Everyone expects a principal to provide "administrative support" for teachers, but the precise meaning of that term is usually quite elusive. Too often, it is used to criticize the principal for failing to respond immediately and unconditionally to a staff member's request. In order to bring a sense of clarity to the term, researchers at the University of South Florida asked new teachers to clarify the term "administrative support" and give specific advice to principals about what it means. The top ranked "administrative support" behaviors identified by the 270 teachers involved in this study were:

• Show up. Visit classrooms to see what kinds of special things might be going on. Beyond formal observations, stop by teachers’ classes to witness special projects, student activities, or student-produced exhibits or displays. Work to understand what teachers are doing and the issues they face. In essence, use your presence to show that you are interested in the academic program and teachers’ work.

• Back me up. In matters of discipline, help teachers devise reasonable solutions to discipline problems, then assist them in applying the strategies in their classes. Be helpful in dealing with parents and district office administrators.

• Lend a hand. Help teachers find resources, solve problems, and take advantage of growth opportunities. Support their continued professional growth and provide help and information related to their specific problems and needs.

• Show appreciation. It’s not necessary to create elaborate reward systems, but simple, informal recognition of good work or exceptional effort is a major indicator of support. Notes, accolades at faculty meetings, celebrations, and private compliments go a long way toward making teachers feel valued and respected.

• Let me in on things. Teachers feel most effective when they feel included in what’s going on in the school. They don’t necessarily want extensive roles in formal school governance, but they do want to know what’s happening and how it will affect them and their students. They also want a voice in those things that affect them most directly.

• Respect my time. Time is the most precious commodity in a school. Teachers cherish leaders who respect their time by keeping meetings brief and focused, not placing unnecessary non-instructional demands on teachers, and protecting their time from the demands of district administrators.

• Maintain an orderly environment. School activities that are chaotic, unpredictable, and unplanned are very disturbing to teachers. Be sure that school routines are clearly established, that special events are planned well in advance, and that the overall environment of the school is calm and business-like.

These certainly sound simple enough, but, as every principal knows, finding the time, energy and resources needed to give this support can be a real challenge. To help meet the expectations of the school staff, the following websites offer resources designed to address time management, discipline, classroom management, instruction, and parent relations challenges and issues. Check them out. They can be a big help in providing the kind of "administrative support" that everyone expects of the leader.

Prepared by Howard Johnston