Principals in the Classroom

Should Principals Teach Classes?

With the COVID19 pandemic changing everything about our traditional school model, it is time we begin thinking about how we will reconfigure teaching, leading, and learning once we return (and yes, we will return). If this pandemic has taught us anything, it is that things will, and should, look quite different than before.

In a recent piece by Eric Tucker and Tom Vander Ark, they correctly posit that if we do it right, we should be able to use “…equitable and innovative re-entry approaches…” and in particular, “…we have an opportunity to design new solutions together that better meet the needs of all learners.” So here’s a new solution for systems to consider: putting principals and assistant principals into the classroom to teach a limited set of courses and students each day. Controversial, right? Here’s the thinking: administrators of schools are instructional leaders, so let’s make them classroom leaders as well. Tucker and Vander Ark provide an apropos quote from the co-founder and CEO of the XQ Institute Russlynn Ali: “We have both a historic opportunity and an obligation to create approaches to reopening schools that work for all groups of students all of the time, not just some groups of students some of the time.” Setting the expectation that administrators return to the classroom in some capacity meets the obligation to promote a wider effort at reaching and supporting all students. Here are three ways this approach helps students, as well as hot to overcome potential barriers. 

It helps teachers:

First and foremost, the inclusion of administrators in the classroom will effectively lower class sizes, thereby supporting social distancing within otherwise cramped classrooms. When we return to our buildings, systems will have to figure out how to adhere to CDC guidelines and alleviate parental / community fears about returning to school. Some potential solutions include longer school years, buildings split into morning / evening cohorts, and staggered schedules.Generally speaking, however, we will need more teachers teaching less students. One of the most sensible solutions to this issue, and one of the most cost effective, is to utilize experts that you already have in the building. 

It promotes empathy:

Many administrators have been out of the classroom for a number of years, and forget the challenges that teachers face on a day to day basis with planning, grading, and managing the children in front of them. Administrators who return to a class during the week will quickly remember what it is like to be in front of students, have empathy for teachers trying to learn new technology products, and the challenges of implementing new curriculum and teaching strategies. For many, they will be able to practice what they preach, thereby promoting even more buy-in from staff who see their administration as a leader both in and out of the classroom. When staff see their principal trying out new strategies, hesitant teachers will have more confidence to do the same!

It alleviates the burden on human resources and HR allocations:

Upon the return to our school buildings, one of the many challenges will be the amount of absences from staff – either due to general health concerns, or from actual COVID19 symptoms. Remember, if one person reports that they have symptoms, the recommendation is that they quarantine for two weeks! This is not just a one or two-off sick day – these are extended absences that must be supported by substitute teachers, current staff, and yes, even administration. In highly impacted schools, the need is even greater – it is already a challenge to keep and maintain a healthy list of reliable and effective substitute teachers who actually show up regularly. Including the expectation that administrators jump in the trenches will alleviate the need for day to day substitutes who are not obligated to show up the next day. 

Possible barriers and solutions: 

• Barrier: Administrators might be too rusty to return to the classroom.
• Solution: Everyone is rusty at mitigating the effects of a worldwide, unforeseen pandemic. It will be ok.
• Barrier: What if I didn’t teach before – I was a counselor. 
• Solution: This is, in fact, no problem at all, and actually a strength in these times. COVID19 not only impacts the physical health of people, their families and communities, it impacts the mental health of everyone. Our children’s mental well being must be at the forefront of our return efforts. Having counselors back in the classroom is just one of the ways in which we should be supporting the social emotional health of our children.
• Barrier: Connected to the aforementioned point, what would you teach? 
• Solutions: Counselors could have a class of students where they focus on mindfulness, meditation, and just promoting overall mental wellbeing. Other options could be where schools offer “out of the box” classes such as  student leadership, project-based learning, and interdisciplinary connections classes.

We are in the midst of a global health crisis that is affecting every single person who walks into a school building. Now is the time to offer new and bold solutions to combat the challenges that lay ahead. One problem we know we will face is a lack of qualified staff to teach children. The inclusion of administrators in the classroom is a cost effective, and practical solution, that should be seriously considered.