How to Improve Support for Educators

Teachers Don’t Need More Training — They Need Better Conditions to Use the Training They Already Have. Let me say something that may sound strange coming from someone who designs training for hundreds of schools: Teachers are not undertrained. They are under-supported. I have worked with thousands of teachers — brilliant, committed, thoughtful educators — who attend workshops, complete certifications, learn new strategies… and still struggle to implement them. Not because they lack skill. Because they lack conditions. Here’s what I mean: 1️⃣ Teachers don’t need more theory — they need time. A teacher can’t “implement active learning” if they don’t have planning time, clear routines, or breathing space to experiment. Time is the oxygen of teacher growth. 2️⃣ Teachers don’t need another workshop — they need feedback that feels safe. Fear-based observations destroy confidence. Supportive coaching builds it. Teachers grow where feedback is a conversation, not a judgment. 3️⃣ Teachers don’t need new frameworks — they need working systems. Even the best strategies fail when: • timetables are chaotic • resources arrive late • DLPs don’t match assessments • middle leadership is inconsistent • class sizes are unmanageable A broken system will crush even the most highly trained teacher. 4️⃣ Teachers don’t need motivation sessions — they need emotional bandwidth. You cannot pour into students when you’re empty yourself. Well-being is not a luxury. It is a prerequisite for professional excellence. 5️⃣ Teachers don’t need more expectations — they need permission to try, fail, and grow. Innovation requires psychological safety. Creativity needs trust. The teacher who feels trusted will outperform the teacher who feels watched. The truth? The problem in education is not a skill deficit. It’s a systems deficit. When teachers are given: • time • clarity • resources • coaching • emotional safety • supportive middle leadership …they naturally implement everything they’ve learned — beautifully. Teachers don’t need more training. They need the right environment to thrive. And leadership is responsible for building that environment. #EducationReform #TeacherSupport #ProfessionalDevelopment #SchoolLeadership #InstructionalCoaching #PsychologicalSafety #TeacherWellbeing #CafeLearning #SystemChange #LeadershipMatters

Over the past few years I’ve collected thousands of pieces of staff voice data through conversations, not just surveys, and I’m going to let you in on a little secret. Whilst each school is different and has its own context, the problems educators are facing are mostly universal. They’re also problems schools can solve, and should not be waiting for the system to change for them, because it’s simply not going to happen. I’m going to share with you the five most common things I’m hearing that I know, if prioritised and seen as something that directly impacts staff wellbeing, will make a difference. 1. Clear and easy-to-find processes for how we do things here This is not a 50-page handbook with a contents page and hundreds of words you need to scroll through to find an answer. Instead, it should be an interactive place for all standard operating procedures that come with written instructions and video walkthroughs, showing exactly how to do something. 2. Clear expectations for how meetings should be run Especially at a team level, the time set aside for meetings must be impactful and purposeful. What’s often missing are the parameters and protocols that ensure time is used well. Without them, meetings become wasted and the cycle of asking for “more time” continues. (This means putting in place agreed norms for meeting structure, purpose, and follow-up so time becomes more productive, not just longer.) 3. Middle leader role clarity If you’re a senior leader, your role is to ensure that middle leaders have consistency and clarity around what, how, and why they are doing something. Too often, they are left to figure it out themselves, which creates inconsistency and tension. (This means clear expectations, modelling of “what good looks like,” and ongoing development that allows middle leaders to lead with confidence and purpose.) 4. Roles, responsibilities, and job clarity This is major, and it’s also a clear driver of workplace wellbeing. We simply cannot continue to do everything the way it’s always been done and add even more. (This means reviewing roles for purpose, impact, efficiency, and effectiveness, and being willing to let go of outdated tasks or processes that no longer serve the school.) 5. Student engagement and learning This is perhaps the biggest and most complex of all. It’s less about “behaviour” and more about engagement, self-regulation, and consistent expectations across classrooms. (This means ensuring consistency between educators, embedding clear learning expectations, and supporting teachers with tools that strengthen student engagement across the school.) If you’re wondering how to improve staff wellbeing and these things are missing in your school, start here. You don’t need someone to run another wellbeing session – you need someone to help ensure the conditions in your school are clear, consistent, easy to find, and embedded. If you want to prioritise this work in 2026, this is exactly where I can help.

𝗧𝗿𝘂𝘀𝘁 𝗧𝗲𝗮𝗰𝗵𝗲𝗿𝘀 I have had the opportunity to work at some of the highest-performing charter and public schools in Tennessee. At both, we retained our teachers. Do you want to know what happened? Teachers continually grew, developed, and produced strong academic and social gains for students. How did principals and assistant principals make this happen? They 𝗗𝗜𝗗 𝗡𝗢𝗧 𝗠𝗜𝗖𝗥𝗢𝗠𝗔𝗡𝗔𝗚𝗘 their teachers! 💡 𝗧𝗵𝗲𝘆 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗧𝗵𝗼𝘂𝗴𝗵𝘁 𝗣𝗮𝗿𝘁𝗻𝗲𝗿𝘀𝗵𝗶𝗽 Teachers are experts. Do more novice teachers need additional thought partnership to hone their decision-making skills (teachers make around 1,500 decisions a day)? Yes. How do we communicate trust through thought partnership to unleash a culture of excellence in classrooms? We listen. We provide insight. But most importantly, we help teachers set a vision for their classrooms, ensure they have the resources they need, and offer perspective and encouragement along the way. 💡 𝗧𝗵𝗲𝘆 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗥𝗲𝘀𝗼𝘂𝗿𝗰𝗲𝘀 Resources. As mentioned above, resources matter. It is unreasonable to ask teachers to set a vision and goals without providing the time, curriculum, student support, or ancillary resources to make that vision a reality. Yes, budgets are tight; however, budgets are also moral documents. How do we prioritize what teachers have identified as necessary to reach their vision within the constraints of the budget? How can we involve teachers in budget decisions, giving them a voice and choice in how schools allocate limited funds? 💡 𝗧𝗵𝗲𝘆 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗦𝘂𝗽𝗽𝗼𝗿𝘁 Great principals design student support systems to meet needs beyond what a general educator can provide (e.g., behavioral support, school psychologists, licensed clinical social workers, board-certified behavior analysts, etc.). They also ensure teachers have undisturbed planning and collaboration time during the school day. Schools face many competing priorities, but great principals act as a filter, ensuring that compliance requirements from districts, authorizers, and state agencies align with broader school goals. 💡 𝗧𝗵𝗲𝘆 𝗦𝗲𝘁 𝗮𝗻𝗱 𝗘𝗻𝗳𝗼𝗿𝗰𝗲𝗱 𝗖𝗹𝗲𝗮𝗿 𝗕𝗼𝘂𝗻𝗱𝗮𝗿𝗶𝗲𝘀 This means establishing and maintaining boundaries: • Between leadership and teachers • Between teachers and their colleagues • Between families and teachers • Between teachers and students • Between students and their peers A great principal is a Dean of Students—but for adults! They cultivate a positive culture, but they also intervene when cultural norms are violated and the adult culture requires repair. 💡 𝗪𝗵𝗮𝘁’𝘀 𝘁𝗵𝗲 𝗕𝗼𝘁𝘁𝗼𝗺 𝗟𝗶𝗻𝗲? The idea that every teacher needs you in their classroom every single week assumes that the principal is the subject matter expert in all subjects, pedagogical approaches, and teaching methods. Should principals provide regular feedback? Yes. Should principals monitor every lesson through a compliance lens? 𝗡𝗼.

Cost-effective strategies to enhance teacher morale I've been considering what influences teacher morale, and it's clear that it's not just about pay raises or recognition awards. What are some cost-effective ways to profoundly impact teacher morale without spending a lot of money?  1️⃣ 𝗣𝗲𝗿𝘀𝗼𝗻𝗮𝗹𝗶𝘇𝗲𝗱 𝗚𝗿𝗼𝘄𝘁𝗵: Allow teachers to select workshops or courses that align with their interests and classroom needs. This autonomy can restore passion and encourage ongoing growth. 2️⃣ 𝗘𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 𝗠𝗲𝗲𝘁𝗶𝗻𝗴𝘀: Transform meetings into engaging sessions by clearly communicating objectives and outcomes. Foster ownership by encouraging active participation rather than a sit-and-get format. Additionally, consider scheduling meetings at times when teachers are less fatigued, as meetings often occur at the end of the school day when teachers are typically very tired.  3️⃣ 𝗥𝗲𝗰𝗼𝗴𝗻𝗶𝘇𝗲 𝗔𝗰𝗵𝗶𝗲𝘃𝗲𝗺𝗲𝗻𝘁𝘀: Create opportunities for teachers to acknowledge each other's efforts, fostering a sense of community and shared purpose. 4️⃣ 𝗟𝗲𝗮𝗱𝗲𝗿𝘀𝗵𝗶𝗽 𝗩𝗶𝘀𝗶𝘁𝘀: Encourage leaders to regularly visit classrooms to gain a genuine understanding of the school environment and develop a clear sense of what teachers are experiencing both professionally and personally. When expressing appreciation, leaders should be sincere and provide specific examples rather than just a generic thank you. 5️⃣ 𝗪𝗲𝗹𝗹𝗻𝗲𝘀𝘀 𝗗𝗮𝘆𝘀: Provide periodic days focused on self-care and wellness activities to help teachers recharge and reduce burnout. 6️⃣ 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗙𝗲𝗲𝗱𝗯𝗮𝗰𝗸: Implement systems where students can provide positive feedback to teachers, which builds morale and provides insights into the impact of teaching.  These incentives are more than just perks—they’re investments in the people who inspire and impact student learning. By taking a human-centered approach, we can create a positive educational environment where teachers feel valued and motivated. When teachers thrive, students succeed. #TeacherMorale #EducationLeadership #TeacherSupport #PositiveSchoolCulture #TeacherWellbeing #TeacherAppreciation #StudentSuccess #EducatorEmpowerment #SchoolCommunity

The best way leaders can support faculty and staff well-being? Stop focusing on the symptoms. Leadership support shows up in the systems we create. And in my experience, most hidden burnout drivers live in two places: 1️⃣ Institutional Service The murky, unspoken service load where we rarely account for differences: 👉 Chairing vs. serving on a standing committee 👉 Running a search 👉 Mentoring graduate students 👉 Organizing a major event 👉 Serving on campus-wide committees 👉 Supervising thesis work This work is often invisible—but it consumes real time and energy. We need to name it, account for it, and balance it—or risk quietly overwhelming our best and brightest. 2️⃣ The workplace culture leaders create Here’s what that looks like: ✅ Role clarity — unclear expectations are a top stressor ✅ Workload discipline — leaders should guard against “creep” ✅ Psychological safety — the ability for all to speak up and contribute ✅ Modeled boundaries — leadership sets the tone Here’s the reality: If the system is broken, the people will burn out. No amount of wellness programming will fix that. Here’s the counterintuitive part: When you build better systems, faculty don’t just avoid burnout — they bring more creativity, energy, and innovation to their work. 👉 That’s the leadership dividend we often miss. Bottom line: If you want to support faculty well-being, start by fixing how the work is structured. That’s leadership. That’s what moves the needle. I broke this down more in this week's issue of the Academic Leader's Playbook—you can grab the link in my profile. ------------------------------- ♻️ Repost this to help other academic leaders. 💬 Follow for posts about higher education, leadership, & the arts. #LeadershipGoals #HigherEdSuccess #HigherEducation #departmentchairs #deans #programmanagers #academicleadership