In a thriving school environment, one of the most critical pieces is the relationship between administrators and teachers. These relationships are the foundation for a positive educational experience for students and families, fostering collaboration, trust, and shared responsibility.Â
Below are key strategies for building and maintaining strong relationships between administrators and teachers.
1. Quality Communication
Administrators should ensure that there are regular channels for teachers to voice concerns, share ideas, and receive feedback. Teachers need to feel heard and valued– through staff meetings, surveys, or informal one-on-one conversations, it’s essential to establish transparent forms of low-risk communication.
Take Action! Schedule informal check-ins with your teaching staff to understand their needs and challenges.
2. Collaborative Culture
When administrators and teachers work as a team, they create a supportive environment that benefits the entire school community. Administrators should include teachers in decision-making processes, particularly those that directly impact classrooms, teaching methods, and student success. Collaboration strengthens mutual respect and gives teachers ownership of school initiatives.
Take Action! Create active committees where teachers can contribute to school-wide decisions, ensuring their expertise is tapped into and valued.
3. Teachers’ Achievements
Teachers play a critical role in shaping students’ futures, and their hard work should not go unnoticed. Administrators should make it a priority to recognize and celebrate successes. Recognition can come in many forms- public acknowledgment during meetings, shout-outs in newsletters, or even informal words of appreciation via email or written word.
Take Action! Create a program or process where outstanding efforts are acknowledged in front of peers, parents, and students on a consistent, frequent basis.
4. Professional Development
Administrators should empower teachers by offering and encouraging professional development opportunities that align with professional growth goals and the school’s mission. Teachers with supportive administrators may be more likely to stay motivated, perform better, and feel a deeper connection to the school community.
Take Action! Determine professional development needs and interests, then organize relevant workshops or training sessions..
5. Teacher Autonomy
While administrators need to set goals and guidelines, it’s important to trust teachers to know what works best in their classrooms. Giving teachers autonomy in how they manage their classrooms or implement curricula shows respect for their expertise and creativity.
Take Action! Review policies and processes to allow teachers to adapt strategies to their students’ unique needs, rather than enforcing rigid, one-size-fits-all solutions.
6. Lead by Example
Administrators can set the tone for the entire school culture. By demonstrating respect, empathy, and hard work, they can inspire teachers to follow suit. Administrators who are approachable, visible, and willing to fully engage in supporting teachers are likely to earn respect and cooperation.
Take Action! Visit classrooms frequently, outside of official evaluations, and fully participate in school events to become actively engaged in the day-to-day happenings of the school.
Strong, quality relationships between the administration and the teaching staff not only improve teacher satisfaction but also contribute to a better educational experience for students, which should always be the ultimate goal.
About the Author
Julie Yaeger is the Vice President at Teaching Channel. Julie holds an elementary teaching degree, a Master’s Degree in Leadership and Organization, a K-12 Reading Endorsement, and a K-12 Administrative Specialist Degree. Prior to joining Teaching Channel, Julie taught in the classroom for 10 years, worked for the Minnesota Department of Education, trained non-tenured teaching staff as a Professional Development Coordinator, and also served as a Middle School Assistant Principal.
