Returning from summer vacation can be a challenging transition for teachers, who often need time to readjust to their classroom routines and regain their momentum. Principals and APs play a critical role in smoothing this transition and setting a positive tone for the rest of the school year. To support teachers effectively and foster a productive start, principals should avoid the following five practices …
1. Overloading Teachers with Administrative Tasks
Returning from vacation can be stressful enough without the added burden of excessive administrative tasks and needless paperwork. Principals should steer clear of piling on paperwork, data entry, or other non-instructional duties right when teachers return. Instead, consider prioritizing these tasks before teachers leave for the summer break or delegating them to support staff. By doing so, teachers can focus on preparing their classrooms and re-engaging with their students without the added stress of administrative overload. Too often, teachers only have a few hours to get their classrooms ready for students due to the for-mentioned unnecessary tasks.
2. Implementing New Policies or Initiatives Immediately
Unveiling new policies or initiatives right after a vacation can feel like a jarring disruption for teachers who are still adjusting to their return. Introducing significant changes or requiring immediate implementation can be overwhelming and counterproductive. Instead, schedule these discussions for a later date, allowing teachers to settle back in first. This approach helps ensure that teachers can absorb and adapt to new policies more effectively when they’re in a better frame of mind. If new practices must be put in place, such as a new attendance system, ensure that this has been communicated before teachers leave for the summer and that any training that needs to occur when they return is just a quick refresher.
3. Scheduling Lengthy Meetings or Professional Development Sessions
While professional development is important, scheduling lengthy meetings or workshops right after a break can be demoralizing. Teachers need time to reconnect with their classrooms and students before diving into extensive training sessions. Consider limiting the number and duration of meetings immediately following summer vacation. When professional development is necessary, keep it concise and focused on practical strategies that can quickly benefit teachers and students alike. Think about providing PD sessions that are tailored to individual needs. Veteran teachers probably do not need to sit through their 15th PD session on classroom management.
4. Forcing Immediate Assessments or Evaluations
Expecting teachers to jump straight into assessments or evaluations upon their return can be both demotivating and stressful. Teachers might need time to gauge their students’ current levels and adjust their lesson plans accordingly. Principals should avoid scheduling evaluations or assessments immediately after a break. Instead, allow teachers to ease back into their routines and build rapport with their students before undertaking any formal evaluations.
5. Neglecting to Offer Emotional Support
Summer vacation is a time for teachers to recharge and (hopefully) relax, but returning to work can be emotionally taxing, especially if teachers have personal or professional stressors such as their work start date occurring before their own children needing to be back at school. Principals should avoid assuming that all teachers are ready to hit the ground running without any emotional support. Be proactive in offering a listening ear, acknowledging the challenges of transitioning back to work, and providing encouragement. Simple gestures like check-ins or offering resources for stress management can make a significant difference in helping teachers feel supported and valued.
By avoiding these pitfalls, principals can create a more supportive and welcoming environment for teachers returning from vacation. A thoughtful approach to their transition not only benefits the teachers, but ultimately enhances the overall learning experience for students. After all, a well-supported teacher is in the best position to inspire and educate their students effectively.
The Principal’s Desk was founded by Dr. David Franklin. Dr. Franklin is an award winning school administrator, education professor, curriculum designer, published author and presenter at national and international education conferences. He is also the co-author of “Can Every School Succeed” and the new release: “Advice From The Principal’s Desk”.
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