“Do you believe that all students can achieve?” As a Principal, split-second decision-making was a skill that helped me in the role. In this situation, it helped me think of the perfect question to address concerning comments I just heard from one of my teachers.
“She can’t do this.”
“He doesn’t want to be here.”
“She’s never going to do the work.”
“Can he go somewhere else?”
They were talking about my kids! I couldn’t believe it. What were they doing there if they didn’t believe in the students they were teaching?
I had to make a decision. Was I going to ignore their comments or confront the teacher?
This could be a difficult decision if you’re not clear on what you stand for.
Get Clear On What You Stand For
I was very familiar with the students the teacher was referring to. I knew exactly who the students were and the headaches they could cause. But I never lost faith in their desire and ability to learn and achieve.
I have always believed that every child:
- Can achieve
- Wants to achieve
- Has the potential to achieve
Some students will need a little more specialized support than others. Others will require extensive support.
They all deserve a fair shot.
Do You Believe All Students Can Achieve?
Ignore their comments or confront the teacher? I didn’t have to weigh my options on which approach to take because I was clear on what I stood for. My decision-making process was straightforward.
“Do you believe all students can achieve?” I asked that question and waited for a response.
“Well, I think this Lucy can. And that Ricardo too. But honestly, I don’t think Frank wants to achieve. I don’t think he can do the work.”
“At this campus, every staff member has to believe that all students can achieve. I know it can be tough sometimes, but that belief has to be there to do your job effectively. Do you think you can get there?”
“I want to say that I can get there. But I don’t think I can. I don’t think I was prepared to teach students who needed to be motivated to learn. I expected them to come to school wanting to learn every day. I don’t think this place is a good fit for me.”
We spoke a little longer to align on his exit and then closed out the meeting.
Filling the vacancy was as hard as expected, but our team stepped up to ensure the students had what they needed.
When You’re Clear, Decision-Making Is Easy For Others Too
I received their exit survey results about a month after the teacher left their position.
“I am grateful for the opportunity to teach. Unfortunately, things didn’t work out. Mr. Romano is a great leader, and I appreciate everything he did for me. He’s too much about social justice, and that’s not something I’m interested in.”
I was clear about what I stood for from the moment staff members stepped onto campus. To work on my campus, everybody needed to believe that all students could achieve.
When a staff member realized they disagreed with that belief, they decided to leave. And they praised me on their way out!
Clarity on what you stand for is good for all parties involved.
Are you clear on what you stand for?
