When School Leadership Fails: The Impact of Poor Directives on Students and Staff

Welcome back! Today, we’ll dive into more frustrating directives school leaders have given to teachers. It seems there are countless examples of these misguided orders.

Defy Directives That Ignore Systemic Racism

Vernita Mayfield, president of Leadervation Learning LLC, shares a personal experience. One day, she went to her principal to discuss a scheduling conflict for a crucial class she needed to graduate. They were having a friendly chat until she mentioned this issue. Suddenly, he became cold. “I can’t let you miss staff meetings,” he snapped, refusing to even look at her.

Vernita was taken aback. “It’s just for a quarter,” she argued. But he only offered a dismissive reply: “You can wait.” This interaction left her feeling both angry and frustrated. In her eight years as a teacher, she hadn’t received any professional development opportunities, especially compared to her white colleagues. Yet, the principal valued routine meetings over the education she needed to grow.

This wasn’t just an isolated incident. It highlighted a troubling pattern in education—how policies can be weaponized to hinder Black educators. Research shows that schools often create barriers for teachers of color, systematically undermining their progress (Drame et al., 2022; Okello, 2022). While Black teachers might be welcomed initially, their retention often comes with expectations of compliance and silence (Brown, 2019; Kohli, 2018).

Vernita’s experience is a reminder that some people in power are threatened by those who challenge outdated norms. They often push directives that suppress discussions on race, ignore the achievements of people of color, and devalue their contributions. “Equity work can wait,” they say, but those who truly understand the need for change know that waiting is not an option.

Vernita didn’t follow her principal’s directive. She took the class and graduated on time, empowered by her own decision. This experience taught her to defy directives that stand in the way of growth and equity.

Just Look at the Table of Contents!

Next, Marcy Webb, a Spanish teacher at Watkinson School, recalls a frustrating moment from her early career. As a new teacher, she sought help from her department chair on lesson planning. Instead of guidance, she got a curt response: “Just look at the table of contents!”

This left Marcy feeling unsupported and alone on her first day. The department chair missed a key opportunity to mentor and support her, instead treating her with unprofessional indifference. Such encounters have lasting impacts, reminding school leaders that their words can shape a teacher’s career.

The Worst Directive from My Side

PJ Caposey, now a superintendent, reflects on a directive he issued that he wishes he could redo. He asked teachers to write learning objectives on the board each day. The accountability method became just a numbers game, measuring compliance rather than understanding.

Initially, teachers complied without understanding the importance behind the directive. But this missed critical engagement and growth opportunities. By focusing solely on the action rather than the underlying reasoning, PJ realized he had not inspired real change.

True leadership comes from inspiring understanding and supporting teachers in meaningful ways, not just demanding actions without context.

These stories reveal the need for self-reflection among school leaders. They must recognize how directives can impact teachers’ growth and agency. Educators should feel empowered to challenge directives that obscure important issues like race and equity, ensuring that everyone can thrive in a supportive environment.

Thanks to Vernita, Marcy, and PJ for sharing their insights!