Three Ways New Teachers Can Successfully Advocate for Administrator Support
by Amanda Melsby – updated November 1, 2024
A vivid memory from my first year of teaching is the moment I realized I was overwhelmed.
Surprisingly, it wasn’t the lesson planning or grading that caused me the most stress.
It was everything else: school policies, discipline steps, students not doing homework, vaping in the restroom, a combative parent, student plagiarism, tardies, and a laundry list of other issues to which I’m sure you can relate.
Yes, the district placed me in a new teacher support program that was undeniably helpful. We’ll save the benefits of a comprehensive, formal teacher induction program for another time.
And yes, my teaching colleagues were always happy to help if I wandered into their room after school for lesson ideas or advice.
But the fact is that, sometimes, a teacher needs support from an administrator.
Let’s explore how you can proactively advocate for resources and guidance from your assistant principals or principals.
Three Ways To Advocate for More Administrator Support
Tip #1: Transform those brief check-ins into more meaningful conversations.
When I started as a high school assistant principal, I regularly made the rounds to check in with our new faculty. I was genuinely concerned and eager to help.
My mistake? I would approach the conversation with a vague “How’s it going?” or “How are you doing?”
We’ve all experienced it—that quick “How’s it going?” from an administrator passing in the hallway. While these check-ins are well-intentioned, they often result in superficial exchanges that don’t address real needs. Instead of defaulting to “It’s going well” use these moments strategically.
For hallway encounters, a brief but specific response can open the door for future support.
To get a more meaningful conversation when an administrator asks, “How are things going?” try saying:
“Things are going well overall, though I’d love to discuss a pattern of tardies I’m noticing in my fifth period. Can I email you to schedule 15 minutes to talk?”
This approach acknowledges the time constraints of the moment while creating an opportunity for a more meaningful conversation later.
If this interaction does lead to a meeting with the administrator, come prepared with specific questions or observations. Here are a few examples:
“I’m noticing a trend of incomplete homework in my third period. Are other teachers experiencing similar patterns?”
“My first unit test scores were lower than expected. I’d appreciate guidance on balancing reteaching with moving forward with new content.”
“Several students are struggling with group work. Could you share strategies that have worked in other classrooms?”
Tip #2: Be proactive regarding school policies.
When it comes to school policies, administrators walk a fine line.
On one hand, we respect a teacher’s autonomy to create policies that work best for them and their students. On the other hand, policies are more effective — for students, teachers, and administrators — if everyone is on the same page.
This dual mindset, however, can create difficulties for new teachers who have to balance establishing their own classroom culture and aligning with school-wide expectations. Rather than waiting for issues to arise, take some time to understand and align with school policies early.
Start by identifying your school’s current focus areas. Is there a push for improved attendance? A new cell phone policy? Understanding these priorities helps you align your classroom management with school-wide goals.
Schedule a brief meeting with your administrator or department chair to clarify expectations around:
- Tardy procedures and consequences
- Cell phone usage guidelines
- Absence and make-up work policies
- Bathroom pass systems
- Assessment retake protocols
When discussing school policies with an administrator, frame your questions in terms of alignment:
“I want to be sure my classroom policy fits with our school’s goals. Could you help me understand how other teachers are handling…”
Tip #3: Ask for time to observe veteran teachers
The idea that new teachers grow by watching veteran colleagues is certainly not new. If your school site has a formal induction program (and the associated funding), then observations are likely taking place. If not, it’s easy for observations to fall through the cracks in a hectic school year.
Meeting with your administrator (perhaps after your observation) is the perfect time to ask about observing other teachers. It will show your interest in developing as an educator. It’s best to identify a specific element of your teaching practice that you want to observe in others.
How to ask for time to observe veteran teachers:
“I’m interested in developing my lecture techniques. Which teachers do you think effectively lecture? I would love to sit in on a lecture and observe their strategies.”
Besides picking up a new strategy or two, getting out of your classroom and into other teachers’ rooms shows that you are interested in being a part of the faculty, developing your ties with them, and becoming part of the fabric of the school. And it works both ways. Veteran teachers are energized by working with new colleagues. It is a huge win for the school’s collaborative culture.
Next steps…
Administrators want their new teachers to succeed—teacher retention benefits everyone in the school community. By being specific about your needs and proactive in seeking support, you make it easier for administrators to provide meaningful assistance.
The key is to transform passive waiting into active advocacy. You’ll likely be asked, “How are things going?” in the near future. Use the opportunity to professionally and politely ask for help.
Amanda Melsby has been a professional educator for 20 years. She taught English before working as an assistant principal and later as a high school principal. Amanda holds an Ed.D. in Educational Practice and Leadership and is currently a dean of teaching and learning.