LEADINGtheJOURNEY
An E-newsletter on EXCELLENCE in Leadership
AFFIRMATION AND SUPPORT OF STAFF NAD Principals’ Handbook Excerpt 
Adventist educators have a heart for students, a passion for sharing Christ, and a commitment to excellence in learning. However, we must not assume that such dedication to the mission of Adventist education will sustain them. Like employees everywhere passion and productivity renews when leaders provide appropriate affirmation and thoughtful care in word and action. Recognizing the contribution of the whole staff as well as individuals can create a
team spirit that fosters a positive learning environment. Affirmation is not only a best practice, but can reduce the expense resulting from frequent personnel changes.
Books on affirmation
• Five Languages of Appreciation in the Workplace — Gary Chapman & Paul White
• If You Don’t Feed the Teachers, They Eat the Students — Neila Connons & Jennifer Streams
January 2025 | Volume 13, No. 5
Previous Issues
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Putting the “Team”
in Teamwork!
By Stephen Doss
Principal—Richmond Academy
Team
The Foundations of Effective Teamwork
My background in sports at an early age taught me that every team member matters, like in a basketball game where each pass, dribble, and shot contributes towards victory; in a school setting, every role, from the teacher to the custodian, plays a pivotal part in our shared mission. The team can't reach its full potential unless all its pieces are fully invested in the collective mission and vision. This principle was reinforced during my time in the United States Air Force, where the guiding light of basic training emphasized transforming individuals into cohesive units. Every decision a person makes has a ripple effect, impacting the team positively and negatively. This point must be reinforced daily for all team members.
Roles and Responsibilities
In our school, a clear delineation of roles and responsibilities is crucial. Having non-negotiable expectations ensures that everyone knows their contribution is vital. Truly and intentionally I, as the school principal, must ensure all school staff know just how important they are to our daily mission! Throughout my nearly 30 years of experience in Adventist Education, I have found that when one gear in the machine is missing, it affects the team's potential, either in presenting Jesus to our students or the potential for students to learn. Each team member needs to know their importance to that potential, whether glorifying God in their actions or words, and the impact one has on student learning, whether in the classroom or supporting outside the classroom. The effect is always felt! Each role is not merely a job but a responsibility that, when executed well, drives the school and students toward success.
Overcoming Challenges
Challenges in teamwork are inevitable. However, we can effectively navigate these challenges by cultivating open communication and listening to diverse perspectives. For instance, squid may be a delicacy to some, while to others, it is bait. This analogy reminds us of the importance of understanding different viewpoints, which can lead to innovative solutions.
Diversity is the cornerstone of a strong team. Encouraging a variety of perspectives not only enriches our decision-making process but also strengthens our community. In my experience, others always see things I might miss due to my tunnel of perspective. Embracing diversity ensures that I am better equipped to meet the needs of my students and create a more inclusive educational environment. I am reminded in Proverbs 15:22 to see counsel (different perspectives) if I want my school to succeed. Gathering different perspectives ensures that I am giving my school the best chance to reach students both academically and spiritually.
Remember We All Care
In our school, unity is paramount. Every action a team member takes, from teaching lessons to maintaining the campus, reflects our collective commitment to creating a nurturing learning environment. When we remember that everyone cares deeply about our mission, it fosters an atmosphere of mutual respect and collaboration. Our school is only as strong as its weakest link, so strengthening each link is imperative. Most of us did not start this journey in Adventist Education because of our love for money! There are other reasons why we are in the building. My experiences over the past 30 or so years have told me that we all come into our buildings in the morning with the priority of making our students better academically and moving them closer to Jesus! Money does not touch the cost of providing such support to our children!
Conclusion
In cultivating a team mentality, it's essential to ensure respect for every member as a vital part of the whole. In a Christian organization, Jesus serves as our ultimate example of a team player, uniting us under a common purpose. By embodying these principles, we improve our school's effectiveness and enrich the lives of everyone within our community. This affirmation of support staff is not just a duty but a shared commitment to excellence and respect, reflecting our dedication to nurturing a thriving educational atmosphere and a place where spiritual growth leads to eternal life with our Savior!
Investing in Those
Who Inspire
By Miya Kim
Principal—Atholton Adventist Academy
as a vice principal when unexpected
circumstances thrust me into the role of interim principal. Our school, known for its longstanding staff stability, had experienced two years of administrative turnover following 17 years under a strong principal. To make matters more challenging, my transition coincided with the upheaval of COVID-19, which abruptly transformed the educational landscape. The combined impact of the pandemic and administrative shifts propelled our school into a world of uncertainty—physically, emotionally, and educationally.
I had just begun my journey
As a new administrator, I felt the immense weight of bridging these gaps while supporting the community. One thing, however, was certain: my teachers needed to know they were not alone on this journey. Amidst these challenges, it became clear that my priority was to ensure that teachers felt supported, valued, and equipped to navigate the evolving educational landscape. As Ellen G. White wrote,
"The soul is cheered by the simple
expression of sympathy and love."
This guiding principle helped me focus on creating a foundation of consistent affirmation, practical support, and collaboration. Investing in the well-being of our teachers would ripple out to positively impact students and families.
I remember prayerfully considering how I could provide encouragement during those days. Since close proximity was impossible, I scheduled Zoom meetings with each teacher to check in, simply asking how they were doing and what they needed. When we transitioned into a hybrid model and returned to campus while maintaining physical distance, I sought meaningful ways to connect with teachers. I wanted them to know I saw their stress and understood the challenges they faced.
Adding to the difficulty was the strain of a tight budget—our enrollment had dropped by a quarter as some families withdrew due to fears about in-person learning or dissatisfaction with online education. Words of affirmation were vital, but I also recognized the need for tangible expressions of support. Our church's senior ministries team stepped in to help, providing treats every Thursday for the staff throughout the year. These thoughtful gestures reminded our teachers that they were seen, appreciated, and never alone in their efforts.
We are now several years removed from
COVID-19, but the lessons I learned about
support and affirmation remain deeply
Leaders in education are acutely aware of the
unprecedented shortage of qualified teachers. A McKinsey Report conducted from February to April 2022 found that K-12 educators have one of the highest burnout rates among U.S. professions, with over 44% experiencing frequent burnout post-pandemic. This alarming statistic stems from overwhelming workload demands, insufficient support, and the relentless challenges of addressing behavioral and learning gaps that were greatly exacerbated by the pandemic.
ingrained in my heart.
This crisis is mirrored in Adventist education. Not only are fewer college students entering the teaching profession, but we are also seeing an increasing number of educators retiring with no qualified replacements to step into their roles. Compounding this issue is the number of teachers leaving the field entirely, further threatening our schools' ability to fulfill their mission of reaching and shaping young lives.
As a local administrator, intentionally supporting and affirming staff is key to fostering a positive and productive school environment. This involves staying actively engaged in what is happening on campus, in classrooms, and in their personal lives. At least once a year, I write a handwritten card of appreciation, highlighting a specific attribute I value in each teacher. When something noteworthy occurs, I send a quick text to thank and acknowledge their efforts. During staff meetings, I make it a point to acknowledge outstanding staff contributions publicly. I also share these highlights in my principal's reports to the school and church boards, ensuring the broader community recognizes and values the vital role of our teachers. Additionally, personal conversations are crucial for checking in, addressing challenges, and finding ways to provide tailored support.
In times of burnout, even simple acts of kindness—
a word of encouragement, a small token of
appreciation (food is often the perfect communicator
of care), or opportunities for meaningful
collaboration—can reinvigorate a teacher's passion
Although the immediate
crisis of COVID-19 has passed, the challenges in education persist. Rising technology use affects students' focus and cognitive processes, while teachers face increasing demands from churches, schools, and families. These include addressing diverse student needs, managing complex family situations, and balancing professional responsibilities with personal time.
and commitment to their students.
Identifying effective training and resources tailored to support teachers is essential to alleviate some of these pressures. It is also crucial to carve out time within the school day to help educators maintain a healthy work-life balance. Implementing well-structured professional learning communities (PLCs) provides teachers with dedicated time to collaborate, address student needs, and refine best practices. Through these efforts, we better support our teachers and foster stronger peer-to-peer mentoring relationships that amplify the impact of our collective mission.
As leaders in education, our commitment to supporting and affirming teachers is pivotal to sustaining vibrant, mission-driven schools. When we prioritize their well-being, we not only enhance their capacity to navigate the complexities of modern education but also model the Christ-centered care and collaboration that defines Adventist education. By fostering environments where teachers feel valued, equipped, and empowered, we ensure they can continue their critical work of shaping young minds and hearts for the Kingdom.
