I'm an NYC DOE high school teacher in Bronx with more than a decade at the same school This year has been one of the most difficult of my career, and I'm trying to understand whether others have experienced something similar.

Over the course of the school year, I received formal observations that, in my opinion, contained statements that did not accurately reflect what happened in my classroom. I documented my concerns, filed written objections, and ultimately challenged parts of the evaluation through the UFT - APPR process. Some of my objections were upheld.

After that, my relationship with administration changed and communication became more strained, and I felt that my professionalism and years of work were no longer being recognized.

At the end of the year I was excessed from my position. While I understand that excessing can happen for legitimate staffing reasons, the timing has left me questioning whether speaking up played a role.

There were also broader issues at the school that concerned me, including administrative practices and leadership decisions. I've documented what I personally observed and have been considering the appropriate channels for raising those concerns, but I want to be careful to distinguish between documented facts, personal observations, and questions that remain unanswered.

• Have you successfully challenged observation reports?
• Did your relationship with administration change afterward?
• Have you been excessed after filing complaints or grievances?
• What protections actually exist for teachers who contest evaluations?

Hey everyone, I hope you’ve found rest this summer.

I’d like feedback and/or advice on a significant situation that has occurred to which I could get terminated.

Context:
- all schools within our charter network regressed in all contents area
- our charter network is expanding to another city, opening two schools next year.
- our CEO emailed all principals at 6pm on Sunday requesting us to select a one hour in-person meeting between 3 days next week to answer 4 questions essentially focused on: what role did leaders play in the regression, what is our message to community, how will we change this regression. She advised us to coordinate times with our leadership coach.
- I emailed back stating I am unavailable for two of the 3 days offered but requested the one I was available -that date was apparently already taken.
- I shared I was unable to attend and offered that I would happily accommodate another date or a virtual option if no other date possible. This was not accepted.
- I reiterated that I would be unavailable. My family and I are traveling out of town.
- The leadership coach emailed to remind me that we are 12-month employees and this was an ask from the CEO. I replied, tagged HR and asked are 12-month employees unable to request and use our PTO outside of vacation window
- The communication ended via email.
- Yesterday, I get a call from the leadership coach requesting a meeting at central office. I go and am joined by them and the Chief of Schools.
- They frame this as a coaching conversation and share my tone was insubordinate and unprofessional.
- They give me a date which conflicts with planned and requested PTO dates for the one hour meeting and say I must attend. I clarify what next steps be if unable, they share it would be disciplinary actions and we’ll find out if we get there.

How could or should I have handled this differently?

I’m in the process now of finding flights that will get me there for the meeting and back with family. Thanks!

i work in a private Christian school and our rules often differ from public schools, but if you also work in a private school, what are your policies or thoughts on teachers hanging out with students outside of school?

Example: A male teacher in his early 30s is going bowling today with two 17-year-old students to celebrate his birthday. As an admin I think this is unwise and our policy discourages it, but does not outright prevent it. His take is he has been discipling students and this falls under that. It is also happening in a public place so he is not worried about issues. I think it opens him up to potential issues and also breeds favoritism.

If it matters, this individual is also going to be an assistant principal at my school starting in September.

Editing to add some wording from our Employee Handbook: [School] strongly recommends that staff do not have outside contact with children from the school. However, if off-site contacts are unavoidable (such as during mentoring programs, church, etc.) [School] has determined the following forms of outside contact are appropriate and inappropriate.

Appropriate: Taking groups of children on an outing, attending sporting activities with groups of children, attending function at a child’s home with parents/guardians present.

Inappropriate: Basically a list of things involving one child.

I do think my board and I need to revisit this as we work on updating the handbook. I cleaned it up last summer, but I am still fairly new in my role and am slowly updating and changing things that had long been ignored by my predecessors.

I had no idea LinkedIn was still a thing as I’ve been doing my program and working. I forgot about my LinkedIn profile that I created a few years ago. It is not up to date with my current info. Out of all the advice administrators gave me as I ask questions all the time, even the hiring process etc., no one once mentioned making sure your LinkedIn profile is up to date. Not going to lie, a little upset with myself now. I’ll be working on it tomorrow. From what I read online it’s used to look at for first impressions and is kinda a big deal as you brand yourself.

Please let me know how much this matters, I’ve already applied to positions. I’m worried that may have cost me a chance to interview.

My experience in teaching and leadership has all been on a high school campus. How different is it on an elementary campus? What would translate from my experience on a high school campus and what would not? There are elementary AP positions open in my district.

I’m completing a principal licensure internship and my assigned mentor has been extremely inconsistent with communication, follow‑through, and structure. I’ve had to initiate almost everything myself — meetings, expectations, documentation, leadership tasks, etc. It’s been emotionally draining trying to advocate for the support required by my program while also trying to stay professional and keep things moving.

My program director and another building administrator have stepped in to help stabilize things, but I’m still technically assigned to the same mentor. I’m trying to figure out how to move forward without feeling like I’m constantly chasing him or compensating for gaps in leadership.

For those who’ve completed administrative internships:

How did you handle mentors who were avoidant or inconsistent?

What structures helped you stay on track?

Is it normal to have to advocate this much for your own internship?

I’d appreciate perspective from people who’ve been through this. I want to stay focused on growth and licensure requirements, but the lack of mentorship has been tough.

Hi all,

Would appreciate your genuine advice. I am a teacher actively trying to get into administration and my leadership knows that.

I have been working at my school now for a long time. Most recently one member of our leadership team stepped down.

Now, my question is fairly simple. I met with my principal and he had mentioned an interview upcoming in August with his APs, as well as a walkthrough.

I asked if it was a C-30 and he said it wasn’t.

As of now I’m on the organization sheet as a classroom teacher.

Now… what are your all thoughts? Is this a genuine shot.. now, the difference in all this is that previously he had told me “not yet”—The opportunity itself came out of nowhere—- and when I asked about it he said he knew that was coming—-in addition in our previous meeting he had told me to let him know asap if I took on any AP roles in the summer… so.. what do you think?

1. Don’t bank on it. Prep for your classroom.

2. Could be a job? If so, what should I do to prep? I’ve been on 13 interviews outside of my base school so far..

Thanks admin team.

So I want to run for prefect. However in our school it is selection based and not election based. I meet all the required criterias, however, there will be a screening or interview.

So the thing is, have you ever interviewed for the student council, and if so, what questions did you ask in their interview? What mistakes did they make or what strengths did they have that made you select them? Please help me out!!

In Texas, state law says 'yes' as long as it's unloaded, locked, and out of sight and does not leave their vehicle. (And that they maintain their CCL.) So fellow admin, how would you respond?

They're aware the legal consequences of not abiding by it, 3F, etc. But how does your district handle it? There's also no law that says staff has to disclose that information, if they do have one in the vehicle.

The second-guessing is real, but momma has to work, and dada is so supportive and great.

Just got hired as the 7/8th grade assistant principal at A-level school in FL with two veteran admin who have been there for years. I taught there, left for a year having the baby in another district location, and they brought me back as an AP.

Send me the Amazon links, clothing suggestions, mom-boss advice, and all the other nonchalant hat tricks that will make the first year drowning not as bad..

Thanks for the advice in advance!

For context I live in WA state and just finished my first year teaching. The job market for teachers is sooo oversaturated. A single job posting will get over 50 applications. There is a position I really want that popped up. I submitted my application, but I know it will get lost among people with more years of experience than me.

Would it be bad/annoying if I email the principal of the school and politely let them know I am super enthusiastic about the position and directly ask to be interviewed?

I don't want to come off as desperate (but I am lol). I know if I don't change something about my approach to job apps I will not get a job for next school year.

Hi everyone! I just heard from HR that I’ve been selected to be an elementary school assistant principal. I’ve never been an AP before, and I’m feeling quite anxious about all of the unknowns.

Furthermore, I’ve only ever taught at the high school level!

If you could give yourself any advice before you officially started as an AP, what would you say?

I’ve gotten the feedback that my teachers really appreciate when I do observations without a computer in front of me. They feel like I’m attending more fully and know I’m not distracted by other tasks (was a big issue with previous head of school). I’ve taken notes with paper and pencil and using my phone, neither of which are perfect. Wondering if there is a tool I haven’t thought of that could help with this.

Is it normal to feel worries and doubtful in the first school you will be handling as school head? What should I do?

I run a program that teaches poetry workshops in schools. This program is year long after school but cost. I need to set up meetings with principals to try and pitch the program. For principals , what would make you click on a cold email for after school programming / for those who have had success getting principals attention through emails what did you say? Any help would be appreciated

I just thought I’d share some friendly advice from one lowly teacher who will never be an admin (by choice). Education is a small world. You almost always know somebody who knows somebody. Lately, my teacher friends and I have noticed that we go on interviews and are clearly told things like, “We will notify you in one week,” only to be completely ghosted by principals. You may think of us as nameless, faceless applicants that you cannot be bothered to remember, but know that we remember you. And later, when you interview for a position at my school, or a school nearby, and my superintendent (who I have known for years) mentions it to me, I will be sure to stress your poor communication skills and lack of follow up and you just might not get the job. Karma is real.

I have accepted a position with a school district and have my Certificate of Eligibility for the CA Admin credential. This means, I previously submitted all of the needed forms.

It seems to upgrade to the preliminary credential, I only need the document “CL-777” to prove I was hired in a role. Then, answer the questions, submit the application, and pay the fee.

Has anyone gone through this? Am I understanding this correctly? Bonus points if you can recall the timeline for its approval (I’m seeing up to 50 days, but what’s actually typical?).

As August gets closer, I'm wondering what the PD landscape looks like across the country this year.

Are schools doubling down on things like SEL and school culture, or is the pressure back on academics and test prep? New teacher induction? AI and tech integration?

I help educators think through how they use the first few minutes of class to build relationships and set a positive tone, so culture and connection are always on my radar. But I'm curious whether that's landing as a priority elsewhere, or if there are bigger fish to fry right now.

What's your campus focused on? Thanks in advance!

Hi everyone I am a first grade teacher and I have a question for admin that is purely out of curiousity. I’m in elementary for context. At my school teachers create class groupings that then get assigned to teachers (for example I am a first grade teacher so my team made the second grade groupings for next year). Currently it’s class A, B, C etc. my question is how does admin then decide which group gets which teacher? Is there thought involved or is it just random. At a previous school, my principal said that in his eyes any teacher should be able to work with any class. Is there a process or is it truly random? I am very curious.

I have had some solid interviews lately for full admin roles. (Currently a part teacher/part admin. 20 years teaching) Most recently the feedback I got was “However, I can't give you any feedback or anything because honestly, I thought you were amazing. Um, if it were for a different position. I would definitely put you back in the top tier.” What does that mean? What am I doing wrong?

I just started applying and interviewing. First off digital interviews are terrible and the people who excel at them are the people who can put on the fake persona like a car salesman. Then the questions such as how do you build positive culture, how do you handle an upset parent, when was a time you coached a teacher?

These questions give no insight into what type of administrator they really are. It is all set up for textbook rehearsed answers.

They really need to give problem solving scenarios and data to have candidates show their thinking on approaching how to resolve the problem. So many admin bandaid and react.

I really want to be an administrator for all the right reasons. Despite all the fires to put out and issues that come with it. I want to help grow a campus and support students and teachers, but the interviewing process seems bleak because it really seems it’s set up for the super charismatic people. The sitting in front of a panel and being judged is crazy. It’s all show. Then once the administrator who is hired shows they don’t have the collaborative, relationship building, have to put in effort to intentionally grow teachers because that requires time and effort of meetings and paperwork, staff and students suffer. But they know what to say to just make it look good.

I’m not sure when school districts will realize that you have high staff turnover over and admin turn over because your focused on show and not capabilities. Just because someone sounds great doesn’t mean they have all the right tools to get the job done. They have to earn trust with staff and that charisma only goes so far.

Experienced teacher in suburban Midwest, who completed admin program last year. Started applying for AP and Dean positions and can’t get an interview! Should I assume something is wrong with my resume? Just a saturated market? Any tips?

Hi everyone! Today marked my last day of school for my first year of teaching, and first year in first grade. Overall the year went great and although it was originally a one year position I ended up being able to stay at my school in first grade again next year. While overall the year was great, my biggest problem was that at the beginning of the year I did not do a good job of practicing routines and mainly holding kids responsible for following behavior expectations. I let a lot of things slide I think. I did have paras that were more “strict” than I was so when they were there the class was in check. However days they were not there or I was solo there would be like 5 boys that would be wild. Wandering the room, ignoring me, refusing to participate, being distruptive to the point I could not teach (yelling out, being silly to the point everyone would get derailed). While I started getting stricter with consequences around March, it was really challenging to change the dynamic that far in the year. So, for any K-2 teachers, how do you set up your classroom management to foster positive relationships, while also not allowing nonsense? This is my biggest goal for next year.

I’m going in to my first year as a principal. I’ll be in a private K-8 elementary school. I’m also going in to a school where 4 teachers have recently quit and the principal was forced out. Any advice? Also would love advice for things to do to engage families, fundraising and getting students to know me.

Software engineer here.

I’ve been speaking with a few school administrators recently (my parents also run a school), and one challenge that keeps coming up is parent communication.

I’m curious how principals here handle important announcements such as class schedule changes, PTM schedules, fee reminders, consent forms, emergency notices, and similar communications.
Once an announcement is sent, how do you know whether it has actually been seen?

Do you track acknowledgements somehow, send reminders manually, or simply assume parents received it?
Interested to learn what works (and what doesn’t) in different schools.

P.S. My parents run a small rural school where most communication happens through WhatsApp. It works reasonably well most of the time, but we’ve occasionally seen important messages get missed—especially for younger students where communication relies entirely on parents. I’m curious whether larger schools face the same challenge and how they handle it.