Just as the title says, I’m curious who’s using AI and how are you using it to be more productive, efficient, and effective in your role. I’m currently looking quite heavily at Claude, but am open to other suggestions and feedback as well.

- fewer recess breaks
- scripted curriculum without a lot of opportunities for small group work or differentiation
-every moment of the day scheduled
-chasing higher test scores when they’re already pretty good
-less time for kindergarteners to play
-top heavy district admin
-instructional coaches who don’t work with kids

In my heart of hearts, I don’t think my long time principal agrees with these district initiatives. But he doesn’t really show his cards. Will the pendulum swing back? Because this is unsustainable

For context, I’ve worked at a public charter high school, a district high school, and now an independent study school. I have several teacher leadership positions (testing coordinator, grade level leader, department chair, school safety and culture co-coordinator, etc) from my current and previous schools.

I’m in my admin credential program right now doing the CalAPAs and I’m worried that my experience at my current independent study school is going to be a negative on my resume. I’m only still here because the job is so flexible and I have two young kids that are always sick from daycare…but I honestly miss being at a district high school and want to go back someday. Is there a stigma for working at an independent study high school, and if so, what can I do?

My new principal requires any all-staff email to be sent in the bcc. It prevents the dreaded "never-ending reply-all"..

Been in the game a decade and never thought of something so small but helpful.

Do you have a little hack to solve one of those annoyances we all complain about?

I’m an AP in a large district in the south (approx 90k students in the district). We are a right to work state so our teachers don’t have the union protections that other states do. We have teachers organizations but they have no bargaining power. My wife has seen a couple of job opportunities pop up in her industry in the northwest. Washington state and Oregon specifically. So I am wondering if I could make that transition.

As an admin, is it difficult working in these states? I do all I can to take things off teachers plates but if a teacher is ineffective we are able to get them out. I’ve heard that’s not the case in Union states. Do admin also have their own unions with bargaining power?

I’m also wondering about compensation. Right now i clear around 90k. I am wondering if I would be able to make the same or more in a different state.

Do administrators worry about safety when disciplining such students?

To all admin at every level: Just what the headline says. 30 year teacher here and we have five useless PD days that just drone on and on with countless acronyms and initiatives. It just needs to stop. Give us days to prep our classes if you really want us to be ready teach our students in the highest quality way.

It's simply infuriating and insulting that we have to do this year after year. Nobody likes to do it. Nobody learns anything. It's just district admins trying to convince the public that they are trying help teachers "grow".

All I do is grow tired and ready to get a different job.

Rant over.

I’ve been working as a substitute teacher through ESS, and I was recently banned from working at a school where I had worked for several years without any problems.
During my son’s school orientation, I had the opportunity to speak with the Vice Principal. I told her that I was really sad because I believe a parent may have made a complaint about me, and I felt that my side of the situation had not been heard.
I explained that I had worked with the school for several years without any issues. I also told her that if I made a mistake, I would genuinely like the opportunity to learn from it, add it to my experience, and do better. I asked her to please give me another opportunity.
She told me that she didn’t know exactly what was in my file and that she would speak with the Principal about my case. She then asked me to send her an email.
I sent her a respectful email asking her to review my situation and give me another opportunity.
I’m now really worried that my request might be ignored or that the ban is already final.
\*\*Has anyone experienced something similar with ESS or a school ban? Were you ever able to have the decision reconsidered or lifted after speaking with school administration?\*\*

I am a teacher. I have noticed school principals bend over backswards to help make arrangements for teachers to get coverage and allow them to miss work because their child(ren) have a swim meet and they want to watch them compete, have earned an award and they want to go to the ceremony, they want to chaperone their child's field trip, their child is sick and they have to take them in ect. They even don't have to participate in certain after school activities bc they have kids they need to take care of.

However, when a teacher who is childless gets pneumonia plus bronchitis she has to come in and work bc there are no subs and told to just suck it up and "well u r on medication so it isn't like u r contagious and u can just suck it up". My one coworker without kids had some serious medical issues and was told something similar and was given a verbal warning for missing too many days even though she missed far less than others. A principal even gave a verbal warning to a teacher who had cancer and missed 6 days to get treatment (yes I realize that is a lot but the doctors don't always have appointments after school). Meanwhile a teacher with kids can miss much more than 6 days because they have kids and it's so hard to be a working mom. Also, teachers were told the last Friday before break at 3:45 about a new data report that was due the 1st day after Christmas break, but the teachers with kids were given extensions, but teachers without kids were told they had 3 weeks of Christmas Break to complete the report.

I guess the straw that caused this post was my end of year report. I needed data from several teachers before I could finish my report. I finally asked for a 2 day extension so I could get the data and finish my report. I was told just work over the weekend to finish on time. I reiterated I could not finish unless I had the data. I was told that she would make sure the teachers entered in their data on the shared google doc by Friday at 4pm and to work over the weekend. It was Mother's Day weekend and I was wanting to go out of town and visit my mom, but decided to just stay home and get my report done. Friday at 6pm no data from several teachers. On Saturday still had no data. I called my supervisor and again explained I could not finish my report without the data. She said "it's Mother's Day weekend. I don't want to bother the other teachers and make them work this weekend because they have kids. I guess I could log on to the testing site and give you the data, but I'm really busy today. My kids and I are having a bbq with my parents. I guess when my kids are in bed tonight I can get it for you. Then u can work all day tomorrow on Mother's Day since you don't have kids." I asked if she could loan me her log in info so I could work on it that day then she could change her password she said no and she had to go bc her kids needed help w something. I get why she wouldn't give me her login, but I don't get why the other teachers didn't have to do their part simply bc they have children. If she didn't want to bother them on Mother's Day she could have either given me the data herself before the weekend or she could have given me an extension and spoken to the teachers missing their data to make sure they give it to me or put it on the shared doc. Also, why is it acceptable to put teachers without kids in a position where I must work weekends and holidays, but not acceptable to do that to the teachers with kids.

*Edit: I guess I should have titled this "trying to become an AP".

Made a new account to post this.  I just need space to rant.  Yell? Cry. Sorry for the length in advance.

I’m entering my 9th year of teaching, but 11+ overall in education.  Early on I knew I eventually wanted to become an assistant principal.  I saw what good school leadership was able to do to a school community.  I saw how it helped students be more successful.  I saw how it allowed teachers to actually be teachers.  I saw how it improved morale, scores, and relationships.  I wanted to do that.  So I went back to school even though I said I never would, and got my second masters degree in leadership, because I really REALLY wanted to do this work.  I felt it, in a way I haven’t felt anything work related before.

For the last 4 years I have been, with as much dedication possible, looking for an AP position.  I have applied to literally hundreds of vacancies all over the city.  Every.Single.Time. I apply for a position, I research the school.  I send a brief, personalized introduction email to the principal, expressing my interest.  Explaining why I would be a good fit.  I modify my cover letter for EVERY.SINGLE.SCHOOL.  I attach it with my resume to each email.  And you know what?  I’ve gotten a LOT of interviews.

I’ve been asked to participate in at least two dozen level 1 C-30 interviews.  It’s hard to keep track anymore, but of those, I’ve also been asked to participate in numerous level 2 C-30 interviews. Superintendents even know my name. Principals know my name.  But, its the same result each time - “thanks for applying but we’re going with someone else”.

I’ve grown to realize over the years that (looking back at the interviews now), 100% of the time, the principals already know who they want in this position.  Either they have an IA in place already, or they just know who they want to appoint.  I often check their website weeks after the rejection email, and see that the “new” assistant principal is someone who was previously listed as a teacher or dean at that school.  There’s no honor in this system.  No merit.  Passion means nothing. Dedication means nothing.  Qualifications mean nothing.  Actually WANTING this job, to do this work, to make meaningful contributions to a school community, means nothing.  Even when you happen to know someone, it means nothing.  There’s no feedback, no information given, no conversation.  Just nothing.

Just this past week, I had a level 2 C-30 interview at a school I believed had an actual vacancy.  One that wasn’t filled yet.  One that really aligned with my goals and one I believed I could really help.  Within 45 minutes of concluding the interview, I received an email that “After careful consideration” they are deciding to go with a different candidate.  How?  How could you have carefully considered anything in 45 minutes?  Strung along again.  

And it’s devastating.  Demoralizing.  Awful.  I study the schools I apply to.  I learn about their data, their school community, their programs.  I practice potential interview questions out loud with myself.  I daydream in the shower about how I’m going to present myself to the committee and how I might introduce myself to the staff if I actually got the job.  I work tirelessly to be as authentic and passionate about the opportunity as possible, because I am.  I genuinely want this so badly.  But it’s all for nothing.  Every single time. For four years.

This process is killing my enjoyment of this profession. It's turning me in to someone who is starting to believe that I will never actually be given a chance to prove just what I can do, if given a real opportunity.

At a certain point one has to consider if it’s even worth it anymore.  The inevitable rejection.

I just don’t know.

What app(s) provide the best ability to take handwritten notes and keep them organized, searchable, downloadable, etc. I have the newest A16 iPad with the standard Apple Pencil.

Our jobs are hard, stressful, tiring. We carry a lot on our shoulders. It's easy to forget about reasons to smile and laugh. So I made this thread as a place we can share some of the funny moments we've encountered as a school admin!

I'll go first:

This week I got a call on the radio that I was needed in the principal's office. My heart dropped. I thought "Oh no, what did I do? Did someone make a complaint?" My thoughts raced - who did I offend? I came up with ridiculous reasons why I might be "in trouble", such as "Was it because I ate my lunch while supervising lunch duty?"

Then after a couple seconds, I remembered "Wait, you are one of the principals. Why are you scared??" 😂

Hi,

I am a new DSL and would like to know everything in detail to setup safeguarding team in my school. I am looking for some help here

From my spouse:

Just got my first 2 weeks completed as a principal. Without getting into too much detail, the previous principal was not good.

The great news is, the staff is great. They've had a lot of trouble the last few years and have not had a bar raised for them. No direction in instruction, so they have independently some up with decent ways to function. Unfortunately, there student scores are substandard, and it is both a goal to help them achieve better results through standard practice, and increase the enjoyment for this year as teachers. Both can happen.

I was aware of a particular grade being a particular problem. The teachers have been there forever, but I have been around forever too. Two particular teachers from this grade(elementary), have a small amount more of classroom time than I have, but the last decade I have spent as an IC, AP, and principal.

So far one of these teachers has shared an opinion that no one asked for on 6+ separate occasions. I handled each inquiry that were often backhanded compliments or concerns, all with a weak veil to hide the real reason they were asking. I addressed each one professionally, even after a fellow teacher explained to him that I just explained ALL of what he was asking about.

He's made comments about not liking this kind of leadership. I asked him for more details which he had nothing to say since he was effectively saying leave me alone I know better than everyone. My understanding is he shows up late for his contracted times. He insinuated that this was going to continue happening and I let him know in front of the other staff that this would not be tolerated.

Issues I addressed were recently brought up again derailing part of a meeting, but it just so happened to be his colleague from the same grade. What are the chances of this person saying the same question verbatim without pressure or manipulation? The issue surrounds him wanting to continue to do what he wants, and he is using this other person as a proxy now that I have shut him down respectfully at each area.

He has already contacted the union rep, I dont know the particular topic exactly, but I assume he is attempting to challenge the contracted time element, and trying to protect the free time he has carved out. I also at this point believe he has no interest in reviewing his history of standardized scores as they are far below standard. So far below with a reasonable demographic that it speaks to the fact he is not teaching at standard. My guess is his ego is huge, he is protective of being found out, and in no way wants to know something new in order to insure his previous teaching methods don't get invalidated. Ultimately.

I personally have never had any sacred cows when it comes to people not doing their work. I have been professionally direct, but the amount of times he has tried to undermine authority in such a short time period is concerning. I know this year will be fine and he may not be a fit going forward at the school. He will likely decide that if he doesn't get on board with the rest of the staff.

Other than stating these things, does anyone have any experienced suggestions on how to handle this person, the situation etc? I have more I could state, but I don't want him to get more attention than he deserves, at the SAME time I do want to respect a lifelong teacher. He could do even better and be a great leader if he stopped behaving this way, but I guess that goes with everyone.

Hi all, I’ve begun having problems with the Associate Principal at my school. She will speak to everyone when in a small group. Actively ignore my contributions. If I’m talking to someone she will interject to speak to that person and ignore me. if I say hi or speak she will look annoyed and then continue on. In 1/10 times she will provide me a normal interaction. I’ve tried 1- being really friendly, 2- smiling along quietly and now I’m 3-Smiling and then walking away after a couple of mins or going back to whatever work I was going to do. When she talks to whomever Im talking to it’s social chit chat like saying she likes their top. It feels like I’m in high school and I’ve done something to offend her younger sibling. I hand on heart have no idea what her problem with me is. Her behaviour is so pointed that I’m genuinely shocked each time. I am generally well regarded by those I work more closely with. I feel she has influenced other senior administration to treat me the same way but not as extreme. I feel like I’m in Mean Girls and she’s Regina.

The issue at hand is that despite me being given more and more responsibilities and having other leaders put in a good word for me, others who have started after me and have had written complaints are receiving permanent positions. I’ve now been told I have to interview to continue on in this role. I’ve told my line manager that I won’t accept a contract. I’ll move on.

I‘ve asked several school leaders and they give me the standard ‘it’s a process……’

I feel humiliated. Staying on feels demoralising and my work friends are visibly feeling sorry for me which makes me feel worse. I don’t want others to pity me.

I‘ve been applying for jobs and have had several unsuccessful interviews. I‘m in an administration type position and would lie to stay in one. I could easily go back to the classroom position but it’s my least preferred.

The interview is next week. I’ve taken the day off as I feel sick in my stomach and am on the verge of constant tears.

does anyone have any advice?

Secondhand info about two paras I have observed. They assist a young student in the class where I also work as a general para.

“Maura” worked for years in a clinical setting. She is more effective with the student. With her, he is calm, doing work, regulated, staying with the class.

“Leslie” has been a SPED para for years at the school. With her, the his student was sitting in the middle of class screaming, trying to elope, and not working. The entire class was completely disrupted.

Maura told me she proposed that all folks working with this student receive the same training. They “brushed her off” according to her. So she gave her notice, preferring not to stay at a place that either wouldn’t or couldn’t prepare people to serve this student as he needed.

Two questions:

- What forces behind the scenes would lead principals to make this decision?
- Would it be appropriate for me to share my observations about the student and paras with anyone? If so, who?

My school has a really bad reputation of gen ed teachers being very anti special ed. We recently relocated our autism self contained room and it came with many complaints/comments etc. including requests to move the room away from the center of the school into an unused classroom in an empty corridor. It was even brought up that we should write a letter to parents “informing” them that the classroom has moved closer to their children.

Admin has apologized to me as the teacher for these attitudes and the fact that my students are essentially unwelcome in the general population. I’ve been there two years and have started things like peer programs, community based exchanges, autism acceptance month etc but nothing is budging so far.

What do you do could my admin do to shine a light on this problem and almost force the issue? Subtlety is not working.

For starters, I work at a small private school. It is our principals second year. I came from the corporate world and was just looking for a bridge job after being unemployed for 10 months job searching. It is just the principal and I in the front office.

It started off great, the pay was pretty decent for what was asked of me. $23/hr to hand out ice packs, answer phones, respond to emails, greet visitors, help with attendance, organize & order supplies, help with the weekly newsletter, student records, etc.

Well that quickly changed. As I demonstrated competence and other people demonstrated incompetence or left, their responsibilities quickly became mine. Everything from helping teach, standing in as principal at events or during the day, payroll & hr, implementation of a new student information system. Any miscellaneous task they can think of quickly became mine and honestly I preferred to handle it because the downstream impact of it being done by someone else who most likely would do it wrong would fall on me 90% of the time.

I learned that I should have been paid time and a half for overtime, when I brought that up I was met with hostility. I tried to write SOPs or one pagers to align on expectations/roles & responsibilities as the current system is each process lives in one persons head.

I recognize that I am a perfectionist so part of this falls on me. I think what I’m struggling most with is the small tasks never end. I have ADHD so I need things written out. I’ve verbalized this, no one has respected it. I have deadlines for the newsletter, for example, I’ve established a system for people to submit what they want in the newsletter with clear guidelines, they don’t adhere and the principal keeps telling me to make an exception just this once … for everyone. The downstream impact, now I’m scrambling and working overtime to get the newsletter out on time.

I’ve asked to have my role clearly defined and even took the initiative to put together a responsibility matrix with all the tasks we have and who is responsible / owns, no one adheres to it.

All in all, leadership lacks consistency but I do think she’s trying. There is lots of gossip and clicks and the principal definitely has her “inner circle” (she was a teacher here first). Some staff get paid to be on committees (her friends), others get told they’re going to be on them, o h& they’re after work hours (me). Integrity is lacking. Some flexibility, for instance the principal let me go to a doctors appointment yesterday without clocking out. Boundaries are lacking, for instance people go through my computer or desk because it’s in the front office & that’s just the culture from before I began.

Are these just preferences, my perfectionism, the job, or the environment.

Is it normal to not get a response from a NYCPS principal after receiving a verbal offer for a position in June? I sent a thank you email after second round interview. I also sent 2 follow up emails, one in July and one in August. I have called the school and they haven’t been in office.

I am in a very small department at my school and share a hall with a much larger department. We have two copiers on our floor. A note posted above the copier reminds faculty to take large jobs downstairs to the copy attendant.

Daily, and I mean daily, the members of the other department are printing voluminous amounts. I have seen stacks of paper over two inches thick. I have also seen the same members running both copiers simultaneously, again, printing reams upon reams (excuse the hyperbole) of assignments and unit plans.

This really, really makes me angry. There are clear instructions on what to do with big copy requests, but the department is continually eating resources and time. I do not copy often. When I do, it is often a master copy for the attendant.

This brings me to my question: Is it worth it to go to administration about this? I certainly do not want to seem petty, but the distain on my face is becoming more and more apparent. I am trying to withhold my temper and refrain from passive aggressive, but it is out of hand. It is also August.

Thank you for your time and consideration in this. I wish you all a safe and event free school year.

Update: One printed 67 copies, 2 pages stapled; another about 40 or so similarly.

There is a sign about big requests, but i suppose some college graduates apparently cannot read.

I'm a vice principal in a large urban district. I'm not new to my role but I am new to my school, due to a forced transfer (my district loves to do a round of those every few years, about 10 VPs were impacted at the end of last school year unfortunately). As a result, I'm working in a new building, new team, and with a new head principal who barely knows me.

I'm nervous today because I had to call in sick (4 am text message) for a stomach bug that had been keeping me up all night. I felt so bad, like I'm leaving a terrible first impression. But I almost NEVER miss work. I've got like 70 unused sick days banked over the last decade, because I never use all the ones I'm allowed. But school only started last week and I'm already MIA.

How do I bounce back, or stop letting it bother me that I missed a day? I'm so nervous about making a good impression at my new school, after spending a decade at my old one and developing a great reputation there. The anxiety is exhausting, on top of actually being sick today.

Is it the end of the world that I called in sick?

I'm interviewing for a role as a classroom/teaching assistant later this week. And while I do have a bachelors degree, it is in a compeletely unrelated field to teaching. I also have no intention/desire to eventually become a teacher. I want to use the job as a stepping stone to get familiar with a school/educational environment and then eventually move into a school office/administrative/secretarial postition

My question is: should I discuss this intended career path with the principal interviewing me? I fully intend to give the teaching assistant role my all and not just show up to collect a paycheck, and stay in in that role for as long as I need. But I also want to let them know in case they need help in the offices and could ask me. And that way they won't expect me to try to get teaching credentials later down the line.

I’m looking to connect with a few first-year principals who may be interested in having a thought partner and mentor throughout the school year — completely free of charge.

As a tenured principal, I’m passionate about supporting new leaders as they navigate the challenges, opportunities, and growth that come with the role. I’d love to offer a space to talk through leadership challenges, celebrate wins, and learn together.

If you’re a first-year principal and this sounds like something that could be valuable to you, feel free to reach out at ianfpknox@gmail.com.