Really . . . how could that be? This is already an amazing teacher! How do I know? . . . firsthand, from being in her classroom. She is knowledgeable; grounded in effective teaching; one who cares deeply about each and every student’s success. In fact, she takes it as a personal challenge to ensure that engagement is high, individual needs are met, and parents are meaningful partners. She is positive, loves to learn, and continues to challenge herself. So, to hear her say, “I’m a better teacher this year” certainly piqued my interest.

When I asked Misty about it, she said, “It’s my Principal!” Knowing she is in a new school, a new community, with new co-workers, and all new relationships, my curiosity continued. How so . . . in what ways does a leader provoke such growth in an already great teacher?

Her responses fit squarely into the framework that we are learning from the latest neuroscience. Her Principal is wrapping a SCARF around her, meeting her where she is and encouraging her to grow in ways she never dreamed possible. “Let’s take a closer look”.

S = Status – Defined as “what I think you think about me”, Status is the doorway to trust in all relationships. This teacher knows what her Principal thinks about her because of statements like this . . . she tells me what I’m doing well and asks me specifically what I’ll do next. She shares my strengths with others by saying things such as, “If you want to learn about whole brain teaching, she’s the one to see. And, she honors me by challenging me to do what I’ve never done before like serving on a district technology leadership committee with other leaders from the system.” Along with this honor comes the expectation for implementation . . . so as a result I’ve learned “how to work Twitter, have added it to my class, and now we are connecting with parents and classes all over the world.”

C = Certainty – Certainty concerns being able to predict the near future. In the absence of certainty the brain will make it up. The consistency of her Principal’s actions 1) creates a predictable pattern of behavior, and 2) creates safety. When the brain knows, it reduces threat and moves toward safety, which is where the brain does its best work. Misty reports this about her Principal, “She’s in my classroom consistently. And because she is . . . it’s the new norm, it feels safe, and it is welcome. A potentially scary, intimidating thing has become enjoyable and exciting.” Additionally, Misty says this about the absence of negativity on the campus, “We all feel that we are not going into this alone or being thrown to the wolves. She is going to be there for support and is checking in constantly to see how things are going and what she can do or what we need to make things better. Just this year, she added a reading and math coach to the support team.”

A = Autonomy – Autonomy is simply choice or the illusion of choice. This teacher has that autonomy within the boundaries of the standards and expectations for her school. Misty chooses “how” she will teach the expectations of the curriculum giving her freedom of thought to bring in whole brain strategies. In kind, she creates a classroom environment with choice framed by clear expectations for her students – you are here to work hard, to think, and to learn. Everyone, including this teacher, has space to contribute and to work from his or her strengths.

R = Relatedness – Relatedness involves deciding whether I’m “in” or “out” of a social group; the sense of friend or foe. Without a doubt, this teacher feels a strong connection with her Principal, which began with the interview process. Her brain feels confident that she is accepted, that her work is of value, and that she has something to contribute to this school, her colleagues, and the students with whom she works. In fact, her words express it well, “I can’t wait for her to come into my room or for her to send me an email because she always takes me to the next level.” Clearly, this Principal operates from a growth mindset – one that builds capacity in her teachers by taking them where they are and building on their strengths to the next level of “greatness!”

F = Fairness – This element of SCARF is about a perception of fair exchange between people. Unfair exchanges generate a strong threat response and when we perceive others as unfair, we do not feel empathy for their joy or pain. Misty states, “Our Principal makes everyone feel valid. I can tell that it is important for her to make sure she has heard all voices before she considers a decision even when she knows someone may bring a negative spin to the situation.” One example relates to the decision to add two new teachers to a building where space is already at full capacity. The Teacher’s Lounge (a previously unused classroom) seemed to be the best choice. While supported by the majority of staff, a few dissented. She listened, considered options, and provided an alternative space – HER OFFICE! Here is Misty’s reflection about this decision . . . “I thought about it and I’m guessing she thought it wasn’t worth a battle or the negative feelings it could cause – just picking her battles. She’s no softie by any means; other things are just more important to her.”

Misty has worked in four schools and yet she says, “The atmosphere in this district is just positive. Even when we have changes being made, new technology being brought in, standards forever changing – everyone just rises to the challenge!” From the moment she entered this school . . . this district, the domains of SCARF were evident – you are welcome to join “our team”, to become one of us, to work side-by-side with us to do our best work together for the children of our community. They deserve the best we can give them.

“I’m a better teacher this year!” YES YOU ARE!

. . . thanks to a Principal who understands the value of being a “Coach Leader!”

By Karen Anderson, PCC