‘Hating’ Administrators

Susan Stoya’s article, “Why Teachers ‘Hate’ Administrators” (December 2019), resonated for me in so many ways. The title alone was attention-grabbing for one who’s worked 25 years in the PK-12 education system, and I found Stoya’s article refreshing as she offered strategies to offset the undeniable divides between teachers and administrators.

How we cope with the growing complexities inherent in 21st-century schooling is up to us. If we as educators are willing to have these DIFFICULT CONVERSATIONS around school culture, teacher leadership and community engagement, then we have a fighting chance to restore the collective efficacy of both teacher and administrator. A good first start is to bring teachers and administrators together and have a conversation about Stoya’s article.

STEPHEN DANNA
DEAN, QUEENSBURY BRANCH CAMPUS,
SUNY PLATTSBURGH,
PLATTSBURGH, N.Y.

Susan Stoya, in her insightful piece “Why Teachers ‘Hate’ Administrators,” addresses the trials and tribulations that come with balancing a teacher’s classroom duties with the macro perspective inherent in an administrative position.

The bottom line is to work together, to understand and to share both concerns and solutions — by creating a team built on professionalism and trust. Of course, if an administrator is truly content to operate on the “dark side” (one of the more lighthearted observations in Stoya’s piece) and to reside in an “ivory tower” of authority, the school community will wallow in the mire of distrust.

GREGG WEINLEIN
ADMINISTRATIVE COACH,
CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION,
EAST GREENBUSH, N.Y.

Susan Stoya’s article effectively makes the case that intentional efforts to build trust are just as important to the administrator-teacher dynamic as they are to the teacher-student relationship.

She recognizes that school administrators and teachers need not and should not engage in an “us versus them” scenario. While not easy, building trustful relationships with teachers is the right thing to do for students.

DAVID ZISKIN
DISTRICT SUPERINTENDENT,
HAMILTON-FULTON-MONTGOMERY BOCES,
JOHNSTOWN, N.Y.

Superintendent Tenure

I really enjoyed reading Daniel Domenech’s column (“Extending Superintendents’ Tenure,” December 2019). I have been a superintendent for the past 35 years in four different locations and have been in my current position, leading a suburban district in Wichita, Kan., for the past 17 years. I have had opportunities to leave for larger districts for more money, but I decided to stay to see things through here.

It takes a while for a new superintendent to earn the trust of the school board, administrators, faculty and staff. If you have a collective vision and treat people as professionals, you can create momentum that is self-perpetuating.
The lure of more money and a bigger challenge is out there, and many of my colleagues are driven by these things. Had I left after my first 10 years, I would have missed out on some really significant accomplishments that have benefited the students, staff and the community. I am very glad I stayed.

JOHN K. BURKE
SUPERINTENDENT,
HAYSVILLE UNIFIED SCHOOL DISTRICT 261,
HAYSVILLE, KAN.

Correction

In the article “For Special Needs Students, It’s Therapy From Afar” (January 2020), the statistic about the nationwide shortage of about 15,000 school psychologists was attributed mistakenly to a survey by the American Speech-Language-Hearing Association. It should have been attributed to the National Association of School Psychologists.

Letters should be addressed to: Editor, School Administrator, 1615 Duke St., Alexandria, VA 22314. Fax: 703-841-1543. E-mail: magazine@aasa.org