More than anything else, including higher pay (45%), 40,000 teachers surveyed reported that they want supportive leadership (68%). The question is, what is supportive leadership? Customer satisfaction is an important indicator of quality service, corporations put a lot of time, effort, and money into surveys that ask their customers “How did we do?” So, why not ask teachers who have worked with school leaders about their views on supportive leadership?

In Simply the Best, The Teacher Leader does just that. A 40-year classroom veteran and teacher-leader should be a good judge of supportive leadership. In his profile of Barbara Douds, The Teacher Leader identifies a number of Barbara’s key leadership qualities including:

“A listener, a learner, and active participant” – “She would talk with each chair, listen to their concerns and goals, and acquired the information necessary to be fluent in the most pressing issues of that subject area.  She would then work with the chairs to formulate the best approaches for the guidance staff to assist in implementing their programs.” Teachers want collaboration. They want to share. They want a partnership. Teachers don’t want leaders who ‘simply follow dictates or who ask no question, seek no answers and most of all give no advice.’

Trust and Respect – The Teacher Leader points to one of Michael Fullan’s Six Secrets of Change, “transparency” of data, as a key element in gaining the trust of the staff. Everyone had the same numbers and they knew that the numbers were correct. In addition, he points to Barbara being “viewed by all as fair and honest” as keys to her ability to earn trust and respect.

No surprises! – Supportive leadership (collaboration) is not asking teachers what they want and then doing what is convenient—Administration By Convenience (ABCs). In a true partnership, each party consults the other when making key decisions.

Her attention to detail and “her work ethic was contagious.”

Emotionally supportive – No matter what occurred, “her demeanor was always calm and her mood was always even.” Students need a low-threat classroom to learn. Teachers must know that, no matter what, it is never personal.