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lalaguse 's review for:
What Great Principals Do Differently: Twenty Things That Matter Most
by Todd Whitaker
Whitaker loves using the phrase "the best teachers," but I would be curious as to his exact definition as I was concerned by the codependency and lack of work-life balance of the teachers he mentions as being the "best." I also had concerns about what he described to be "whining" and "complaining" teachers as it seemed as if those teachers were doing it because that's their identity rather than them responding to a specific situation.
He does clarify not overusing his "best and brightest" teachers later in the book and helping them construct some possible meaning of the word no for some opportunities (like staff parties), but I really think it showed a lack of respect for letting the teachers make decisions on what they perceived the best use of their time.
It also seemed like some of the advice given was indicative of a fixed mindset and was manipulative. According to what I took from Whitaker, the best teachers are the best because it's just how they were born to be. This then leads to finding the "best" student teachers, and I really think that this type of fixed mindset will lead to disappointment for both those hiring and the novice teacher. I agree with him that more years of experience does not equate to being more effective, yet working with the most struggling teachers can definitely be as useful as continuing to work with the most effective teachers. I didn't like that cut throat behavior as I think it has led to too many teachers who could have developed into great teachers leaving the profession.
Now, there were true nuggets in this book that should not be ignored, such as being consistent, being innovative in finding and keeping staff, having plans in place, developing one's assertiveness skills. There were also places that were quite validating for teachers who have dealt with bad boss practices. I was practically gleeful in hearing that those blanket statement and emails that are clearly meant for one person but are addressed to the whole staff is bad practice, and there were other instances he brought up throughout the book where I thought he did a great job calling out bad boss practices.
This could definitely be the bunny hill starter book to learning about leadership, so I would recommend it for school leaders who are just beginning to build their professional library of resources. However, if I knew someone was a voracious reader and ambitious, I would not suggest this book.
He does clarify not overusing his "best and brightest" teachers later in the book and helping them construct some possible meaning of the word no for some opportunities (like staff parties), but I really think it showed a lack of respect for letting the teachers make decisions on what they perceived the best use of their time.
It also seemed like some of the advice given was indicative of a fixed mindset and was manipulative. According to what I took from Whitaker, the best teachers are the best because it's just how they were born to be. This then leads to finding the "best" student teachers, and I really think that this type of fixed mindset will lead to disappointment for both those hiring and the novice teacher. I agree with him that more years of experience does not equate to being more effective, yet working with the most struggling teachers can definitely be as useful as continuing to work with the most effective teachers. I didn't like that cut throat behavior as I think it has led to too many teachers who could have developed into great teachers leaving the profession.
Now, there were true nuggets in this book that should not be ignored, such as being consistent, being innovative in finding and keeping staff, having plans in place, developing one's assertiveness skills. There were also places that were quite validating for teachers who have dealt with bad boss practices. I was practically gleeful in hearing that those blanket statement and emails that are clearly meant for one person but are addressed to the whole staff is bad practice, and there were other instances he brought up throughout the book where I thought he did a great job calling out bad boss practices.
This could definitely be the bunny hill starter book to learning about leadership, so I would recommend it for school leaders who are just beginning to build their professional library of resources. However, if I knew someone was a voracious reader and ambitious, I would not suggest this book.