7 Ways School Leaders Can Empower Teachers

Teachers, like their students, are quite diverse. Some prefer solitude often, while others thrive when they are socially engaged; and some educators fluidly shift along the spectrum of introversion and extroversion. Regardless, school leaders are encouraged to recognize, embrace, and support teachers who have different personalities and varying levels of social and emotional wellness.

In doing my part, I have used several strategies to work amicably and compassionately with educators who are neurotypical, neurodivergent, or just periodically overwhelmed, both mentally and emotionally.

7 Effective Tactics for Supporting Teachers

1. Provide Ample Notice: Last-minute notices can be unnerving for some teachers, especially if they already have an extended list of time-bound tasks. I understand this firsthand. A few weeks ago, a colleague asked me to moderate a training session, just 10 minutes before it commenced. I was very uneasy, as I had nothing planned—no opening speech, no audience-centered activity, and no clear idea about how to proceed. I fared reasonably well, but I would have been relaxed and more engaging if I were given adequate time to prepare.

Because of this experience and similar happenings in the past, I strive to give my colleagues at least a week’s notice to mentally prepare for meetings, speech presentations, and other school-related activities. Emergencies do arise with limited opportunities for extended notices, but these are rare.

2. Offer Social Options: Over the years, I have also learned that social events, such as staff outings and dinners, should not be mandated. It is better if these are optional. Moreover, teachers who prefer quietude should not be criticized or penalized for not attending. You may find that they are more likely to go to an event when they are not coerced. Hence, I have encouraged my colleagues on various welfare-planning committees to offer choices when arranging social gatherings and respect others’ decision not to participate. 

3. Assign Suitable Tasks: All teachers should be allowed to contribute to school life in ways that align with their temperament. Some thrive in roles involving minimal interaction and publicity. Therefore, behind-the-scenes assignments are ideal for them. In the past, I have asked teachers to assist with writing invitation letters for school functions, revising and editing documents, and designing audio-visual materials. This strength-leveraging approach helped me realize that a reserved teacher was immensely talented at creating flyers and infographics. She enjoyed this silent, self-paced activity, and she never objected to the school’s graphic design requests. 

Teachers who prefer to serve in less public-facing capacities could be tasked with mentoring their novice peers through one-on-one, multiform consultations. They could opt to have occasional face-to-face meetings with their mentees or offer more written, low-pressure support through weekly letters or emails. I mentored one new teacher by spontaneously sending her written notes with motivational insights and tips for best practices. We sometimes had private conversations on campus during our breaks.

4. Talk Before Assigning Tasks: Before sending my colleagues a formal email requesting their assistance with an unavoidably interactive task, I have a private, face-to-face, or telephone conversation with each of them. I outline the task details, commit to rendering consistent support, and solicit their input on how the task may be adjusted for their comfort. They are less likely to feel overwhelmed whenever I do this and more inclined to agree to the assignment and terms. 

5. Facilitate Quiet Collaborations: Teaching inevitably requires some amount of collaboration. Often, I allow fellow teachers to work in small groups (three to five members) to complete school-based projects. Members are not required to join WhatsApp, GroupMe, or other group-messaging platforms. Instead, they can host one or two brief meetings and complete most of the work by adding to a shared Google Doc, form, or folder. 

So, although they are part of a team and share the workload, everyone can progress at a quiet and comfortable pace most of the time. I recently facilitated a similar process when my colleagues and I drafted an action research proposal. We did not meet for extended periods. We simply discussed our ideas, divided the work, observed given deadlines, and flexibly added to a single Google Doc.

6. Diversify and Personalize Professional Training: For years, I have been responsible for arranging my department’s professional development. To simultaneously facilitate the diverse teachers who participate, I vary the training options. Sometimes I host live Zoom sessions, while on other occasions I share recorded webinars from external content developers. Additionally, I maintain a Google folder with learning materials on trending classroom topics. My teachers can access and engage with these resources at their convenience. They are not pressured to constantly communicate or interact. 

7. Give Them a Break: We all need to recharge at some point. And so, although I am usually immersed in work, I am not opposed to substituting for a teacher who needs a midday break or a full day away from school. A dear colleague did the same for me, and I was able to return to work rested and refreshed. In fact, I am less socially burnt out now that I can enjoy silent retreats during the asynchronous classes that I am allowed to facilitate at intervals each semester. 

As school leaders, let us further demonstrate our commitment to diversity and inclusion by accommodating our teachers’ differences and preferences. By doing so, we will optimize our colleagues’ performance while fostering a comfortable and conducive school climate for the benefit of all stakeholders.