Rated “highly effective” as a Washington D.C. special-ed teacher, Allison Frieze received a $15,000 bonus, but she quit her low-performing, high-poverty school to teach similar students at a charter school. Here’s how schools can keep their best teachers, she writes in the Washington Post.
“To retain our irreplaceable teachers, we need irreplaceable leaders,” she writes.When she was rated “highly effective,” her school cut off the coaching that had helped her improve.
For the evaluations that followed, I was videotaped, rather than observed in person, and I received my scores in writing, rather than during a feedback-driven conference. As far as my school leadership was concerned, I was a great teacher, but I still felt that I had plenty to learn — and I was no longer receiving opportunities to do so. Instead of feeling valued, I ended up feeling neglected.
. . . superb leaders demonstrate the elusive character trait of grit. That’s a commitment and determination to achieve a goal, no matter what it takes. A principal with grit knows that he or she can’t succeed without a team of great teachers and sets clear retention goals for high-performers. This principal is honest with teachers who are struggling, even when it’s uncomfortable, and does not consider inaction, failure or silence as acceptable responses to ineffective teaching. This principal pushes every teacher to his or her full potential. Finally, this principal asks the best teachers, “What is it going to take to keep you here?”
Can an average principal motivate a high-performing teacher?
And, yes, I’m already getting tired of “grit.”