Dear, we are teachers.
I’ve been teaching for nearly a decade and lately, administrators have been recommending me for leadership roles – department chairs, and even assistant principals. I was flattered, but I was skeptical. I have seen what leadership is like in my school: uninterrupted meetings, no time with kids, and even less appreciation than teachers get. I care so much about making things better, but I don’t want to leave the classroom just to drown bureaucracy. Is it possible to lead and love your work? Or am I just signing another kind of burnout?
– Ambitious, but worried
Dear Aba,
First of all, this makes total sense. The outside view often looks like a continuous cycle of email, discipline referrals and conference meetings. But here’s the thing: good leadership is important – a lot. And, the fact that you even weighed this decision carefully instead of chasing the title tells me that you might be considerate in the role.
Here is what to consider:
- Do you still like to work directly with your kids? If losing your daily joy will crush your spirit, then the administrator may not be for you right now. The role of department chair still usually keeps you in the classroom, so this may be a better first step.
- Can you endure the difficult conversation? Leaders must make difficult news, hold employees accountable, and make decisions that won’t make everyone happy. If this sounds like your personal nightmare, stop before jumping.
- How successful are current administrators in shaping the school’s culture? Of course this question is not the whole. But I think it’s best when you can learn from someone you already want to imitate instead of building a culture from scratch.
Bottom line: Leadership does not have to mean burnout. But it Do Meaning a transformation that brings you joy. If this transition feels exciting rather than suffocating, you might first try dipping into your toes in a smaller leadership role. If not, please don’t say “Thank you, but I belong to the classroom.” Both paths are valid.
Dear, we are teachers.
Every time I send students to the bathroom, there is a good chance they will come back and smell like a vape store. We gave many speeches, gatherings, and even emails from our parents, but nothing seemed to stop it. Admin says they “disturbate”, but I rarely see the consequences. I feel helpless when children themselves admit that they don’t take the rules seriously. When the bathroom basically becomes Yantai, how to protect my classroom environment?
– Chat on the cloud
Dear cotc,
Here’s the bad news: You’re right – Historically, the “don’t do something that feels good” conversation isn’t for teenagers. The good news is that you still have a choice.
- Control you can. Keep powerful bathroom surgery – one child at a time, signature sheets, time limit. It might even be considered to recommend using school-wide digital tools like SmartPass (you can read about it here to solve its wandering problems). It won’t stop evaporating across the school, but it can reduce opportunities in the classroom.
- Allied cycle. School resource officials, counselors and even detainees often see administrators not. Sometimes they can put pressure on you when you can’t.
- Continue to record. Even if the administrator is disappointed, each report builds a record, which makes the problem more difficult to ignore with parents who may need to share this information with them.
Reminder: Eradicating smoke from the entire school is not your job. That’s an institutional problem. Your responsibility is to advocate, protect your teaching environment, and keep your children safe.
Given what responsibility this is, I was surprised that your school is not working harder. Don’t let anyone make you feel like you’ve failed because the bathroom still smells like blueberry cheesecake or vape flavors of the week.
Dear, we are teachers.
Our region is constantly driving new technology initiatives: digital portfolios, adaptive software, online behavior tracking, parent communications applications, AI literacy and proficiency – you name it. On the surface, this sounds great, but in fact, I have six platforms every day in actual teaching. I spend more time solving login issues than interacting with my kids. I’m not anti-tech, but it feels like a technical overload. How can I push back without sounding like a dinosaur?
– Technical Teacher
Dear ttt,
You are not a dinosaur. Actually, you sound the exact opposite – you are using technology Continuously, And you were burned by it. This doesn’t make you resistant, it will make you realistic.
Here’s what you can do:
- Select your priorities. Determine which platforms really support your classroom learning and which are just “good people.” Focus your energy on where it matters most.
- Record time sinks. Track how much teaching time is lost for login, failures and troubleshooting. When pushing back back to management, the numbers can be very powerful.
- Ask the right questions. Instead of “Why do we have so many technologies?”, try “What is the actual goal of this technology?”, instead of “Who makes these requirements?”, try “Can we examine research on how digital notes inhibit cognitive processing?”
You want to know what I would do? Use enough technology so that my students understand it (and my administrator thinks I’m using it), but most of the time in class I’m on my heart. When the rules are stupid and not suitable for your students? Malicious compliance, baby.
Remember: You are not against technology. You object to wasted time and practices that are not supported by research. This is not old-fashioned – it is exactly what good teaching should be prioritized.
Do you have a burning problem? Send us an email at AskWeareTeachers@weareteachers.com.
Dear, we are teachers.
During the panel discussion, one of my students made a racist comment. I solved this immediately, redirected the conversation, and went to the admin. What is their response? “We’ll pay attention to it.” That’s it. No call home, no follow-up with the students. I feel like I am the only adult who sees it as a serious problem, not the first time. I don’t want to remain silent, but I don’t want to burn the bridge either. What to do when the system shruggs and moves on?
– Walking rope
