“The single biggest problem in communication is the illusion that it has taken place.” - George Bernard Shaw

1. The Teacher - Principal Disconnect:
A Prevailing Paradigm?
“The single biggest problem in communication is
the illusion that it has taken place.”
George Bernard Shaw

2. Heading into a new school year, a teacher shares her hopes for
improved communication in an open letter to school principals
and administrators.

3. Dear School Administrator,

4. A quick search for “teacher-principal
relationship” displays more than a few critical
topics, including:
• Common Core
• Educational reform proposals
• Charter schools

5. • While the list of concerns may be long, one of
teachers’ biggest hopes is support from
administrators.
• To help, here are a few suggestions to help
bridge the gap between teachers and
administrators.

6. Tip #1:
Perfect Attendance

7. • Student attendance and engagement are top
priorities, and it seems fair to ask this of
administrators, too.
• Teachers work very hard to create a unified,
creative learning environment for students,
and inconsistent attendance or off-task
behavior can be disruptive.

8. • Consider weekly student concern meetings
and other staff sessions. Can
administrators commit to regular
attendance and engagement?
• These meetings bring together data and
observation, enabling important
discussions that identify possible
challenges, patterns, and resolutions.

9. Tip #2:
Informally You

10. • How often do administrators visit classes –
beyond the required number of formal
observations?
• Time spent in the classroom helps connect
administrators to students, to teachers, and
to the daily business of learning.
• Spontaneous visits demonstrate investment
and build bonds.

11. • Choose a strategy – or several – and follow
through to keep informally engaged.
• Consider the “3x3” visit: An administrator
visits a classroom for about 5-10 minutes,
then adds a few comments to a sticky note
and leaves it on the teacher’s desk.
• This kind of informal formative feedback –
what the administrator observed, enjoyed,
wondered about – helps teachers to improve
and makes formal observations less stressful.

12. Tip #3:
Getting Woke

13. • Administrators who recognize that teachers
have valuable feedback reap the benefits –
both in data and relationship building.
• Veterans have a wealth of knowledge, and
rookies might have fresh ideas, including
more ways to include new technology.

14. • How exciting would it be to see expanded
collaboration, blurring boundaries between
administrators and teachers?
• Could administrators teach guest lessons?
• Could teachers use administrators’ offices for
more private student/parent conferences?

15. • Closer teacher-administrator relationships
can help to close the achievement gap and
help all students meet their goals.
• Both time and trust are required, but both are
critical to building strong relationships among
staff and a caring, productive environment for
students.

16. Schools function better with common priorities and
clear communication.
Teachers and administrators who ask each other “How
can we better support you?” will see the benefits all year
long.

17. What’s happening in your school? Is teacher engagement high,
or is there a disconnect between the classroom and the front
office?
Join the conversation!

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