Maintaining a practice of affirmation does not mean the school leader only celebrates the success of teacher initiatives, student achievement, or parental community projects, but also affirms areas where the school is not succeeding, and is transparent about those as well. The responsibility of affirmation is most critical in the relationship between the school leader and teachers.
“There is widespread agreement now that of all the factors inside the school that affect children’s learning and achievement, the most important is the teacher – not standards, assessments, resources, or even the school’s leadership, but the quality of the teacher.”
Therefore, it is critical for the school leader to ensure that the school has quality, gifted, self-motivated professionals in those teaching positions.
Trusted school leaders elevate student learning and growth through the affirmation of teachers. In other words, trusted instructional supervisors keep a vigilant focus on the continual and constant quality improvement of their teachers’ instructional practices – celebrating successes and acknowledging areas for improvement. This is accomplished, in part, by ensuring there is accountability for classroom performance and teacher effectiveness. That accountability is maintained through transparent classrooms and instructional practices. Trusted leaders, who demonstrate a Connection with their staff, are frequently in their teacher’s classrooms. They frequently review and affirm lesson plans, student work, assessments, rubrics, and even the teacher’s gradebook.
Data as a Source for Affirmation
Often the characteristics equated with making a Connection between school leaders and stakeholders are warm and fuzzy emotional attributes. Yet, we know that connected school leaders are data-driven in their work, being intentional to triangulate the data they use, for example, to evaluate teachers. Thus, trusted leaders diligently document teacher meetings, observations, student and parent conversations, examples of teacher and student work, etc. – then utilize data to evaluate professional performance and provide guidance for improvement. However, all of those same data sources are excellent opportunities for providing affirmation – celebrating successes and acknowledging areas for improvement. In fact, that is the best use and purpose for collecting the data – intentionally building meaningful and helpful connections with stakeholders.
One often-overlooked dimension of the evaluation process is consistently identifying areas to celebrate. Far too often evaluations are conducted primarily to identify weaknesses. When this takes place, it can be at the expense of missing opportunities to build up, encourage, motivate, and engage the school community through identifying and celebrating areas of success.
The current emphasis on test results as the single most important indicator of a school’s effectiveness heightens the need for students, administrators, and staff to feel the pride that accompanies winning. Carrying out program evaluations can help meet this need since their ultimate aim is to determine how school outcomes can be improved. Even for those schools considered exemplary, assessing programs has the potential for taking student performance to still higher levels.
One of the school leader’s most vital roles is providing support and assistance to their teachers as needed. Today’s teachers face greater demands than ever before. Affirming leaders have an understanding ear for their teachers’ frustrations. Their office is a safe and inviting place for teachers to share their burdens, challenges, failures, and successes. They are problem-solvers and resource providers. They are champions for their teachers. They not only challenge and prod others on to further excellence, but are quick to defend them; providing public praise and dealing with problems in private. They are TrustED!
©2016 Toby A. Travis, Ed.D.
 Marzano et. al., School Leadership That Works, 690, Kindle.
 Andy Hargreaves and Michael Fullan, Professional Capital: Transforming Teaching in Every School (New York: Teachers College Press, 2012), 201-203, Kindle.
 Seyyed Ali Ostovar Namaghi, “A Data-Driven Conceptualization of Teacher Evaluation,” Qualitative Report 15, no. 6 (2010): 1504-1522.
 Melissa Tuytens and Geert Devos, “How to activate teachers through teacher evaluation?” School Effectiveness and School Improvement 25, no. 4 (2014): 509-530.
 Ibid., 233, Kindle.