All Teachers Can Be Master Teachers (If they Choose To and Have The Right Support)

I have never met a teacher who wanted to be mediocre, but I have met teachers who have given up, and I have met teachers who are so confused that they don't know what to do.  Teachers, who are not that strong at their craft, rely on their principals.  This can be a good thing or a bad thing.

The good thing for principals is that most teachers are more than willing to give you a chance, when you walk into the building.  They may do things that drive you crazy, but, overall, they want your help.  The bad thing is that, if the teacher needs too much individual attention, the principal can come to the conclusion that what they have on their hands is a "bad" teacher rather than one who needs a lot of support.

That's why it's important, as a building leader to create a balance of support for your teachers - they need both administrative support as well as teacher support because the fact is that you are not going to be able to do it all.

Find out the teachers' stories.  Ask and listen - teachers will tell you the whole life story of a building.  The most revealing will be the stories of teachers who have never taught anywhere but at your school.

If you are taking over a building where professional development or teaching was a low priority, you're bound to hear some horror stories: teachers who have received evaluations without ever having been observed, teachers who have attended inquisitions, or who have been targeted by other cliques' of teachers.   But, you may also hear some really encouraging, inspiring stories - ones about teachers who have stayed to save their alma mater, teachers who have supported each other and stood up for students, and, the amazing teachers, who despite their circumstances, are spectacular and have amazing classes.

These stories will tell you the emotional state of the building, which is key because hurt and angry people take a little more to reach than happy, sunshiney people.

Talk to the students about instruction.  Ask general questions, "are you learning a lot today?", "Who is your favorite teacher?", "Who do I have to see in this building?", etc.

See the teachers teach.  When I first walk into a building, I like to see teachers in groups.  I go and observe whole departments or whole grade levels on a day.  Why?  So, as the leader, I can see the big picture of instruction.  Teaching is a team sport.  Where does the school team excel?  Where do they need work?  What are the experiences of the students throughout the day?  If we going to call on teachers to support other teachers, we have to understand who we are calling and what we are calling them for.

Talk to the leaders.  Share the school data and have them explain the outcomes.  If the leaders give you a blank stare, you know where to start.  If the leaders give you a list of problems, you know where to start.  If the leaders point out what has worked and what has not worked, you know what to support and where to start looking for fixes.

Share your findings and start the negotiations.  After doing all of the observing and talking, people are going to be nervous.  They want to know if they said too much or if they missed something.  Let them know what your observations of the netted.  Their responses will let you know if you're on the right track and give you common ground to start from.