Is this something that requires my immediate attention?
Is this something that requires my immediate attention?
How to respond when someone approaches, when to pivot your focus, and what they want to talk to you about
I took a deep breath, steadying myself before knocking on Principal Cunner’s door. My heart raced with a mix of nerves and hope—hope that she might offer guidance on the classroom management issue that had been keeping me up at night.
Principal Cunner was unhappy with my late performance, especially after the eighth-grade fight in the hallway outside my door a week ago. In the past, I always viewed her as approachable and supportive, so I hoped that she could spare a few minutes to listen to my concerns.
“Hi, Principal Cunner, do you have a minute?"
Principal Cunner glanced up, her expression tired, and said, ‘Sure, Jo. Come on in.’ She had never called me Jo before—always Ms. Mabee. That small slip made my stomach drop; it felt like a subtle confirmation of my fears.
“Never mind. I will come back later,” I said, somewhat annoyed and sadder. She barely even acknowledged me leaving the room. As I walked away, a wave of sadness and frustration washed over me. My confidence, already shaky, crumbled. I began to question this particular interaction and whether my concerns as a teacher were valued.
Years later, now in a leadership role myself, I understand the pressures Principal Cunner faced. But that doesn’t erase the impact of feeling dismissed. It taught me a critical lesson: how leaders respond in these moments can build or break trust.
Is There Something That Requires My Immediate Attention?
School leaders manage many responsibilities throughout the day and it is sometimes difficult to determine the best immediate course of action at any given moment in time. Of course, leaders want to give their undivided attention to staff members who may be concerned. However, a leader doesn’t know the challenge’s nature when a teacher approaches them: from a simple password change to a student melting down in a classroom. Is this something that requires my immediate attention? It is an appropriate response because it acknowledges the potential urgency of the matter. Here are a few circumstances that may require a leader's immediate attention:
Emergencies or Safety Concerns: If the teacher's request pertains to an emergency situation, student safety, or any immediate threat, the leader must prioritize addressing the issue promptly. Examples could include a medical emergency, a student displaying violent behavior, or a security breach.
Critical Incidents: Certain critical incidents may demand the leader’s immediate attention. This can include allegations of misconduct involving staff or students, significant acts of bullying or harassment, or any event that poses a risk to the school's reputation or legal obligations.
Crisis Management: In the face of crises like natural disasters, lockdowns, or acts of violence in or around the school, the leader must respond swiftly to ensure the safety and well-being of students, staff, and the school community.
Legal or Policy Compliance: If the teacher's request relates to legal or policy compliance matters, such as potential violations of mandated reporting requirements, child protection issues, or breaches of district policies, the leader must address them immediately to ensure compliance and prevent any potential legal repercussions.
Immediate Support or Intervention: Some circumstances may require immediate support or intervention from the leader, such as a teacher reporting severe emotional distress, a student exhibiting self-harm tendencies, or a situation that jeopardizes the mental health and well-being of a staff member or student.
Major Disruptions: Instances that significantly disrupt the learning environment or pose a substantial challenge to the school community may necessitate the leader's immediate attention. This can include issues like widespread student unrest, a significant disruption to the school's operations, or a severe breakdown in communication among staff members.
It's important for leaders to assess the urgency of each situation based on the information provided and their knowledge of the school's policies and procedures. School leaders can effectively prioritize their time and resources by asking whether the matter requires immediate attention, ensuring that critical needs are addressed promptly, and not dismissing the inquiring staff member.
Not a Crisis- Now What?
After the leader has determined that the request is not an immediate crisis, the leader’s reactions can vary depending on the individual leader's style, workload, the nature of the teacher's request, and the school's culture. Influential leaders strive to create an open and supportive environment where staff members feel comfortable approaching them with their concerns or questions. Unlike my experience, it is critical to demonstrate openness and availability. When a teacher asks for a minute, a leader may express their willingness to listen and make themselves available to address any concerns or issues the teacher may have. They may respond positively and encourage the teacher to share their thoughts or questions.
While leaders aim to be accessible and responsive, they also have various responsibilities and time constraints. Depending on the urgency and complexity of the teacher's request, leaders may need to consider scheduling a separate meeting or finding an appropriate time to address the matter thoroughly. They may explain the need for scheduling or suggest an alternative time for a more focused discussion.
“Of course, I'm available. What's on your mind?”
The leader acknowledges their availability and willingness to listen to the teacher.
Results: The teacher feels valued and supported, knowing they can freely express their concerns. This promotes a positive and open relationship between the leader and teacher. It encourages open communication and collaboration.
“I’m glad you came to me with this.”
The leader acknowledges the teacher’s positive choice by reaching out for help.
Results: The teacher feels affirmed in their decision-making to come to the leader with their concerns. This promotes a collaboration between the leader and teacher.
“I'm interested to hear what you have to say. Please go ahead.”
The leader shows genuine curiosity and encourages the teacher to share their thoughts.
Results: The teacher feels heard and respected, knowing that their perspective matters. This fosters a sense of belonging and encourages teachers to engage in meaningful dialogue with the leader. It promotes trust and mutual understanding.
“I have a few minutes now. Let's talk briefly. What's going on?”
The leader acknowledges limited availability but expresses a willingness to address the teacher's concerns promptly.
Results: The teacher may feel a sense of urgency to communicate their issue efficiently within the given timeframe. This demonstrates the leader's commitment to addressing concerns promptly. It encourages the teacher to provide a concise overview of the matter and facilitates efficient communication.
“I want to understand your perspective. Please take your time.”
The leader emphasizes the importance of understanding the teacher's point of view and encourages them to express themselves fully.
Results: The teacher feels encouraged to share their thoughts without feeling rushed or interrupted. This promotes active listening and empathy from the leader. It fosters a sense of psychological safety for the teacher, allowing them to express their concerns openly and honestly.
“I appreciate you reaching out. Let's find a suitable time to discuss this further.”
The leader acknowledges the teacher's request but suggests scheduling a dedicated meeting to address the matter thoroughly.
Results: The teacher may feel the need to schedule a separate meeting to have a more focused and detailed conversation. This ensures that the teacher's concerns receive the attention and time they deserve. It demonstrates the leader's commitment to addressing the issue adequately and avoids rushing through the discussion due to time constraints.
See also The case against the principal’s “open door policy”
What Leaders Could Anticipate
When a teacher approaches a leader to talk briefly, there can be a variety of reasons or needs that they may have. Here are some potential things a teacher may need when approaching a leader for a brief conversation:
Clarification or Guidance: The teacher may need clarification on school policies, procedures, or expectations. They might seek guidance on implementing a specific teaching strategy, addressing a classroom management issue, or handling a challenging student situation.
Feedback or Evaluation: Teachers may approach the leader to seek feedback on their teaching practices or to discuss their performance evaluation. They might want to review their progress, receive constructive criticism, or discuss areas for improvement.
Support with Student Needs: Teachers may need assistance in supporting students with unique needs or challenging behaviors. They might seek guidance on implementing individualized education plans (IEPs), addressing behavior interventions, or collaborating with other support staff.
Conflict Resolution: In cases of conflicts with colleagues, parents, or students, teachers may need the leader's assistance to mediate or resolve the issue. They might seek advice on conflict resolution strategies or request support in facilitating a constructive dialogue.
Personal or Professional Well-being: Teachers may approach the leader to discuss personal or professional challenges that are affecting their well-being. They might seek support, resources, or referrals to address issues related to workload, stress, work-life balance, or emotional support.
Celebrating Achievements: Teachers may approach the leader to share and celebrate their achievements, student accomplishments, or noteworthy events happening in their classrooms. They might seek recognition or support in highlighting these achievements within the school community.
These are just a few examples, and the specific needs of a teacher can vary widely depending on their individual circumstances, classroom dynamics, and professional goals.
Conclusions
Leaders are responsible for being available to staff throughout the day while managing a mountain of priorities. How a leader approaches a teacher asking for their time can either promote trust and collaboration or undermine morale and inhibit communication. The choice is yours. When a teacher approaches you, even a brief acknowledgment of their concerns can go a long way. Phrases like, ‘I’m glad you came to me with this’ or ‘Let’s find a good time to talk this through’ show that their voice matters, even when you’re pressed for time. In the daily chaos, it’s easy to overlook the significance of a single interaction. But as I’ve learned, a leader’s response in these moments can define their relationship with their staff. The choice to listen, even briefly, is the choice to lead with empathy and intention.