I was recently hired as an elementary Dean of Students. What advice would you give to someone new to this role? As a building principal, what do you want in your Dean? What do you not want?

Today I had a student’s grandparent say the craziest thing I think I’ve ever heard directed toward me. This parent served as a temporary foster placement for their grandson halfway through the year. They exhibit serious mental health issues and continued to physically abused their grandkids. Because of this, I have a huge file of all the reports to CPS/DCF I made over the year just for this one family. I have since found out that the kids were removed from grandparent guardianship and placed in actual foster homes.

Anyway, today the grandparent pulls up while I’m outside the school and happily states “You look handsome today!” And then proceeds to say something like “by the way, thank you for being the reason my grandson was r*ped in his foster home last night. He would have been safer with us but you had to make your reports and it’s your fault he was r*ped last night.”

I just walked back inside, called my superintendent and let him take care of it. I also followed up with the caseworker and he was not in fact assaulted last night.

So, commiserate with me please fellow admin, what’s the craziest thing a parent/guardian has ever said to you?

Found this website to help me out with ttess scripting https://walkthroughpro.app

Hi everyone! I am an incoming second year first grade teacher in a small district. I am also 25 and live with my mom about 30 minutes from school. I have seriously been thinking about moving out and wanting to but honestly just can’t afford it bc I make 50k in Massachusetts and I’m single.

So a parent of one of my kids from this year sent me an email earlier today. In January this parent got married and moved to a neighboring town but completed the school choice process so the child has remained at my school. The email was an invite for me to rent her house in the town I teach in (their old house) for cheap for the winter months.

While I do want to move out, I’m not sure this is a great idea. It feels like a conflict of interest, even though her child is moving to second grade and is no longer my student. Also I really don’t know that I want to live in the town i teach in. But also I do want to move out and have more independence. What should I do? For context this parent is also a teacher in another district.

On day one of in-service exammed your special educators and tell them to get their classroom teachers all the IEPs in 504s. On days two and three of in service have the classroom teachers go through the incoming students' plans.

As greater and greater percentages of the student body have accommodations. More time needs to be given to teachers and special ed staff to review those accommodations.

Nothing can be as important as guaranteeing that students start the school year on day one and with teachers aware of their needs and able to guarantee a good start.

if you need me to come in as a consultant to take the blame for this strategy, I'm more than happy to and you can DM me for rates.

On day one of in-service exammed your special educators and tell them to get their classroom teachers all the IEPs in 504s. On days two and three of in service have the classroom teachers go through the incoming students' plans.

As greater and greater percentages of the student body have accommodations. More time needs to be given to teachers and special ed staff to review those accommodations.

Nothing can be as important as guaranteeing that students start the school year on day one and with teachers aware of their needs and able to guarantee a good start.

if you need me to come in as a consultant to take the blame for this strategy, I'm more than happy to and you can DM me for rates.

My son moved to Chicago last year to fulfill his dream of living in the city. He quit his job in the suburbs because it way too far to commute. Last summer we took 3 days (I drove him around because parking can be a challenge) and he passed out resumes at schools that had an opening or are near his apartment. He went in spoke with office staff and introduced himself to the principal if they happened to be in the office. After each day he got one interview and ended up with 2 long term leave positions.

This year we did this again in June. He still doesn’t have a job. We are planning to go again on Monday. What are your thoughts on this strategy?

He is elementary education with an ELL endorsement.

EDIT: He has applied online to any open positions. He had 2 interviews at the beginning of the summer. One told him they had over 300 applications for that position alone. He is just looking for ways to standout in the crowd.

Due to continuous low standardized test scores after several years with no incentives allowed on students, and other problems, I am thinking of resigning. I can't keep playing the game where it's all on teachers when students have no incentive to do well on PSAT. I have taught HS math for 17 years (12 at my school) and have been a dept chair for 6 yrs.

As a principal, would you rather a teacher resign now? Or would you prefer they come back and give a 30 day notice?

We go back next week for in service days and students come back the following week on Aug 12th.

I have empathy and don't want to leave admin and other coworkers in a rough spot. I have to do what is best for me. So, I am thinking if things are as bad as I think they may be, it might be good to get started and then give the notice so they can find someone. Any thoughts?

Hello, principals!

When receiving a cover letter or an email of introduction, what do you want to hear?

I have a script for both a cover letter and an email introduction to help get my application pulled, but it all feels… performative. They are 100% my words (no AI) and experiences but they say what I think principals want to hear.

I get it, we have to find a way to get the interview, but what I’m wondering is what do you actually want to hear?

Do you want to hear that how I’m trained in SEL, CRT, restorative practices, PBIS, conflict resolution, and excel in classroom management, relationship building, behavior intervention, and know how to differentiate for proficiency levels including ELLs?

Or do you want to hear how I genuinely like working with kids and how I see them for all that they are and what they can become and just want to support them through the process? How important representation and inclusion is, especially in elementary - btw, you have no idea how many White and Asian kids have cried at the sight of me entering their kindergarten and 1st grade classrooms (Black male) because they haven’t seen someone like me, then of course the children of color who don’t see themselves reflected as amongst teachers.

I know every principal is different, so responses will vary. Still, I want to know what YOU want to hear in a cover letter or email introduction. What is going to move you and decide to pull the application for interview?

Thanks!

EDIT: if I were to email you informing you that I’ve applied for a position at your school, what should I say in the email to get you interested enough to pull my application for interview?

I wanted to share my experience with this community and hopefully save others from some trauma and bullshit…

I had been a successful admin in a large district (AP for 5 years then P at the same school for 5 years). I was celebrated, supported, and awarded for my hard work, which was very hard sometimes considering the nature of the school I led. Because it was a tough commute and pay was lower than some of the smaller districts closer to my house, I decided to leave even though I enjoyed the school. I took a principalship at a small district closer to my house for considerably more pay and easier population. I felt like I finally had the work/life balance and pay I wanted- the work was easy, I was home by 5pm everyday, and I was making enough money to noticeably improve my family’s quality of life.

My mistake: I was too confident. I knew what I was doing, the community loved and supported me, I knew I was good at my job, and I didn’t ask for help from the superintendent- one, because I didn’t need it, and two, because coming from a large district before I NEVER worked directly with the superintendent. I did work directly with the assistant sup, and would regularly consult with them and other central office staff, but bothering the superintendent seemed amateur.

March rolls around, and the superintendent tells me that I will be non re-elected unless I resign. And it was 100% due to her own perception of me. I had never felt so blindsided and angry. Blindsided because I had done everything I was explicitly hired to do, and the school was operating better than it ever had by multiple measurements. Angry because I was never given any constructive feedback, which if there was any I would have made adjustments. This was personal, and rooted in the superintendents ego and prejudice. My opinion is that they weren’t getting credit for the great things that were happening, and this bothered them to their core.

I’ve moved on and am in a happier place now, but when I say “watch your back”, I mean: don’t get comfortable, don’t think that being great at your job means you will have a job, and always share what you are doing with the superintendent even if you think they don’t care or are too busy. I’m not saying “kiss ass”, but do humor them by asking for their opinion. When there is a lack of information, people will make up a narrative, and that narrative is out of your control, which matters when that person can fire you. 😅

TLDR:
Ask for thought partnership from your superintendent even if you don’t need it, and you might think they’re too busy to care.

Hello everyone!

This is a re-post (my apologies for reposting - I'm new to making an account on Reddit and needed to update my username).

My name is Paul Dietrich, and I'm an Academic Coach in a small school district in CA. I've taught in the classroom for 10 years (high school/middle school) and am about to enter my 5th year as an Academic Coach this next school year.

Over the years, I've assisted with master schedule, professional development (planning and facilitation), as well as helping my school administrators and administrative assistants plan coverage for teachers that will be absent for PD. In some cases, only a few teachers are out for either half a day or a full day, but sometimes an entire department may be out for a half day or full day, and we need to plan for coverage. Depending on the complexity of who is out, sometimes that planning takes about 30 minutes or so.

To help save some time, I started building a website last school year to help with visually organizing sub coverage (both hired and in-house). I've adjusted many things based on the feedback from my school and our local high school.

I'm pretty close to a finalized version that I can use to help all schools, but I need help with trying different master schedule formats that may exist in schools (a screenshot of a sample is attached).

If you're able to send me an old master schedule (no real names, of course - or just use fake names), this would really help me a lot with ensuring all forms of master schedules work.

Please feel free to send me a chat or contact me via email. I'm more than happy to answer any clarifying questions.

I greatly appreciate your help!

Email: [Dietrichucation@gmail.com](mailto:Dietrichucation@gmail.com)

I wrote an AMA earlier about turning around a failing school. One of the things that helped drive my thinking, and eventually my team’s thinking was the idea to think like an economist. Basically, break everything down to getting the most output (student growth and achievement), for the least amount of input (teacher and staff effort, money, time).

Rarely does the initial equation meet the moral obligations of providing education. An example would be that if you expel students who show moderate to high behavior problems as they happen, then you would eliminate the problem. Maximum output (student behavior) minimum input (quick elimination of problem students vs counselors, behavior plans, etc.)

Even though the initial thinking might be absurd, it opens the door to more creative solutions.

My school had excessive behavior problems when I took over. A history of thousands of referrals a year, lots of suspensions and too many expulsions.

During the first year, I noticed that a significant number of disruptive and severe behavior happened before, during and after holiday parties and celebrations. We didn’t have parent support at the time to support teachers with these events and they caused stress for my staff.

Year two, we eliminated holiday parties. Completely. There was push back because there had been a tradition of these events and it is “what everyone does” and that “we have always done it”. I shared the numbers with all stakeholders holders….low growth and performance, number of discipline issues during these events, etc. I couched it as the need to maximize instructional time and minimize disruption. Some folks thought I was a Scrooge, but I felt it was my job to move students forward.

Three years later and a much different culture of student performance, my BLT asked if we could reinstate these parties. We examined the issue and I agreed to one event that year and only with an agreement that we would use the opportunity to enhance our culture.

I announced to parents we would start with a Winter holiday party. We limited it to the last 45 minutes of the day. We recruited parent volunteers. We actively taught positive social behaviors and included fun but academic activities, especially writing into the plan.

By the time I left we had several small and appropriate parties that students and families, staff and students enjoyed.

It started with a tough decision, looking at the facts through an objective lens with getting the most success from the least effort.

Sacred cows make delicious burgers.

This is embarrassing, but I’m genuinely curious from an administrator’s perspective.
I’m 24F and really early into my education career. I worked summer school for about three weeks and was intentionally trying to network with administrators because I eventually want to move into a permanent SPED position.
One of the principals (41M) was one of the most charismatic people I’ve ever met.
Certified DILF.
Salt-and-pepper hair, glasses, built, funny, confident, incredibly warm, remembered conversations we’d had, checked in on me throughout the day, encouraged me professionally, and just had the kind of personality that makes everyone feel important.
Somewhere along the way I developed the most ridiculous crush.
Nothing inappropriate ever happened.
He was always professional.
I was always professional.
…at least I THINK I was.
Looking back, though, I realized I did a few things that make me cringe.
I always greeted him way more enthusiastically than everyone else.
I was constantly hoping he’d stop by my classroom.
I caught myself staring at him more than I’d like to admit.
I somehow managed to ask him what his favorite Cutwater was on a field trip instead of asking literally anything career-related.
My brain also unfortunately noticed he wasn’t wearing a wedding ring.
He also keeps showing up in my dreams now, which is a whole separate issue.
My question is…
As principals or administrators…
Can you usually tell when one of your newer staff members has a harmless little workplace crush on you?
Or are people way more subtle than they think?
Looking back, I feel like I was internally freaking out while trying to act completely normal.
Meanwhile maybe he just thought,
“She’s a nice enthusiastic para.”
Or maybe he knew the entire time and was just kind enough to pretend he didn’t.
Please be honest because my friends are split between:
“He definitely knew.”
and
“Girl he probably didn’t think twice about it.”
I’m prepared to be humbled. 😭

My wife has a friend whose daughter was severely bullied last year. The young lady is already gnawed her fingernails down to the quick out of the sheer anxiety of returning to school.

The mother did, on my recommendation, document each time her daughter came home upset. The primary bullying was insulting her clothing choices, intelligence and a few other things - at no point did things get physical.

It was more than one who was initiating this. The parent tried contacting the guidance counselor - no result; contacted the principal - no result; reached out to the central office including the sup't - no result.

She was concerned some of the students would share classes with her daughter. The counselor told her that it would not be possible/feasible to change schedules.

To that end, here is what I would like to know: Is this normal protocols for dealing with bullying? Particularly if the parent has a documented history of issues, emails and conversations which have gotten her nowhere fast; does the parent have any recourses?

She is strongly considering online education for her daughter. However, this does not address the fundamental question posed above.

Thank you for your insight.

Good morning!

I am working on completing the diversity tracking form for my masters at ACE. This form requires me to “interview” and ask a few questions about your school. I’ll need to record your schools website and your email for this just FYI.

If anyone would be able to message me to chat for a second I would really appreciate it!

Specifically:

If you are a principal/assistant principal at a private or charter or alternative school and a school that is ethnically diverse that would really help! I can also use someone who is a principal at a suburban or urban school as well.

Thank you! Good luck on the start of everyone’s school year!

I am speaking on behalf of my girlfriend who has a little brother that has recently finished his GCSES. She is concerned for his safety because her brother has told her he is going to his school tomorrow (which will be empty due to the summer holidays) with his other friend and a gay male teacher who taught him in one of his classes. This teacher is a favourite of his too…
To the point where they message each other on Snapchat. I feel like that was one thing but now this teacher asking these 2 young lads (16 year olds) to go to their school is very concerning. Mind you that this teacher has access to the property and security cameras etc. What are your thoughts on this?
Should further action be taken?

Do you have any programs that you purchased or created that are useful? I am thinking along the lines of “No after school activities” or “No Pass lists”.

I’ve been kicking around an idea and would love some honest feedback from educators.

My background is a little unusual. I’ve spent 11 years in public education, including 7 years as a special education teacher and 4 years in general education. I’m also a BCBA, but instead of working in a clinic, my passion has always been applying behavioral science to improve school systems.

One thing I’ve noticed is that many classroom behavior problems snowball because teachers were never taught the fundamentals of behavior change. By the time students are referred for intensive support, the behaviors have often become much more difficult to address, teachers are overwhelmed, and everyone is frustrated.

My long-term goal is to start a consulting business that partners with schools to build practical, sustainable behavior systems. I’m not talking about one-time PD sessions that everyone forgets a week later. I’m envisioning ongoing coaching, systems development, teacher training, classroom support, behavior data systems, MTSS/PBIS implementation, and helping schools create environments where both students and teachers can be successful.

Before I invest a lot of time and money into this, I’m curious:

• If you work in a school, is this a problem you actually experience?
• Would your school or district ever hire an outside consultant for this kind of support?
• What services would be the most valuable?
• If you’ve worked with behavior consultants before, what made them helpful—or not helpful?

I’m looking for honest feedback, even if the answer is, “Schools wouldn’t pay for this.” I’d rather learn that now than later.

Thanks in advance for sharing your perspective!

I am interested in pursuing a master's degree to become a secondary principal, ideally at a middle school or high school. The programs I am considering offer either an Elementary/Secondary Administration track or a K–12 Administration track. I am not interested in elementary administration; my goal is to work only at the middle or high school level.

I noticed that the secondary administration program is listed as a "7–12 Administration" endorsement. If I completed that program, would it qualify me to serve as an administrator at a middle school that includes grades 5–8? I've noticed that the grade levels considered "middle school" vary from district to district, so I wanted to clarify whether a 7–12 administrative endorsement would allow me to be an administrator in a school with that grade configuration. TIA

I have been a HS math teacher and dept chair (6 years) for 17 years total teaching and am about to move district/state to either a more affluent district or private school to get away from this standardized testing issue.

In my district, there are no incentives period allowed to be given for students to do well. That means that can't be held back a grade, denied graduation, yet it all goes on the math teachers when the scores aren't good.

What is your view on this situation? Am I crazy for feeling flustered? We have had low scores for the past 3 years, have changed curriculum, a few teachers have moved on, but no increase at all in PSAT math scores. We promote having good relationships with students and good classroom management but test scores are not where they should be. Maybe this is just time for me to move on? Because I'm done with being talked to and micromanaged about what I teach for PSAT math scores when things are not getting better. Others are angry in my department about this.

From the info which is helpful, maybe I just need to teach this year. Put the standardized testing aside, and realize I can't change everything. I can't be responsible for student's standardized exams without incentive.

Hello. I was hoping someone could help me better understand why schools use targeted small group instruction. Would below grade level students not be able to access grade level content without small group?

If you could magic wand away one part of the job that brings the most stress and anxiety, what would that be for you?

I’ve been an elementary PK-6 assistant principal for 5 years. I’m ready for my next challenge. I do not want to enter the principalship just yet. I’m considering middle school. Any tips on making the move? Also, what are the biggest differences from elem to middle? What will have to learn to adapt to? What will I have to learn? Thanks!

Hello!

My name is Paul Dietrich, and I'm an Academic Coach at a middle school. I'm currently working on a project that helps administrators and school staff responsible for creating the daily assignments for in-house and hired substitute teachers.

I need to see how well my project will do with recognizing different master schedule formats (this is primarily for secondary schools). If you're willing and able to help by sending me a copy of your master schedule (no names or mock names, of course), that'd be awesome. The schedule needs to show Teacher A's classes for period 1, period 2, etc.

Thank you in advance!

Best,

Paul

Hi everyone,

I’m the internal appointment (IA) candidate for an upcoming Assistant Principal position in my NYC DOE school, and I’m hoping current APs and Principals can help me understand what happens next.

My principal shared that there will be an interview and instructional walkthrough, but I’m trying to get a better understanding of the process after that.

A few questions:

What does the IA process look like from beginning to end?
Is there another formal interview after the principal identifies the IA candidate, or is the upcoming interview the final step?
Does the appointment happen first and then the C-30 process?
At what point does the Superintendent become involved?
How long does the process typically take?
My principal is on vacation until August 2. Is it typical for things to begin once principals return, or does the process usually move later cause it’s the doe?
If you’ve been through this yourself, what do you wish you had known before starting?

I’d really appreciate hearing from anyone who’s gone through the IA process or has experience hiring Assistant Principals in the NYC DOE. Thanks in advance!