I wandered from room to room on the first day of school, feeling a bit lost without my own group of students to teach. I observed kindergartners as they wholeheartedly tried to listen to their energetic new teacher read a story aloud. I progressed to the other side of the building where seventh and eighth graders sat in a circle discussed their summers under the guidance of their industrious teacher, who ensured equity of voice.

No matter which room I entered, literacy instruction was happening, and I felt at a loss for how I could help provide authentic literacy opportunities for students now that I was out of the classroom and in my office serving as the principal and assistant superintendent of educational services for the district.

But physically leaving the classroom and moving into an administrative role does not mean the end of guiding instruction. Rather, it’s an opportunity to support more teachers and students. However, I’ve learned that leaders must be mindful of several practices as they transition into an expanded role.

You can be everywhere, be nowhere, and accomplish nothing

I am confident that this feeling of aimlessness is familiar to other leaders who have transitioned into an administrative role from working 180 days a year providing instruction for students. On that first day of school, I spent the entire day  assisting in classrooms, helping serve lunch, meeting with parents, supervising recess, and checking in with students. By that evening, I confirmed that this was an absurd way for me to spend my time; I had burned an entire day. All the teachers and staff were fully qualified to instruct and provide services for these students. I had spent the day being present everywhere, but actually being nowhere, and at the end of the day I had accomplished nothing.

No leader will be productive in his or her role unless he or she makes a balanced, intentional plan to support the teachers and students on a daily basis. Effective leaders must schedule a specific time each day to visit classrooms and check in with teachers, as teachers need to know leaders are present, involved, and supportive of their efforts. Additionally, leaders must devote periods of the day to ensuring that the management and leadership of the school are attended to with a focus on helping the system move forward.

Don’t forget what it feels like to be a teacher

I believe that teaching is the most rewarding occupation that exists. Teachers are responsible for helping children to develop the skills they need to become productive citizens who will make a difference in the world. It can be hard, exhausting work, riddled with challenges that can come from addressing varied groups of students with unique needs, but anyone who has witnessed a child begin to read knows that it is well worth the effort.

Teachers need support in their work with students as they strive to meet their academic, social–emotional, and physical needs and challenges. This does not equate to the leader doing the work for the teachers but, rather, the leader providing the teachers with opportunities to expand their own professional learning so that they can most effectively attend to their students’ needs. It also includes empowering teachers by providing them with the space to exercise their teacher leader capabilities and lead initiatives. An effective leader understands and appreciates that if you grow teachers, they can excel and better serve their students and school community.

Build reciprocal relationships based upon trust

Years ago, I heard an insensitive administrator who I overheard criticizing what was perceived as teachers’ lack of knowledge. I was highly offended by this remark and to this day cringe whenever I hear anyone echo this sentiment. While there are consistently mounds of new initiatives and expectations placed on teachers, they are running as fast as they can to address the needs of the students before them each day. It is the leader’s responsibility to weed through this clutter and provide teachers with the guidance and information they need to adjust their instruction as the changes occur.

Effective leaders must guide teachers in their new learning and provide continued support, affirmations, and suggestions as needed along the way. This is impossible to do unless both parties have established a reciprocal relationship based upon trust.

Notes to self:

• Intentionally set aside time each day to be visible and available for teachers with equal time devoted to the management and leadership of the system; don’t burn a day wandering.
• Support and empower all teachers in their work; serve them.
• Be the master teacher you wish you had.

The world of education often is so harried and scattered, but it does not need to be. By leading with intention and focusing on priorities, school leaders who work outside of the classroom can ensure they are growing teachers who can provide quality authentic literacy and learning experiences for all the students they serve.

Nancy Veatch is assistant superintendent of educational services and principal at Bend Elementary School.