If you’ve previewed our draft agenda for our October Department Meeting, you have noticed that I have issued a challenge to each of you again this year – “Teach a Lesson with a Colleague”
As district leaders, we often find ourselves consumed by the high-level responsibilities that shape the vision and direction of our schools. From policy development to strategic planning, the work is vital. However, there is a risk that comes with these administrative tasks—the risk of losing touch with the heartbeat of our schools: the classroom.
This is why it's crucial for district leaders to take the bold step of re-entering the classroom, not as observers or evaluators, but as teachers. Doing so builds trust, fosters empathy, and bridges the gap between administration and educators. Teaching, even for a short period, allows us to experience firsthand the realities that our teachers and students face daily.
Reconnecting with the Core Mission of Education
Education starts and ends in the classroom. The policies and initiatives we create are designed to support what happens between teachers and students, but over time, district leaders can lose sight of this. By stepping into a classroom and teaching, leaders reconnect with the core mission: ensuring every student receives quality education. This grounding experience reminds us why we entered this field in the first place, and it informs more thoughtful, practical decision-making.
Building Trust with Teachers
When district leaders step into the classroom, it sends a powerful message to teachers: "We are in this together." Teachers often feel disconnected from district offices, perceiving leaders as out of touch with their daily struggles. By teaching, even for a brief period, district leaders demonstrate empathy and understanding, showing that they are not asking educators to do something they wouldn’t do themselves. This act of solidarity helps to build mutual trust, which is the foundation of a strong educational community.
Gaining Perspective on Expectations
One of the greatest risks of leadership is the unintended consequences of well-meaning expectations. We implement instructional programs, discipline procedures, and curricular changes from an administrative perspective, sometimes without fully grasping how they play out in real classrooms. By teaching, district leaders gain valuable insights into the day-to-day challenges teachers face when applying these policies. This experience informs more realistic, teacher-friendly initiatives that benefit students and staff alike.
Strengthening Relationships with Students
District leaders are often perceived as distant figures, whose influence on students is indirect. Teaching gives us the chance to interact with students in a meaningful way, reminding us of their needs, challenges, and triumphs. These personal connections not only strengthen relationships with students but also provide deeper insights into the type of learning environment we want to foster across the district.
I am challenging you once again this year to commit to teaching a single lesson or co-teaching with a trusted teacher or colleague. Be transparent and let teachers and staff know why you are stepping into the classroom. Frame it as a learning experience for you as a leader.
We will reflect and share at our February Department meeting. This will give each of you time to meet this challenge. After your time in the classroom, reflect on your experience and be prepared to share it with your team. Take some photos so we can document our work as a district leadership team.
Conclusion: Leadership Through Understanding
At its core, leadership is about service. By teaching in the classroom, district leaders practice servant leadership, putting themselves in the shoes of teachers and students. It requires vulnerability, but the benefits far outweigh the risks. In addition to building trust, understanding, and connection, it serves as a reminder that the classroom is where real change happens. When we stay connected to this truth, our decisions as district leaders become more grounded, impactful, and meaningful for all those we serve.
I look forward to hearing about your teaching adventures throughout this year and please don’t hesitate to invite me to join you in teaching a lesson!
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