In today's fast-paced and ever-evolving educational landscape, the role of school administrators is more crucial than ever. They serve as the backbone of schools, supporting teachers, students, and parents alike. By fostering a strong school culture, administrators can make a lasting impact on student learning and achievement. This article will explore various strategies and ways administrators can support teachers, school leaders, and students, and create a positive school environment.
Administrators can play an instrumental role in supporting teachers by offering mentorship and professional development opportunities. By providing tailored feedback and guidance, administrators can help teachers improve their instructional skills and classroom management techniques. Investing in teachers' growth and development benefits both the educators and the students in their classrooms.
Creating an environment where teachers feel supported and can feel confident is essential. Administrators can foster a sense of belonging and collaboration among teachers by organizing regular faculty meetings, team-building activities, and providing opportunities for teachers to share their ideas and creative ideas and solutions. A strong school culture will encourage teachers to learn from each other and work together to improve the overall quality of instruction.
The demands of teaching can take a toll on educators' mental health, leading to burnout and decreased educator job satisfaction. Administrators can help prevent teacher burnout by ensuring teachers have access to resources for self-care, promoting work-life balance, and actively listening to teachers' concerns. By supporting teachers' mental health, administrators create a positive environment where educators can thrive.
Parent and teacher involvement is a critical aspect of student success, and administrators can support teachers by encouraging open communication between educators and parents. Organizing events like parent-teacher conferences and community gatherings can help build strong relationships between teachers, parents, and those involved in the school administration.
A shared vision and mission are essential components of effective leadership. Administrators should work closely with school leaders to develop and communicate a clear vision and mission for the principal and school. By involving teachers, parents, and students in the process, administrators can create a sense of ownership and commitment to the school and principal's goals and objectives.
Administrators can support school and team leaders by providing them with the necessary resources, autonomy, and decision-making authority to lead their teams effectively. Empowering school leaders will enable them to identify and address challenges, implement creative solutions, and make a difference in the lives of their students.
A culture and process of continuous improvement is vital for the ongoing success of a school. Administrators can support school leaders by encouraging the use of data-driven decision-making, providing opportunities for professional development, and fostering a growth mindset every school day. This approach will help school leaders continually refine their practices and adapt to the changing needs of their students.
Administrators play a critical role in creating inclusive learning environments that meet the diverse needs of students. By promoting differentiated instruction, culturally responsive teaching practices and curriculum, and equitable access to resources, administrators can help ensure that all students have the opportunity to succeed.
Effective student discipline strategies are essential for maintaining a safe and orderly learning environment. Administrators can support teachers and school leaders by providing guidance on evidence-based discipline practices, promoting the importance of positive behavior interventions, and ensuring that disciplinary actions are fair and consistent across the school.
Administrators can support student achievement by closely monitoring academic progress, using data to inform instructional decisions, and providing targeted support for students who are struggling. By working collaboratively with teachers and school leaders, administrators can help ensure that all students receive the instruction and support they need to succeed academically.
Administrators play a vital role in shaping the success of a school. By supporting teachers, school leaders, and students, administrators can create a positive school culture, foster growth and development, and ultimately improve student learning and achievement. By implementing the strategies discussed in this article, administrators can make a lasting impact on their schools and the lives of their students.
A positive school climate is essential for fostering a sense of belonging and well-being among students, teachers, and staff. Administrators can enhance school climate by recognizing and celebrating achievements, promoting respect and inclusivity, and addressing any incidents of bullying or harassment promptly.
Strong connections between the school and the local community can have a significant impact on student success. Administrators can support community engagement by collaborating with local organizations, businesses, and non-profits to create partnerships that benefit both the school and the community. Initiatives like service-learning projects, internships, and mentorship and leadership programs can provide students with valuable real-world learning experiences and strengthen ties between the school and the community.
Parent and family involvement play a crucial role in student success. Administrators can encourage family engagement in education by creating opportunities for parents to participate in school events and activities, maintaining open lines of communication, and offering parent workshops and resources. Involving parents and families in the education process can lead to improved student achievement, better attendance, and higher graduation rates.
Innovation is essential for keeping schools and classrooms relevant and engaging. Administrators can foster a culture of innovation by encouraging teachers to experiment with new teaching methods and technologies, providing resources and support for professional development, and celebrating the creative efforts of teachers and students. By embracing innovation, schools most teachers can continually adapt to the changing needs of students and better prepare them for the future.
Supporting teachers, school leaders, and students requires a multifaceted approach that encompasses professional development, mental health, school culture, and community engagement. Administrators play a critical role other educators do in fostering a positive school environment that enables all members of the school community to thrive. By implementing the strategies discussed in this article, administrators can make a lasting impact on their schools and the lives of their students.
Administrators can support teachers by offering mentorship and professional development opportunities, fostering a collaborative school culture, prioritizing teacher mental health concerns, and promoting open communication with parents.
Principals can support students by creating a safe and inclusive learning environment, allocating resources for student needs, and encouraging teacher collaboration to provide engaging and effective classroom instruction.
Principals can support new teachers by providing them with meetings with a mentor, offering ongoing feedback and guidance, and creating a welcoming and supportive school culture.
Administrators can make teachers feel appreciated by acknowledging their efforts, celebrating their successes, providing ongoing support and feedback, and creating opportunities for professional growth and development.
As a chronically late student, Danny Bauer once told his Chemistry teacher a fib about saving an entire girl scout troop from a burning building to get out of a tardy.
Danny is not sure if it was the very made up story, the very real cookie he offered his teacher, or a combination of both that got him out of a detention that day …
That experience taught him it pays to develop your storytelling skills.
Danny has been telling stories since then, most recently on the Better Leaders Better Schools podcast, ranked in the TOP 0.5% of 3 million global podcasts, and via his two bestselling books, Mastermind: Unlocking Talent Within Every School Leader and Build Leadership Momentum: How to Create the Perfect Principal Entry Plan.
He also loves telling stories while facilitating in person leadership workshops at national conferences and for school districts.
Danny’s mission is to help Ruckus Makers Do School Different™.
Soniya, hailing from the culturally rich land of India, is a dynamic professional in the field of web services, crafting digital landscapes. Soniya’s journey into the world of technology is a testament to her unwavering passion and commitment to excellence, transforming ideas into impactful online realities.
Since 2022, Soniya has played an important role in supporting BLBS with her comprehensive website services.
She loves to travel and cook new recipes.
Music is an inspiring art form. Sound is conveyed via the air to the ears of living beings, and each being perceives it in its own unique way, eliciting a certain feeling. Dragan feels the same sensation every time he hears music, from infancy to now, as if it were a part of his existence that he couldn’t fathom living without. Dragan opted to deal with sound his entire life despite his formal degree, and today he is one of the most passionate audio producers you can meet and chat to about sound and music all day long. His enthusiasm for audio production, student-like thinking, and curiosity keep him continually mobile in generating new, quality, and enjoyable sound on a regular basis.
Dragan has been producing BLBS audio and video content since 2020.
My passion for both baseball and literature was the initial catalyst that led me into education. Growing up as a softball player and a die-hard fan of the Chicago Cubs from the North Side of the city, I developed a profound appreciation for the South Side of Chicago, not enough to convert me into a White Sox fan. As a National Board certified teacher, with over 16 years of experience on Chicago’s South Side, my journey as an educator has taken me from my roots in the Windy City to Virginia, as an instructional coach.
From the very beginning, I have been an unwavering believer in the philosophy of BLBS. My journey alongside Danny has been one of daring innovation and audacity, right from the moment he challenged me to say, “boom” and drop the mic during our initial city-wide professional development event. He has cultivated a team capable of winning a World Series, and I am deeply honored to be a part of this community of individuals who consistently push the boundaries and endeavor to make a meaningful difference in the lives of others.
Premaria Mutambudzi is the BLBS Office Administrator, This is her 2nd year, she has served in the administrative field for 5+ years, Prim is originally from Bulawayo, Zimbabwe. She has been married for 7 years to her husband Takunda, and is blessed with two children.
Prim loves meditation, creative writing, poetry, and reading. In her spare time, Prim is a talented and creative Makeup Artist.
– Head Coach
Sofía’s lifelong search for a profession that would “leave the world a little better than she found it” led her to study philosophy and comparative religions, become a teacher, lead schools and educational projects, work for the Argentine Ministry of Education, contribute as a volunteer in various NGOs and become personally committed to causes that raised awareness about the world’s challenges and the potential of education to overcome them.
She is a practically-minded idealist, a profound believer in people and their potential for good, committed to collaborative leadership environments, and instinctively and naturally drawn to create order and systems in seemingly chaotic contexts.
After more than 30 years in the classroom and almost 20 as a school leader, Sofía now divides her time as Schools Development Manager for Cambridge University Press and Assessment, Executive Secretary for the International Confederation of Principals, Facilitator for the ESSARP Teacher Training Centre in Argentina and BLBS Mastermind Coach.
Each of her current roles allows her to travel near and far while contributing to her own lifelong learning, and that of school leaders across the world, in the slow way she cherishes: one experience, one adventure, one conversation and one relationship at a time.
– Head Coach
Once a roller derby ref, now enjoying “retirement”, Dan’s got some wild tales from the track. Picture this: Dallas, a Division 1 tournament, and Dan’s zipping around as an “outside pack ref” when suddenly, BAM! He gets bulldozed by “Ruthless Red” charging out of the penalty box. But did he stay down? Not a chance! Dan bounced right back up, finished the game like a champ, and jetted off to Barcelona for the World Cup, broken tailbone and all.
Bruises and broken bones couldn’t keep Dan out of the action. Those derby days weren’t just about dodging collisions—they taught him about grit, resilience, and leadership skills that he’s been flexing for 15 years as a school leader. Whether he’s coaching leaders as part of The Ruckus Maker Mastermind™ team or dodging freight trains in the fast-paced world of roller derby, Dan is always willing to lean into the next challenge.
– Head Coach
Jason P. Dropik (Babaamii-Bines / Eagle Clan) is the School Administrator for the Indian Community School (ics-edu.org), in Franklin, WI, which serves Native students in the metro Milwaukee area. A member of the Bad River Band of Lake Superior Chippewa Indians (BadRiver-nsn.gov), Jason is committed to supporting students, families, staff, school/community leaders, and the community both near and far.
Having recently completed a two-year term as President of the National Indian Education Association (NIEA.org), he advocated for and spoke on the importance of tribal sovereignty, policy, appropriations, and student support across the country. As a Board Member of NIEA, Jason continues with that work, championing training and providing information for schools and community organizations, while creating visibility and understanding of Indigenous perspectives.
His greatest passion is creating welcoming spaces for students to develop their identity, take pride in their language and culture, and to celebrate the rich legacy and the promising future of Indigenous communities.
– Head Coach
First and foremost, I’m a husband, father and son. I’m someone who is driven by my faith. I’m the Principal of A. Russell Knight Elementary in Cherry Hill, NJ. The Parks are animal lovers. We have 3 dogs and 2 cats. Some things that I’m loving at the moment is playing Pickleball and cooking for my friends and family. I also have the privilege and joy of serving as a BLBS Mastermind coach.
– Head Coach
Back in high school, Jesse used to painstakingly unthread the logos from his clothing and hats so that he wouldn’t be seen as part of the status quo.
He didn’t know it then, but that was the start of his journey as someone who finds unique ways of communicating ideas.
Then when he discovered his connection to youth with disabilities, he realized that he was among experts who’ve been finding ways to do things differently all their lives.
Leaning into these connections has brought him to become the Innovation Lead for a statewide project called I’m Determined – developing and producing animated videos and feature-length movies, facilitating events and building tools and resources for youth, families, and educators – all as ways to help students ink their journeys for the world to see.
As a leadership coach, Jesse is someone whose consistent presence is there to listen and add value and belonging.
– Head Coach
Leadership skills were evident as early as first grade for Paige Kinnaird when the teacher pointed out that “Paige is an eager beaver who completes her own work and then monitors what everyone else is doing.”
This taught Paige the importance of servant leadership. To never expect work from others that she is not fully committed to also putting forth the effort to accomplish.
Paige has used this as the central driving force of her work ever since… a willingness to be part of the work, not just driving the work.
– Head Coach
Karine Veldhoen, M.Ed., is the founder of Learn Forward™ and a creative force in education. While her name may be difficult to pronounce, her mission is simple, to champion extraordinary potential. As an educational leader (15 years) she created the first model Learn Forward™ school while simultaneously founding and serving as Executive Director of Niteo Africa. She’s taught Teacher Candidates at both UBC-O and UNBC and serves as a coach for Better Leaders Better Schools.
In all of her roles, she considers herself a modern-day pilgrim who stands for Equity, Diversity, and Inclusion.
Now, she dedicates her professional practice to championing EdLeaders to design thriving schools. When Karine is not carving new paths for education, you’ll find her with her husband and three children, her heart-song.