The Value of Presence

As the superintendent of a small district, I am fortunate to be able to be steps away from all of my classrooms - I can easily move from a seventh grade math class to preschoolers on the rug for their morning meeting to a lab in a  high school chemistry class. 

Recently, in a conversation between our high school principal and a student, the student shared, “You know the new superintendent?  He’s everywhere.”  I joke that this is the finest compliment that can be bestowed on an administrator. 

As a teacher, my own principal never entered my classroom unless I had done something wrong or the two times a year I was observed.  I didn’t question the practice.  I stay in my space, you stay in yours.  As a 27-year old assistant principal, teachers only expected an administrator to enter their classrooms if there was a major discipline incident, if they were being formally observed, or if there was food involved in the lesson.  Administrators always find the food!

My mentor principal was famous for making grand entrances to classrooms - swinging the door open with great fanfare.  Every student would turn in their seats to face him and he would exclaim something like, “Michael Smith, let’s go.  Bring your stuff.”   

As I moved into a building principal role, I realized that there’s value to being in classrooms - for more than escorting students to the office for discipline.  I was also fortunate to be in a small building where I could easily get into every single classroom each day.  By being in each classroom, I was able to become familiar with our students and staff members.  I experienced how a masterful teacher would reframe an “epic fail” lesson.  I watched as a paraprofessional comforted a student with autism, keeping him engaged.  I saw kids get excited about a learning activity.

In my first years as a young administrator, I quickly learned that visibility is key to knowing your students and staff.  Other products of leaving your office:  Proactively watching teachers in action, identifying student and staff leaders, having conversations centered around learning with a student, and most importantly:  Reminding you of the good that happens each and every day across your school.  It’s not about playing “gotcha” with a teacher or managing student (or staff) behavior. 

Another advantage realized from being in classrooms became apparent when I would receive a parent complaint about a teacher or class.  I would listen as the parent shared her concern and imagine the parent’s surprise when I would tell them I was present when a specific lesson was taught.  I was able to provide them my perspective, which was often different from their child’s.

I encourage every administrator to be “everywhere” - those reports and emails can wait.  In fact, schedule time on your calendar each day to be away from your office.  When I become frustrated with the paperwork and reporting, I step away from my office and walk into classrooms or the cafeteria at breakfast or lunch.  There’s nothing more invigorating for educators than the energy of kids!