Teacher thinks principal’s approach to problem-solving falls short

Q: I’m a middle school teacher in a small public school district in Pennsylvania, and I’m going to do my best to explain my problem. No matter what complaint teachers at my school express, my principal seems to find the least satisfying way to resolve it. On the face of it, his interventions are perfectly reasonable. When we were upset that someone was stealing food from the communal refrigerator, he made a sign for the refrigerator door reminding everyone to only take their own stuff. When I told him someone had pilfered my sandwich, he brought me one the next day. I appreciated the well-meaning gesture, but . . . it didn’t feel quite right. That’s not the solution. When a teacher survey revealed that the same people always step up to honor staff milestones, the principal created a calendar that ensured the responsibility gets distributed equitably. When we complained to him that he spends more of his time mentoring flailing teachers than honoring teachers who demonstrate stand-out instruction, he initiated a “teacher of the month” program. He now gives a “golden key” to the teacher who goes above and beyond each month. Again, that doesn’t quite get at our complaint. But all of his actions are common sense, and I can see why he thinks he’s getting it right. I don’t know how — or whether — to communicate that he’s missing the boat. I can barely communicate my feelings in this note to you. Can you help me articulate why his approach to problem-solving is so unsatisfying? Should I tell him? 

A: I’ll try to expand on your frustration in the hopes that it will help you articulate your discontent. Your principal is solving the surface problem but not getting at the roots. He likely doesn’t realize he’s not digging deep enough. For example, staff members are probably more upset about their colleagues’ blatant disregard for others’ belongings than they are by their own pilfered sandwich. That’s a school culture problem. If he asked the right questions, he might discover that his staff members feel like some people think the rules don’t apply to them. Perhaps some teachers act entitled to special treatment, whether they hog resources or fail to replace the printer paper. 

Similarly, when the principal attempted to distribute work more equitably, he may have missed a bigger problem. Maybe staff feel that some people will only shoulder a burden if it will benefit them personally. As for the monthly golden key award, that only acknowledges a handful of teachers each year. If his staff craves more frequent, organic recognition of their accomplishments, the golden key idea might feel forced and overly limiting. Teachers may prefer more impromptu visits to their classroom, or comprehensive written evaluations, or visible consequences for underperforming staff, or the occasional handwritten thank-you note.