Q: I’m a principal in California. We have a teacher on staff who’s nearing the end of her decades-long career. She’s a sweetheart and highly respected, and she’s been an excellent teacher for decades. Unfortunately, she’s not performing well anymore. She doesn’t want to learn new technologies, whether it’s analyzing tests or using online grading portals, and she has no interest in adopting more progressive approaches to teaching. Also, her heart doesn’t seem to be in it now. She has less patience for kids and almost no tolerance for disruption. She used to be very good at classroom management. Now she seems miserable, and kids complain that she’s mean. She bails on staff meetings and trainings, perhaps because her energy is down by the end of the day. I want to be respectful of her long service to our community, and I want her to end her admirable career on a high note. To do that, I think she needs to retire ASAP. But when I casually floated the idea, she made it clear that she has zero interest in retiring. I don’t want to force her out in an undignified or disrespectful manner. She has tenure, so it’s not like I can quickly or easily push her out anyway. Can you guide me here?
A: For many, retirement is a scary unknown, and fear can cause paralysis. Even if she’s aware that she’s losing steam, she may feel nervous about taking that next step. I commend you for wanting to treat her with dignity, and for striving to preserve her good reputation. I also give you credit for factoring students’ needs into this equation. There’s no question that bringing up this issue falls into the “courageous conversation” category. Even if you express your concerns with sensitivity, this will be tough for her. With that in mind, I don’t see this as a “one and done” talk. Instead, view this as a process. So where to start?
First, meet with her when you won’t feel rushed, and when she’ll have a chance to process your thoughts. Don’t meet until you’ve had several chances to observe her with students. Start by sharing what you’ve told me about her strengths and how much you admire her career. Then tell her what you’ve noticed, state your overall expectations and offer support. Because she’s had a long, successful teaching career and is uninterested in retiring, I’d give her a chance to improve and grow. You might say, “I’ve always admired your dedication to students, your patience and your work ethic. I’m worried about you, though, because you seem unhappy.” Then give her a chance to respond. Say, “I’d like to hear how you think things are going.” She may admit that she needs to step it up, or take time off, or be more open to new initiatives. Tell her that you need her to attend trainings and meetings and to adopt school procedures. Be clear that she seems less patient with students, and that you’ve noticed she’s struggling more with classroom management. Be honest and document everything.
If nothing changes after that initial conversation, I’d reopen a dialogue about retirement. I’d start by asking about her concerns. She might be worried about finances, or find the paperwork piece complicated, or wonder how she’ll spend her free time. Acknowledge that it’s a complicated decision and validate her feelings. If it feels authentic, you can say, “If I were in your shoes, I’d feel conflicted, too. It’s a hard decision.” Any change — even positive change — involves loss. She knows what she’s giving up, but she can’t know for certain what she’d gain. Convey that you understand and empathize.
It’s easier to tackle logistics than psychic distress. Talk to her about any available resources. Can you bring in counselors to go over retirement benefits with her and other interested staff? Could someone walk her through the process individually so she’s less overwhelmed? She might feel more fiscally comfortable after meeting with an expert. I’d also provide information about post-retirement options. Share information about the California Retired Teachers Association, which could provide a social network and volunteer opportunities. On that note, I’d consider making volunteering a hallmark of your school for all teachers. Everyone benefits from having ways to contribute to the community and feel a sense of purpose beyond work. Put her in touch with other recently retired teachers, especially ones who’ve stayed active. Perhaps she could talk to retired teachers who stayed connected to former colleagues by substitute teaching or volunteering in the school.
If she doesn’t improve but wants to keep working, I’d have a third conversation. Tell her kindly that it feels like you’re moving in different directions, in part because she doesn’t seem interested in adapting to new systems and approaches. Be clear that you’d like her to end her career strong, and that you think she should consider other options. Consult with your contact in human resources. Could she shift to part-time work for the next year and see if that helps with her energy level and willingness to stretch? Are there any opportunities that aren’t in the classroom, but would still give her a chance to share her expertise? In some systems, it’s possible to be put on special assignment, whether that means tutoring English language learners, serving as a mentor teacher or acting as a consultant. Since she has tenure, you can’t force her to retire immediately, but you can compassionately explain why you think it’s time to part ways. Ideally, she’ll either meet expectations, shift job responsibilities or decide to retire on her own. Regardless of how this unfolds, however, you’ll know you treated her fairly and respectfully.
Have a question that you’d like Career Confidential to answer? Email to careerconfidential@pdkintl.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
ABOUT THE AUTHOR
Phyllis L. Fagell
Phyllis L. Fagell is the school counselor at Landon School in Washington, D.C., a therapist at the Chrysalis Group in Bethesda, Md., and the author of the Career Confidential blog. She is also the author of Middle School Matters and Middle School Superpowers, available at https://amzn.to/3Pw0pcu.
