7 Ways To Bulletproof Your Teaching Career

Many teachers I know live with fear. They fear failing their students. They fear angering vocal parents. They fear the judgment of their colleagues. But above all, many teachers fear a poor evaluation from an administrator that leads to the loss of their job and puts their teaching career in jeopardy.

This fear is why so many teachers are nervous when their principal walks in the room. It’s why they can’t sleep the night before an observation. It’s why they keep a close eye on the economy, state funding, and the financial health of their district. And it’s why so many teachers are afraid to speak up about harmful policies, unrealistic expectations, the misuse of data, and systemic exploitation.

Teachers can never fully bulletproof their careers. Because we work for a government entity that receives funding from the state, we’ll always be at the mercy of recessions and budget cuts. Because we work for other people, we’ll always be vulnerable to petty tyrants, budget-slashing Superintendents, and office politics. Still, there are simple things teachers can do to protect themselves from poor evaluations, dismissals, and layoffs. Here are seven things every teacher can do to make their career as bulletproof as possible.

1. Provide Uncommon Value

You don’t need to sign up for every committee and attend every after-school event to ensure that your principal values you enough that you’re never vulnerable to layoff. You don’t need to be a yes-man or a suck-up. But if you want to bulletproof your career, you should stand out from the crowd by providing uncommon value. When supervisors think of their building without you in it, they should wonder how you’ll be replaced.

Perhaps you’re the go-to person for making the specials schedule and the job would fall to your principal if you didn’t do it. Maybe you’re the disciplinarian, dealing with student misbehavior so the principal doesn’t have to do it all. You could have one major project that you do every year that is valued by the school and the community, such as Career Day or an annual Make a Difference Day project. Become known for one important extra and you’ll make it much harder for your principal to envision a day when you’re not there.

2. Be Likable (or at least not unlikable)

Most people hold the erroneous view that competence is what determines career success. They believe that those who are better at their jobs will be rewarded and those who don’t get results will be dinged on their evaluations. But research suggests that it isn’t true. While everyone would love to work with a charismatic star and no one can stand an incompetent jerk, things get murkier when it comes to choosing between capable assholes and lovable slackers. Professors Tiziana Casciaro and Miguel Sousa Lobo found that while many employers say competence matters most, their actions reveal the opposite. Writing for the Harvard Business Review, the professors stated:

“Personal feelings played a more important role in forming work relationships—not friendships at work but job-oriented relationships—than is commonly acknowledged. They were even more important than evaluations of competence. In fact, feelings worked as a gating factor: We found that if someone is strongly disliked, it’s almost irrelevant whether or not she is competent; people won’t want to work with her anyway. By contrast, if someone is liked, his colleagues will seek out every little bit of competence he has to offer. And this tendency didn’t exist only in extreme cases; it was true across the board. Generally speaking, a little extra likability goes a longer way than a little extra competence in making someone desirable to work with.”

Researchers have also found that the more likable a physician is, the less likely he or she is to be sued for medical malpractice, and that you’re more likely to get hired if you focus on being liked by prospective employers than if you highlight your skills. People want to work with likable people. If it comes down to laying teachers off, it won’t matter how good of a teacher you are if everyone despises you.

3. Make Students and Parents Happy

The more liked you are by students and parents, the riskier it will be for administrators to let you go. Schools hate negative press, and nothing generates negative press like when students and parents pitch a public fit over the loss of a popular teacher. News organizations eat that stuff up. To bulletproof your career, focus on pleasing your “clients,” the students and parents you serve, to such an extent that they will show up at Board meetings to speak on your behalf. Be the teacher who garners the most parent requests. Be the teacher who, if let go, will engender an emotional response from the community and lead to Facebook rants and news stories. Be the kind of teacher who administrators wouldn’t dare fire because they know what kind of hell will rain down on them if they do.

4. Complain Laterally

I thought about writing, “Don’t Complain” here, but I’ve been a teacher for 20 years and I’ve only met about three teachers who never complained, which leads me to believe complaining is probably rational, unavoidable, and maybe even a healthy way to alleviate stress. Given the state of public education today, I also have to wonder if those who don’t complain are paying attention.

All that said, nobody really likes a complainer. That includes principals. And if principals have to decide who gets kicked off the island first, you can bet they’ll want to remove the complainers. The paraprofessionals and janitors in your building don’t want to hear about your teacher problems either; they have their own, and some of them are worse than yours. So when you complain, do it laterally. Complain to your colleagues. You’re in this thing together, after all, and sometimes it’s nice to know that you’re not alone in your frustrations. In this way, complaining can actually bring coworkers together.

5. Handle Your Business

Most principals will tell you that they are there to make your job easier. They might encourage you to enlist their help to remove any barriers you’re facing to effective teaching. They may even work with the staff to develop a list of behaviors and consequences, some of which will include office referrals. You might interpret this to mean they want teachers to send students who break certain rules to them.

Be careful, and before you write a student up, consider the situation from your principal’s perspective. They are busy. They have a lot of problems to deal with. When you send them a student, you are giving them more work to do. You better have a damn good reason. While good principals will say all the right things, the reality is that no principal looks forward to having misbehaving students in their office. They especially resent it if those students seem to come from the same teacher. And they really resent it if that teacher sends her problems to the office when they’re hardly even problems. Deal with the swearing, mild disrespect, and occasional interruptions of your lessons yourself. Handle your business. Issue your own consequences as much as possible. Call the parents yourself. To the greatest extent possible, avoid sending problems to your principal.

6. Disagree in Private

I once worked with a teacher who would regularly question and criticize our principal during staff meetings. I never understood why. Of course, teachers regularly disagree with their principals, and sometimes, policy decisions must be questioned. But doing so publicly, in front of every other member of the staff, is counterproductive. While it may gain you the respect of your colleagues, it puts your boss on the defensive, a position that’s likely to cause him to dig in even deeper to save face. Publicly calling out the boss also puts the teacher and principal in an adversarial position, so it shouldn’t be a surprise when the principal, who is in possession of the full spectrum of human emotions, looks for ways to even the score. Teachers don’t want to be called out in front of their colleagues, parents, or students. If we’re going to be criticized, we want it done privately. Do the same for your principal. If you have a problem with her decisions, ask for a meeting, send an email, or make a phone call. Don’t unnecessarily make an enemy of the person who’s doing your evaluation.

7. Ask for Feedback

You don’t need to be a great teacher to keep your job. That much is obvious. In most cases, you don’t even have to be good, especially if you’re likable and don’t cause additional problems for your principal. What you should do, especially if you’re not yet one of the better educators in your building, is show that you’re trying to get there. You needn’t sign up for a bunch of conferences or constantly mention the professional articles and teaching books you’ve been reading. All you need to do is ask for feedback. Invite your principal into your room. Ask her for her honest opinion about what she observes. Ask to visit other teachers in the building to learn from them. Ask for book recommendations. Show you’re invested in becoming better at your job. I don’t know a principal alive who wouldn’t want to give such a teacher another year (or five) if they were willing to work on their craft.

Two Alternatives and Their Dangers

You could also be a suck-up. Plenty of people are. You could bend over backward to make your principal happy. You could compliment her during staff meetings. You could send him a thank-you card whenever he offers feedback on your teaching. You could volunteer for every extra bit of work the district tries to squeeze out of teachers, and you could even squeal on your colleagues in your quest to curry favor. You could ingratiate yourself with obsequious behavior.

All that might work, but the dangers are many and the payoff isn’t worth it. You’ll alienate your colleagues, most of whom you will be working with for far longer than you’ll be working for your principal. You will likely end up lonely, which is a bad thing to be in this profession. And for what? To hold onto a job that you likely would have kept anyway? Education is the one field where sucking up to the boss really doesn’t get you anywhere. You won’t get paid more and you won’t get a promotion. You’ll just get to keep doing the same job you’ve been doing, except just about everyone will hate you and talk behind your back.

Alternatively, you could follow the advice in this article, which suggests being a huge pain the ass (because supervisors tend to fire weak people who won’t pitch a giant fit if they’re let go), faking a heart attack or seizure, and claiming discrimination. The only problem with these strategies is once you’ve protected your job, you still have to live with yourself.

Bulletproofing Is Actually Pretty Simple

I know a principal who summarized much of the above with a simple story he told me. This principal has a teacher in his building who is a former professional athlete. His classroom is regularly the loudest one in the school. Walk by his room, and you’ll rarely see kids sitting quietly at their desks. The other teachers in the building complain about his classroom management and insinuate that they believe he’s not the most effective educator. But his principal told me, “I love him. He’ll never get a bad evaluation from me because students love him, parents write me letters that say, ‘My kid has never liked school and he loves it this year,’ and he never complains about anything.”

Principals are people too; it behooves teachers to remember that. Principals don’t want to hear about your problems. They don’t want to solve all your problems. They don’t want to be criticized in front of others. They like teachers who are likable. They appreciate teachers who make their job easier. They want to keep teachers who students and parents like. Bulletproof your career by being the kind of teacher you would value if you were the principal.

5 Replies to “7 Ways To Bulletproof Your Teaching Career”

  1. Sigh…I do wish bulletproofing was this simple. I followed all of your suggestions mentioned, but right before tenure was let go this past year despite positive evals, never being written up, all that jazz. The community protested the decision with a petition, calls and letters to the superintendent, even spoke at the public school board meeting. The district did NOTHING. The former principal who made the decision to let me go found out she was being forced to resign right before my last evaluation. I’ll never understand why she brought me down with her. The whole thing woke me up to the BS though, that’s for sure. I won’t work for anyone else again. Going to do this my way, from here on out.

  2. I have to disagree with number 4. Complaining to other teachers about things that aren’t right is the safe thing to do. It isn’t the right thing to do. Things will never change unless a courageous teacher doesn’t say what everyone is thinking out loud. Just like Congressmen and women and Senators – it does no good to privately say you don’t think the president isn’t doing the right thing. Always, always do the right thing. No matter what the consequences are.

  3. In the very early 1980s after some time abroad in Europe and several years in relief teaching positions I finally regained permanency. This was in Sydney in NSW/Australia. I was at an all-boys secondary school (age 12~18 – six years) close by to where nearly two decades later the Sydney Olympics were held – in 2000. Anyway, I was teaching ESL/EAL to recently arrived immigrants and refugees. The unit/faculty I was with was largely made up of female teachers – and the person charged on the executive was also a female – the Head of Music – a severe woman who – it seemed – had a love of caning boys. My colleagues frequently sent students (escapees out of “South” Viet-nam via fishing boats across the South Chinas Sea – often raided by Thai fisherman in their off-season pursuits as pirates – theft and rape and murder part of their modus operandi) to the Head of Music for punishment (I still cannot understand on what legitimate grounds) – and because our classes were sometimes shared – some of “my” students were caught up in their “disciplining”. I had recently completed graduate studies in a kind of linguistic/sociology/cultural course with lots of study within the the field and as I questioned my students I discovered that quite a number – though officially 16 or 17 – were in fact 20, 21 years of age. Back in Viet-nam post-1975 – in order to prevent their sons being taken into the military at age 18 – many parents (especially those of ethnic Chinese origin – though not only) hoping to escape the country prepared documents which brought their sons ages back down – and in the process once escaped to e.g Pulau Bidong off Malaysia’s coast – and offered re-settlement in France, Canada, the US or Australia – the lads could also legitimately have some schooling – maybe to learn the language/go on to tertiary studies. My boys (men- at age 18 in Australia – the age of majority) were being caned – my boys traumatised enough by the war and escape and re-settlement – being caned by a mad fiend – in all honesty. I went to the principal – a kind enough chap but himself bullied/mocked (out of his sight I presume) by other senior executive head teachers. And I laid out the situation for him. He reached into his desk drawer and pulled out a blue pamphlet headed PTAVE (Parents and Teachers Against Violence in Education). I thanked him – took it home – contacted two of the committee members – and wrote up a report on the caning of one of my students – sending it to them. Two points were quoted on the pamphlet which especially impressed me – from then Principal of Sydney Boys High Robert OUTTERSIDE: “One beats in the Devil – one does not beat the Devil out” and that the message delivered is quite clear – that Bigger bullies have the might and power to beat smaller/less powerful bullies! The teacher thrashing a student is guiding that student for his possible future role. (Those other old lies that extremists like to say: “Spare the rod and spoil the child” and that “the beating will hurt the beater more than the beaten”!) The PTAVE group organised a well-publicised demonstration one afternoon outside the school gates some weeks later. And not long after that I was invited to apply for an Education Officer role at Head Office – and left when successful last interview – with glowing reports from the school. Happy to see me gone, no doubt – a clear trouble-maker – when in fact I am a total non-confrontationist unless the cause is to protect others! I think this story has aspects of making oneself strong within the school, within the community nonetheless and with all your points – even given the different structural contexts – and my now 10 years of retirement – after nearly two decades in Japan from my early 40s on – relevance.

  4. Oh Maria, I have been there. An incompetent principal decided she did not like the fact that I was good at my job, and well liked by parents. I had no clue until I got my termination letter. It was also my third year, so no tenure protections. Parents flooded the school committee meeting, but I was told by my union that once it got to that level, there was no turning back. So much for hearings. By this time, I was able to prove that the principal had unfairly targeted me, and did not follow the evaluation procedure, so all of my horrible evals were discarded. The best I could do was cut a deal after threatening a lawyer and received a glowing recommendation from the superintendent. The irony is that I got a new job at the district that had previously fired said principal. She spent a couple more years destroying two school climates before they finally canned her mid-contract. Evals, in my opinion, have less to do with whether you are an effective teacher, and more to do with being good at the dog and pony show. What other profession puts up with that?

  5. I have to disagree with most of the suggestions listed above. First of all, I didn’t invest over $120,000,00 dollars in my education to be disrespected, cursed at, or threatened by students whose parents did a horrible job of raising them. Why other students who are motivated and serious about their future be prohibited from learning because of troublemakers who are forced to attend school? Why should I have to kiss my principal’s ass for her/him to do their job? If a principal is effective and competent at his/her job, they would have better control over the learning environment they create. Moreover, there would be less disruption in the classroom because students’ expectations are clear and implemented each day. Yes principals are people too and most of them were once teachers therefore, they should be professional and do not use their authority to abuse classroom educators and make a mockery of the educational system. Some principals became principals to escape dealing with students directly, which is why they are ineffective at student discipline and creating a happy learning environment. Most principals think because they’re making over a $100,000.00/ year they are better than the classroom teacher making $48,000/yr or $56,000/yr, so they fail to give respect to their colleagues who actually make them appear competent and effective. If the truth is told, teachers are the ones who uphold the safety, and create happy learning environment for the students, and promote academic successes for the students, which is why students remember teachers and not principals. The evaluation system is pure garbage and only make it possible for principals to bully teachers and dismiss effective teachers that stands up to them. Principals quite often are delusional to the fact that they are state employees like the classroom teachers and that they don’t own the school. I have lived to see evil, ineffective, and incompetent principals lose their jobs and tenure just like they have done to classroom teachers, so I don’t see why I should have to compromise my integrity, morals, beliefs, and standards just to be liked by a principal or to keep my job. My sole objective is to educate my students and prepare them for the 21 st century, and nothing more.

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