. Like what we think really does matter – that just empowers us, right?” When teachers feel that their opinions are valuable to the team, it appears to validate their contributions and engage them in pursuing professional development and collaboration. Teamwork and Trust – Recognition and Relationships Themes of recognition and feeling valued seemed to be interwoven in every interview. While several respondents did refer back to the implemented strategies in this area, there were many other examples and comments that viewed building relationships and recognition as a key area in the engagement of teachers. When asked about advice to give to new administrators, one beginning teacher commented, “ take the time to get to know your staff; it will be worth its weight in gold later on when you can figure out what makes that person tick or what makes them excited or their strengths.” Another seasoned teacher viewed building relationships as the stepping stone to fostering engagement in the school as she mentioned, “ Relationships are the huge one. You can engage people. You can get the quiet ones onboard and sometimes you wouldn’t notice their ideas until they get engaged.” Building real connections with people and taking the time to get to know them as a person seem to be crucial to creating an engaging environment. Throughout the interview process, I did ask what specific actions helped to build the engagement in the area of trust and teamwork. It was here that two teachers referred back the
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