June 29, 2023 • 19 mins
We are facing a nationwide teacher shortage. According to the National Center for Education Statistics, 45% of all public schools had at least one teacher vacancy as of October 2022. In May of 2023, the National Alliance for Public Charter Schools commissioned a national survey of 1,211 public school teachers to learn more about their experience in the classroom and reasons they may want to stay or leave the profession. Both charter and district school teachers participated in the survey. Among initial key findings from the poll, data suggest public school teachers—in both district and charter public schools—are more concerned about student behavior and discipline issues than they are about pay. Another near-universal point of agreement: the politicization of education is not playing well in the classroom. Ninety percent of teachers agreed they are caught in the crossfire of a culture war, while they just want to teach. There is also a stark contrast in the experiences of district and charter school teachers, with respect to job satisfaction and the motivation to remain in the classroom over time. Dr. Salome Thomas-EL is an award-winning principal, best-selling author, and current head of school at Thomas Edison Public Charter School in Wilmington, Delaware. Principal EL discussed his experience, motivation, and strategies for teacher retention.
Key Takeaways:
Dr. Salome Thomas-EL
Head of School at Thomas Edison
Public Charter School in Wilmington, Delaware
Linkedin: https://www.linkedin.com/in/salome-thomas-el-ed-d-8789526/
Quotes
“In challenging times (in education), the bravest act is choosing to stay.”- Dr. Salome Thomas-EL
"Our students thrive on the love and support they receive from both our teachers and the community. It means a lot to know we have support from others." - Dr. Salome Thomas-EL
Chapters
00:13 Introduction
01:23 Supporting Students Through Management Struggles
02:45 Inspiring Change: Making a Difference in Education
04:49 Supporting and Compensating Teachers.
07:03 Building Bridges: Connecting Teachers for Support and Growth
08:53 Preparing Teachers for Management and Family Engagement.
11:04 Nurturing Creativity in Charter School Environments
12:47 Motivating Educators through Co-authored Books.
15:50 Finding Inspiration in Challenging Times as a Teacher.
17:26 Fostering Collaboration in the Charter Community
18:37 Conclusion
Key Takeaways:
- Consider integrating HUB to improve school culture—teachers and students want to be Heard, Understood, and feel a sense of Belonging.
- Schedule time to listen to teachers and be intentional with next steps
- Support teachers’ efforts to build relationships with students
- Identify ways to protect teachers’ time
Dr. Salome Thomas-EL
Head of School at Thomas Edison
Public Charter School in Wilmington, Delaware
Linkedin: https://www.linkedin.com/in/salome-thomas-el-ed-d-8789526/
Quotes
“In challenging times (in education), the bravest act is choosing to stay.”- Dr. Salome Thomas-EL
"Our students thrive on the love and support they receive from both our teachers and the community. It means a lot to know we have support from others." - Dr. Salome Thomas-EL
Chapters
00:13 Introduction
01:23 Supporting Students Through Management Struggles
02:45 Inspiring Change: Making a Difference in Education
04:49 Supporting and Compensating Teachers.
07:03 Building Bridges: Connecting Teachers for Support and Growth
08:53 Preparing Teachers for Management and Family Engagement.
11:04 Nurturing Creativity in Charter School Environments
12:47 Motivating Educators through Co-authored Books.
15:50 Finding Inspiration in Challenging Times as a Teacher.
17:26 Fostering Collaboration in the Charter Community
18:37 Conclusion
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:06):
Hello, and thank you for tuninginto the Get Schools on Public Education podcast.
My name is Brittany Baker, andremember, charter schools are public schools.
We are live in Austin, Texasat the National Charter Schools Conference hosted
by the National Alliance Republic Charter Schools, and today I'm thrilled to be sitting
next to one of our keynote speakers, doctor Saloone Thomas L, who is
(00:29):
the head of school at Thomas EdisonPublic Charter School in Wilmington, Delaware.
Principal L, thank you so muchfor being here. How are you today?
I'm great, I'm honored to behere, and I can't wait to
get school. Yes, yes,yes, yes, Okay. On top
of that, Principal L is alsoan award winning principle teacher and bestselling author
(00:50):
and co author, and his booksinclude The Immortality of Influence, We can
build the best minds of the nextgeneration, Retention for a Change, motivate,
inspire and energize your school culture.And then too that we have displayed
here today, I choose to staya black teacher refuses to desert the inner
(01:11):
city. And that's the first bookyou ever wrote, right, Yes,
and we have one of your morerecent books, Passionate Leadership, Creating a
Culture of Success in Every School.All right, So, Principal l you
delivered your keynote address in a roomfull of educators, school leaders, and
advocates. How would you describe theenergy you felt from the crowd when you
(01:32):
were on stage? The energy waspowerful. I mean as soon as I
walked on stage, I could reallyfeel that this is my family, that
these were people that I know haveworked for years to ensure that parents and
children, you know, have theopportunities that they deserve, you know,
good schools, good teachers, youknow, safe environments. And I almost
(01:56):
felt like I was in church thismorning because it was just very spiritual,
because this work is a ministry,it's a calling, and it definitely the
energy was great. And then theenergy on social media after it was just
overwhelming for me, you know,the post on Instagram and Twitter and Facebook
and other places, just people justreposting some of my quotes, but also
(02:21):
just talking about the energy in theroom as well. So it definitely for
me was the room where it happens, you know, no doubt about it.
Absolutely, And I had an opportunityto be in the audience and just
see you. And it was justextremely magical the way you were up there,
magical now that they pay you tosay no, I'm so serious.
I appreciate that. And one thingthat stood out too was you mentioned hub
(02:46):
so that students should be heard,understood and feel like they have a sense
of belonging. Amen. Yes,And that just really really stuck out to
me. And I imagine that couldbe the same way for teachers as well.
Yes, yeah, for sure.A matter of fact, I'm going
to adopt that, Brittany, I'mgonna make idea that because it's so important.
(03:07):
What's good for kids also good forteachers because they're there in the schools
every day together. One of theattendees came to me after I was done
and he said, man, conferenceis over for me. I said,
he said, this was the morningwas so great. I'm done. I
don't have to see anything else.And not told him that's the highest compliment,
and I really appreciate because what Ireally want to stand in ovations,
(03:27):
I don't need. What I needis people to walk away and say because
of you, I feel like Ican make a difference in my community.
I can hold on one more dayI can support teachers and create a school
where they want to belong and feelher. So it was definitely a great
morning, yes, and then wewere so excited that we had to for
our conference audience and now for ourpodcast audience, let's get into our discussion
(03:51):
and we're gonna dissect some recent news. So, currently, we are in
a nationwide teacher shortage and according tothe National Center for Edgecation Statistics, forty
five percent of all public schools hadat least one teacher vacancy as of October
twenty two. In May of twentytwenty three, the National Alliance Republic Charter
Schools commissioned a national survey of alittle over twelve hundred public school teachers,
(04:15):
both from district and charter schools tolearn more about teachers opinions, motivations,
and experiences as it pertains to stayingor leaving the classroom. The full report
would be available later this summer,but we have a sneak peak of some
of the findings. In their survey, many teachers reported feeling overwhelmed, burned
out, and worried or anxious,and thirty nine percent of teachers have either
(04:39):
considered leaving the profession or are inthe process of leaving. Right now,
you have been an educator since nineteeneighty seven, can you summarize how the
teaching profession has evolved over the years, especially as it relates to keeping teachers
in the classroom. Hearing those numbersjust make me nervous. Stresses me because
I mean, true, so manyare leading or thinking about leaving. And
(05:02):
as I stated earlier, I mean, when you're you're hiring teachers now,
it's like the Hunger Games, youknow, it's it's a battle, it's
a struggle. And I can understandwhy. I think we've got to get
better as as school leaders, asdistrict leaders, as leaders in the community,
you know, political leaders, everybodywho impacts education. We have to
get better at protecting teachers time.We've got to make sure that we give
(05:27):
them time for the you know,for their own mental health, give them
time to be there for their families. UM. And I think that we
get so much unpaid over time fromteachers and it's um it's very demanding.
And the roles the teachers have todo. You know, twenty thirty years
ago, a teacher to come andteach and go home and be mom,
b dad, whatever. But nowthey counsel or social work or nutrition is
(05:48):
personal trainer, you know, therapists. There's so much that we're asking our
teachers to do. And um,and finally for me is I think we've
got to find a way to payour tea teachers. We can pay professional
athletes, we can build billion dollarsstadiums, we've gone. We must find
a way to compensate the people whoare impacting the next generation of teachers and
(06:12):
leaders. UM. And I justI think until we do, we're gonna
we will see you know, teachers. You know, we have six hundred
thousand who've left in the last threeyears. Um. And the tea kettle
was boiling for for decades. Ithink the pandemic was the tipping point.
So we've got to get creative changeschedules, Uh, find alternatives to teachers
(06:36):
who are working so much they burnedout. And um. And the stresses
of classroom management and high sticks testingand all these other things, and I'm
sure we'll probably talking about which probablycame out into data as well, all
of those. It's just too muchfor one plate. It's too much.
And so we've got to We've gotto find a way to protect their time
(06:57):
absolutely and just diving deeper until whatit will take to keep teachers. You
mentioned a few strategies earlier, butwhat strategies would you recommend to school leaders
to help retain teachers. First thingis I'd schedule lots of time just to
listen to teachers. One of thethings that I've you know, I've been
a principal for twenty four years andI'm still learning, and one of the
(07:18):
things I'm learning is that teachers havenever felt like they've been heard, and
they want to be heard. Listeningcan be healing. So I definitely want
to make sure we should definitely belistening to our teachers and also leaders out
there connect with other leaders find outsome of their best practice. I think
that's an underutilized resource, is thementorship and the connections that we can make
(07:44):
with other leaders to find out whatthe ways that we are that leaders are
supporting their teachers, mentor teachers andthe build utilize those skilled teachers in the
building to support those younger teachers becausepeople would think that the folks that are
leading are those is but many ofthem are new to the profession and it's
just so overwhelming because their teacher prepprogram didn't prepare them for what they walked
(08:07):
into. So we've got to finda way to make sure that we're connecting
those new teachers with you know,mentors or mentoring programs, and also just
support just support groups for them afterschool, ways that they can connect with
other you know, teachers as well. Yeah. I love those ideas.
I actually used to teach myself.I had taught kindergarten for four years before
(08:31):
I started working at the National Alliance. So just all of those things you
say just would have been amazing tokind of have those resources and those experiences
when I was teaching. So let'stalk about some of the difficulties teachers are
experiencing in the classroom. Seventy fourpercent of teachers reported student behavior and discipline
(08:52):
issues as a top challenge. Howcan school leaders better support teachers who are
struggling with student behavior. Yeah,that's an ongoing challenge. It's one that
has been an issue and it's increasing. I think what we have to do
is we have to prepare. Sowe'll go back to teacher preperas. We
have to prepare teachers for some ofthose classroom management struggles. And strategies,
(09:16):
but also as leaders, we haveto make sure that we're building strong relationship
with families so that way, whenteachers, you know, make that call
about that student, that's not thatresistance, that's not their defensiveness, you
know, and that comes. SoI try to make sure and often I'll
be involved with teachers when they makethose calls, especially those newer teachers.
(09:39):
I'll sit in with you, youknow, I'll make the call first and
try to support you, but alsoconnecting with those students, finding teachers who've
made connections with those students who havebehavior issues earlier, because all behavior is
communication, and the students who needthe most love ask for it in the
most unloving ways. So I've myself, I try to, you know,
(10:01):
I try to be involved in theclassrooms, getting into those students to kind
of help support the teacher and preparethem for some of the students, but
also to be involved with the disciplineprocess because it just it's not easier,
but I'm sure it's better and morefun when you have someone along with you
when you dealing with some of thoseissues, because they can be very stressful.
I mean, you talk, youcan imagine, you know, something
(10:22):
you know, I was reading somethingthe other day when someone said they were
trying to gain admission in somewhere andthey said, what do you have your
your teacher ID. They said,no, but I have an email from
an angry parent it said that willwork. So you know, it can
be it can be a struggle.You know, it can be a challenge,
and we have to find ways tosupport the teachers with building relationships with
(10:48):
students because I think that is akey for you know, for our educators.
Absolutely definitely. And move into thetopic of motivation. Fifty five percent
of charter school teachers say that theyare more are motivated now than when they
initially entered the profession. So howdo you think the charter school model plays
a role in the satisfaction of teachers? Wow, First of all, I
(11:11):
need those teachers to come work inmy school. They're motivated. Um,
I would you know, my guestswould be that teachers appreciate the flexibility in
the charter school. They appreciate theopportunity to be creative. Um. And
not that you can't have that inother you know, traditional schools, but
(11:31):
I think in charters with you know, the whole idea behind being a charter
is that you're comfortable being different,You're comfortable, you're comfortable being innovative and
being flexible. And creativity is soimportant in building positive school cultures sometimes against
missed. You know. We talkabout resilience and and and all these other
(11:54):
relationships, but creativity is so Ourstudents are so created and teachers are creative,
and you can't be creative married toa state test, you know.
So I think that in charters we'vekind of found a way to kind of
inspire teachers, and I think that'swhy they find it that satisfaction to be
a little hired than many people whothink they're tired, but really they're uninspired.
(12:16):
See there's another rhyme for you.But the key is I believe that
as they go about the work,they're finding the flexibility and the joy in
the schools with that creativity, whichI think makes for a much more successful
environment. Let's talk about one ofyour recent books, Passionate Leadership, creating
(12:37):
a culture of success in every school, and I would imagine that that has
something to do with the joy thatyou were just speaking of. What inspires
you to write this book and what'sone step school leaders can take right now
to improve their school culture. AndI wrote this book with doctor T.
J. Varry and doctor Joseph Jones, who are both district level leaders,
(12:58):
you know, and all aware whereI am. And we just wanted to
inspire and motivate ener Jazz leaders tomotivate and inspire their staff. Um.
I was just meeting so many leaderswho were just telling me that they were
just they were worn out. Itwas tough. You know, teaching is
hard, but being a leader,as school leaders is tough work too.
(13:22):
And um, we just wanted tofind some some strategies and some some ways
to kind of inform educators and especiallyleaders because we have we want teachers to
think like leaders in the classroom aswell, but school leaders to think beyond
the traditional baby shower. So peoplesaid, you know, oh yeah,
I celebrate my teachers. You know. You know we have baby showers,
(13:43):
we have the wedding shower. We'vegot to go beyond that. We've got
to we've got to connect, youknow, when we when we write notes,
you know, and teachers love notes. Write notes to teachers, be
very specific. Now, don't justsay great job, you know, the
same way we teach teachers to givefeedback to students. As a ministrators,
we should be giving that same descriptivefeedback. That's that compassionate, candid feedback.
(14:05):
Let's tell them, you know,I love the way you've built these
relationships these young people. I sawyou in the hard way, you know,
I just see the smiles on theirfaces. I see you at bus
duty, you know, a sendingmessage to them. But also again I
go back to my whole teacher appreciation. You know, in our school all
year, we're doing things where youknow, we try to order food or
(14:28):
to deliver a snack, or justcan I cover a class for me?
I go in, I'll cover aclass for a teacher. Now, it's
hard because some of these children cangive an asper and an edit, right,
so it could be challenging. Butthe fact that I'm willing to come
in and take on that challenge togive a teacher maybe thirty minutes to go
and sit in the room with aveteran teacher and watch that teacher maybe going
and do some small group work.It really really lets the teacher know that
(14:52):
they are appreciated in that time.You know, it's value. So any
anything like that where we can findways to just create and free up time,
you know, for teachers coming comingan hour late. You know,
we you know, we create theselittle program or teachers can come in an
hour later or leave an hour aMost times they don't take advantage of it.
But just the fact that you valuethat and you give that to me.
(15:13):
Maybe I can go home and helpmy elderly mom an hour early.
Maybe I can stay with my newbaby an hour later. Those kinds of
things. I think people really themoney is important. I often talk about
we need to pay teachers more,but also protect their time and give them
opportunities to spend time with their youknow, with their families. I think
(15:33):
they truly truly appreciate that, absolutely, and it's truly admirable. How or
excuse me, admirable how long you'vebeen in education thirty six years and counting.
Yes, what is your main reasonfor staying? You just made me
feel old with that that law.Yeah, And you know, and I
(15:56):
wake up every morning on fire.I wake up every morning ready to go.
I get a four or five sixo'clock in the morning, I'm in
the gym, I'm getting ready.I wake up with determination and go to
bed at night with satisfaction knowing thatI'm I'm giving to a young person the
same way someone you know gave itto me. And I think that's what
keeps me inspire. He's thinking aboutthose teachers, um who decades ago poured
(16:19):
into me and said to me thatyou should become a teacher. I started
my career in television, believe itor not. You know, I didn't
have a chance to talk about ittoday because they gave me such a short
amount of time and then everybody keptclapping using my minutes. But I'm guilty.
I can't help it. I loveit, I love it, but
(16:40):
but yeah, I started in TVand my teachers said, listen, you
need to start teaching. And Iwent in and met with some students about
at a career day program and toldthem how teachers basically saved my life.
And the kids said, if theyhelped you, I come you on.
A teacher changed my life, AndI went in and quit my TV job
and got the masters and gave itto my mother and it was, you
(17:02):
know, good from there. Soit's what keeps me going to other people
chose to stay years ago so thatI could be in this position. So
I'm choosing stay as well and inchallenging times. These are very these some
very challenging times that we're living inand working in now. In challenging times,
the bravest act is choosing to stayabsolutely and moving to your current school.
(17:26):
How can our listeners help support ThomasEdison Charter School, Well, they
can. You know, we havea national champion chess program at Thomas Says
the two time national champions, Sowe're always looking for people who want to
donate and help. They can goright on our website. They can send
checks to the school at Thomas setsIn Charter School, twenty two undred North
(17:47):
Locus in Womanton, Delaware. Theycan reach out to me on social media
and principel dot com. It's mywebsite, as you know, I'm on
Instagram and Twitter and Facebook and everywhere. But even if they want to just
want to send out a positive message, our students love to just hear and
receive the love and support, youknow, from the community as well as
(18:11):
our teachers and educators. Just toknow we have to support of people you
know, on the outside. ButI'm a big fan of continuing to learning,
So whenever I have an opportunity,I talked about it today, is
that we need as a community,you know, as a charter community,
we need to make sure that wecontinue to connect with one another and learn
with one another and stay in touchbecause as a community, it will only
(18:33):
happen if we stay united where wecan lift everybody and ensure that we give
every child what they need to becomesuccessful. Well, Principal L, it
was truly an honor to have youtoday on our podcast. We appreciate everything
that you do for public education,for students, for families. Just truly
thank you for being here today.Thank you absolutely, and again thank you
(18:56):
to our guests, doctor Saloone Thomasaka Principal L, Award winning author and
principal. I'm your host Brittany Baker, and thank you for tuning in to
another episode of Get Schools on PublicEducation, produced by Heartcast Media
Hello, and thank you for tuninginto the Get Schools on Public Education podcast.
My name is Brittany Baker, andremember, charter schools are public schools.
We are live in Austin, Texasat the National Charter Schools Conference hosted
by the National Alliance Republic Charter Schools, and today I'm thrilled to be sitting
next to one of our keynote speakers, doctor Saloone Thomas L, who is
(00:29):
the head of school at Thomas EdisonPublic Charter School in Wilmington, Delaware.
Principal L, thank you so muchfor being here. How are you today?
I'm great, I'm honored to behere, and I can't wait to
get school. Yes, yes,yes, yes, Okay. On top
of that, Principal L is alsoan award winning principle teacher and bestselling author
(00:50):
and co author, and his booksinclude The Immortality of Influence, We can
build the best minds of the nextgeneration, Retention for a Change, motivate,
inspire and energize your school culture.And then too that we have displayed
here today, I choose to staya black teacher refuses to desert the inner
(01:11):
city. And that's the first bookyou ever wrote, right, Yes,
and we have one of your morerecent books, Passionate Leadership, Creating a
Culture of Success in Every School.All right, So, Principal l you
delivered your keynote address in a roomfull of educators, school leaders, and
advocates. How would you describe theenergy you felt from the crowd when you
(01:32):
were on stage? The energy waspowerful. I mean as soon as I
walked on stage, I could reallyfeel that this is my family, that
these were people that I know haveworked for years to ensure that parents and
children, you know, have theopportunities that they deserve, you know,
good schools, good teachers, youknow, safe environments. And I almost
(01:56):
felt like I was in church thismorning because it was just very spiritual,
because this work is a ministry,it's a calling, and it definitely the
energy was great. And then theenergy on social media after it was just
overwhelming for me, you know,the post on Instagram and Twitter and Facebook
and other places, just people justreposting some of my quotes, but also
(02:21):
just talking about the energy in theroom as well. So it definitely for
me was the room where it happens, you know, no doubt about it.
Absolutely, And I had an opportunityto be in the audience and just
see you. And it was justextremely magical the way you were up there,
magical now that they pay you tosay no, I'm so serious.
I appreciate that. And one thingthat stood out too was you mentioned hub
(02:46):
so that students should be heard,understood and feel like they have a sense
of belonging. Amen. Yes,And that just really really stuck out to
me. And I imagine that couldbe the same way for teachers as well.
Yes, yeah, for sure.A matter of fact, I'm going
to adopt that, Brittany, I'mgonna make idea that because it's so important.
(03:07):
What's good for kids also good forteachers because they're there in the schools
every day together. One of theattendees came to me after I was done
and he said, man, conferenceis over for me. I said,
he said, this was the morningwas so great. I'm done. I
don't have to see anything else.And not told him that's the highest compliment,
and I really appreciate because what Ireally want to stand in ovations,
(03:27):
I don't need. What I needis people to walk away and say because
of you, I feel like Ican make a difference in my community.
I can hold on one more dayI can support teachers and create a school
where they want to belong and feelher. So it was definitely a great
morning, yes, and then wewere so excited that we had to for
our conference audience and now for ourpodcast audience, let's get into our discussion
(03:51):
and we're gonna dissect some recent news. So, currently, we are in
a nationwide teacher shortage and according tothe National Center for Edgecation Statistics, forty
five percent of all public schools hadat least one teacher vacancy as of October
twenty two. In May of twentytwenty three, the National Alliance Republic Charter
Schools commissioned a national survey of alittle over twelve hundred public school teachers,
(04:15):
both from district and charter schools tolearn more about teachers opinions, motivations,
and experiences as it pertains to stayingor leaving the classroom. The full report
would be available later this summer,but we have a sneak peak of some
of the findings. In their survey, many teachers reported feeling overwhelmed, burned
out, and worried or anxious,and thirty nine percent of teachers have either
(04:39):
considered leaving the profession or are inthe process of leaving. Right now,
you have been an educator since nineteeneighty seven, can you summarize how the
teaching profession has evolved over the years, especially as it relates to keeping teachers
in the classroom. Hearing those numbersjust make me nervous. Stresses me because
I mean, true, so manyare leading or thinking about leaving. And
(05:02):
as I stated earlier, I mean, when you're you're hiring teachers now,
it's like the Hunger Games, youknow, it's it's a battle, it's
a struggle. And I can understandwhy. I think we've got to get
better as as school leaders, asdistrict leaders, as leaders in the community,
you know, political leaders, everybodywho impacts education. We have to
get better at protecting teachers time.We've got to make sure that we give
(05:27):
them time for the you know,for their own mental health, give them
time to be there for their families. UM. And I think that we
get so much unpaid over time fromteachers and it's um it's very demanding.
And the roles the teachers have todo. You know, twenty thirty years
ago, a teacher to come andteach and go home and be mom,
b dad, whatever. But nowthey counsel or social work or nutrition is
(05:48):
personal trainer, you know, therapists. There's so much that we're asking our
teachers to do. And um,and finally for me is I think we've
got to find a way to payour tea teachers. We can pay professional
athletes, we can build billion dollarsstadiums, we've gone. We must find
a way to compensate the people whoare impacting the next generation of teachers and
(06:12):
leaders. UM. And I justI think until we do, we're gonna
we will see you know, teachers. You know, we have six hundred
thousand who've left in the last threeyears. Um. And the tea kettle
was boiling for for decades. Ithink the pandemic was the tipping point.
So we've got to get creative changeschedules, Uh, find alternatives to teachers
(06:36):
who are working so much they burnedout. And um. And the stresses
of classroom management and high sticks testingand all these other things, and I'm
sure we'll probably talking about which probablycame out into data as well, all
of those. It's just too muchfor one plate. It's too much.
And so we've got to We've gotto find a way to protect their time
(06:57):
absolutely and just diving deeper until whatit will take to keep teachers. You
mentioned a few strategies earlier, butwhat strategies would you recommend to school leaders
to help retain teachers. First thingis I'd schedule lots of time just to
listen to teachers. One of thethings that I've you know, I've been
a principal for twenty four years andI'm still learning, and one of the
(07:18):
things I'm learning is that teachers havenever felt like they've been heard, and
they want to be heard. Listeningcan be healing. So I definitely want
to make sure we should definitely belistening to our teachers and also leaders out
there connect with other leaders find outsome of their best practice. I think
that's an underutilized resource, is thementorship and the connections that we can make
(07:44):
with other leaders to find out whatthe ways that we are that leaders are
supporting their teachers, mentor teachers andthe build utilize those skilled teachers in the
building to support those younger teachers becausepeople would think that the folks that are
leading are those is but many ofthem are new to the profession and it's
just so overwhelming because their teacher prepprogram didn't prepare them for what they walked
(08:07):
into. So we've got to finda way to make sure that we're connecting
those new teachers with you know,mentors or mentoring programs, and also just
support just support groups for them afterschool, ways that they can connect with
other you know, teachers as well. Yeah. I love those ideas.
I actually used to teach myself.I had taught kindergarten for four years before
(08:31):
I started working at the National Alliance. So just all of those things you
say just would have been amazing tokind of have those resources and those experiences
when I was teaching. So let'stalk about some of the difficulties teachers are
experiencing in the classroom. Seventy fourpercent of teachers reported student behavior and discipline
(08:52):
issues as a top challenge. Howcan school leaders better support teachers who are
struggling with student behavior. Yeah,that's an ongoing challenge. It's one that
has been an issue and it's increasing. I think what we have to do
is we have to prepare. Sowe'll go back to teacher preperas. We
have to prepare teachers for some ofthose classroom management struggles. And strategies,
(09:16):
but also as leaders, we haveto make sure that we're building strong relationship
with families so that way, whenteachers, you know, make that call
about that student, that's not thatresistance, that's not their defensiveness, you
know, and that comes. SoI try to make sure and often I'll
be involved with teachers when they makethose calls, especially those newer teachers.
(09:39):
I'll sit in with you, youknow, I'll make the call first and
try to support you, but alsoconnecting with those students, finding teachers who've
made connections with those students who havebehavior issues earlier, because all behavior is
communication, and the students who needthe most love ask for it in the
most unloving ways. So I've myself, I try to, you know,
(10:01):
I try to be involved in theclassrooms, getting into those students to kind
of help support the teacher and preparethem for some of the students, but
also to be involved with the disciplineprocess because it just it's not easier,
but I'm sure it's better and morefun when you have someone along with you
when you dealing with some of thoseissues, because they can be very stressful.
I mean, you talk, youcan imagine, you know, something
(10:22):
you know, I was reading somethingthe other day when someone said they were
trying to gain admission in somewhere andthey said, what do you have your
your teacher ID. They said,no, but I have an email from
an angry parent it said that willwork. So you know, it can
be it can be a struggle.You know, it can be a challenge,
and we have to find ways tosupport the teachers with building relationships with
(10:48):
students because I think that is akey for you know, for our educators.
Absolutely definitely. And move into thetopic of motivation. Fifty five percent
of charter school teachers say that theyare more are motivated now than when they
initially entered the profession. So howdo you think the charter school model plays
a role in the satisfaction of teachers? Wow, First of all, I
(11:11):
need those teachers to come work inmy school. They're motivated. Um,
I would you know, my guestswould be that teachers appreciate the flexibility in
the charter school. They appreciate theopportunity to be creative. Um. And
not that you can't have that inother you know, traditional schools, but
(11:31):
I think in charters with you know, the whole idea behind being a charter
is that you're comfortable being different,You're comfortable, you're comfortable being innovative and
being flexible. And creativity is soimportant in building positive school cultures sometimes against
missed. You know. We talkabout resilience and and and all these other
(11:54):
relationships, but creativity is so Ourstudents are so created and teachers are creative,
and you can't be creative married toa state test, you know.
So I think that in charters we'vekind of found a way to kind of
inspire teachers, and I think that'swhy they find it that satisfaction to be
a little hired than many people whothink they're tired, but really they're uninspired.
(12:16):
See there's another rhyme for you.But the key is I believe that
as they go about the work,they're finding the flexibility and the joy in
the schools with that creativity, whichI think makes for a much more successful
environment. Let's talk about one ofyour recent books, Passionate Leadership, creating
(12:37):
a culture of success in every school, and I would imagine that that has
something to do with the joy thatyou were just speaking of. What inspires
you to write this book and what'sone step school leaders can take right now
to improve their school culture. AndI wrote this book with doctor T.
J. Varry and doctor Joseph Jones, who are both district level leaders,
(12:58):
you know, and all aware whereI am. And we just wanted to
inspire and motivate ener Jazz leaders tomotivate and inspire their staff. Um.
I was just meeting so many leaderswho were just telling me that they were
just they were worn out. Itwas tough. You know, teaching is
hard, but being a leader,as school leaders is tough work too.
(13:22):
And um, we just wanted tofind some some strategies and some some ways
to kind of inform educators and especiallyleaders because we have we want teachers to
think like leaders in the classroom aswell, but school leaders to think beyond
the traditional baby shower. So peoplesaid, you know, oh yeah,
I celebrate my teachers. You know. You know we have baby showers,
(13:43):
we have the wedding shower. We'vegot to go beyond that. We've got
to we've got to connect, youknow, when we when we write notes,
you know, and teachers love notes. Write notes to teachers, be
very specific. Now, don't justsay great job, you know, the
same way we teach teachers to givefeedback to students. As a ministrators,
we should be giving that same descriptivefeedback. That's that compassionate, candid feedback.
(14:05):
Let's tell them, you know,I love the way you've built these
relationships these young people. I sawyou in the hard way, you know,
I just see the smiles on theirfaces. I see you at bus
duty, you know, a sendingmessage to them. But also again I
go back to my whole teacher appreciation. You know, in our school all
year, we're doing things where youknow, we try to order food or
(14:28):
to deliver a snack, or justcan I cover a class for me?
I go in, I'll cover aclass for a teacher. Now, it's
hard because some of these children cangive an asper and an edit, right,
so it could be challenging. Butthe fact that I'm willing to come
in and take on that challenge togive a teacher maybe thirty minutes to go
and sit in the room with aveteran teacher and watch that teacher maybe going
and do some small group work.It really really lets the teacher know that
(14:52):
they are appreciated in that time.You know, it's value. So any
anything like that where we can findways to just create and free up time,
you know, for teachers coming comingan hour late. You know,
we you know, we create theselittle program or teachers can come in an
hour later or leave an hour aMost times they don't take advantage of it.
But just the fact that you valuethat and you give that to me.
(15:13):
Maybe I can go home and helpmy elderly mom an hour early.
Maybe I can stay with my newbaby an hour later. Those kinds of
things. I think people really themoney is important. I often talk about
we need to pay teachers more,but also protect their time and give them
opportunities to spend time with their youknow, with their families. I think
(15:33):
they truly truly appreciate that, absolutely, and it's truly admirable. How or
excuse me, admirable how long you'vebeen in education thirty six years and counting.
Yes, what is your main reasonfor staying? You just made me
feel old with that that law.Yeah, And you know, and I
(15:56):
wake up every morning on fire.I wake up every morning ready to go.
I get a four or five sixo'clock in the morning, I'm in
the gym, I'm getting ready.I wake up with determination and go to
bed at night with satisfaction knowing thatI'm I'm giving to a young person the
same way someone you know gave itto me. And I think that's what
keeps me inspire. He's thinking aboutthose teachers, um who decades ago poured
(16:19):
into me and said to me thatyou should become a teacher. I started
my career in television, believe itor not. You know, I didn't
have a chance to talk about ittoday because they gave me such a short
amount of time and then everybody keptclapping using my minutes. But I'm guilty.
I can't help it. I loveit, I love it, but
(16:40):
but yeah, I started in TVand my teachers said, listen, you
need to start teaching. And Iwent in and met with some students about
at a career day program and toldthem how teachers basically saved my life.
And the kids said, if theyhelped you, I come you on.
A teacher changed my life, AndI went in and quit my TV job
and got the masters and gave itto my mother and it was, you
(17:02):
know, good from there. Soit's what keeps me going to other people
chose to stay years ago so thatI could be in this position. So
I'm choosing stay as well and inchallenging times. These are very these some
very challenging times that we're living inand working in now. In challenging times,
the bravest act is choosing to stayabsolutely and moving to your current school.
(17:26):
How can our listeners help support ThomasEdison Charter School, Well, they
can. You know, we havea national champion chess program at Thomas Says
the two time national champions, Sowe're always looking for people who want to
donate and help. They can goright on our website. They can send
checks to the school at Thomas setsIn Charter School, twenty two undred North
(17:47):
Locus in Womanton, Delaware. Theycan reach out to me on social media
and principel dot com. It's mywebsite, as you know, I'm on
Instagram and Twitter and Facebook and everywhere. But even if they want to just
want to send out a positive message, our students love to just hear and
receive the love and support, youknow, from the community as well as
(18:11):
our teachers and educators. Just toknow we have to support of people you
know, on the outside. ButI'm a big fan of continuing to learning,
So whenever I have an opportunity,I talked about it today, is
that we need as a community,you know, as a charter community,
we need to make sure that wecontinue to connect with one another and learn
with one another and stay in touchbecause as a community, it will only
(18:33):
happen if we stay united where wecan lift everybody and ensure that we give
every child what they need to becomesuccessful. Well, Principal L, it
was truly an honor to have youtoday on our podcast. We appreciate everything
that you do for public education,for students, for families. Just truly
thank you for being here today.Thank you absolutely, and again thank you
(18:56):
to our guests, doctor Saloone Thomasaka Principal L, Award winning author and
principal. I'm your host Brittany Baker, and thank you for tuning in to
another episode of Get Schools on PublicEducation, produced by Heartcast Media
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