Week 14: KeepYour Ear to The Rail

Mar 9

As I reflect on week 13’s work, I found myself deeply engaged in completing teacher observation cycles. While I thoroughly enjoy this aspect of my role, it became overwhelming—coordinating pre-observation meetings, spending at least 45 minutes in each classroom, revising my notes, and preparing for post-observation meetings. Conducting formal observations for eight educators led me to reflect on what teachers at my school must be experiencing.

Just a few months ago, I was in their shoes. As a teacher, I welcomed the transition from winter to spring—not just for the lighter clothing but also for strengthening my relationships with my students. However, I recognize that not all teachers feel this way. Many experience frustration and fatigue during this time of year for various reasons.

What Does “Keep Your Ear to the Rail” Mean?

To explain this, I draw upon insights from my principal preparation program at Columbia University. In Leverage Leadership: A Practical Guide to Building Exceptional Schools, Paul Bambrick-Santoyo outlines five strategies for cultivating a successful staff culture. One strategy particularly stands out to me this week because it aligns with a graph I once found both amusing and accurate in depicting teachers’ emotional phases throughout the school year.

Initially designed to illustrate the emotional trajectory of new teachers, this graph also resonates with veteran educators. I encourage you to reflect on your own experiences as the school year unfolds: How have your emotions and attitudes toward teaching shifted?

While the entire graph could be the subject of its own discussion, I want to highlight the months of November, December, and January—the period marked by "disillusionment."

Understanding the Disillusionment Phase

The disillusionment phase follows the survival phase and precedes the rejuvenation phase. It is characterized by a drop in morale, increased stress, and self-doubt. The following excerpt captures this period well:

“The extensive time commitment, the realization that things are probably not going as smoothly as [the teacher] wants, and low morale contribute to this period of disenchantment. [. . .] Teachers begin questioning both their commitment and their competence. [. . .]
Compounding an already difficult situation is the fact that [. . .] teachers are confronted with several new events during this time frame—back-to-school night, parent conferences, and their first formal evaluation by their supervisors. Each of these important milestones places an already vulnerable individual in a very stressful situation.
During the disillusionment phase, classroom management is a major source of distress [. . .] Teachers want to focus more time on curriculum and less on discipline. At this point, the accumulated stress of [. . .] teachers, coupled with months of excessive time allotted to teaching, often brings complaints from family and friends [. . .]. Getting through this phase may be the toughest challenge [. . .] teachers face.”

What Does This Have to Do With Staff Culture?

Teachers may not openly express their struggles during this phase, making it crucial for school leaders to be proactive. Bambrick-Santoyo emphasizes the importance of building and maintaining a strong staff culture, stating:

“Even if building culture seems to be one of the 'softer skills' for a school leader to master, it is one through which leaders can make a profound impact on how well their students can learn” (2012).

Leaders must make purposeful choices to cultivate the staff culture they desire. If disillusionment is predictable during this time of year, then as a leader, you must "put your ear to the rail"—a metaphor that means staying attuned to early warning signs of negative shifts in school culture.

The Leadership Lesson: Listening for Warning Signs

Bambrick-Santoyo explains that in the early days of railroads, people would put their ears to the tracks to hear approaching trains before they were visible. Similarly, school leaders must detect subtle signs of disengagement, frustration, or burnout before they become significant issues. Strong school leaders don’t wait for a full-blown culture crisis; they actively listen and respond.

To maintain a supportive staff culture during this challenging time, I encourage you to:

✅ Attend department or grade-level team meetings – Observe the dynamics and listen to teachers' concerns.

✅ Provide structured opportunities for feedback – Consider sending out an anonymous survey with the following key questions:

What is going well?
What’s one thing that could be improved?
What’s one thing any of the school leaders could do to make your life easier?
(Fun question) What singer would you most like to sound like? OR What was your favorite TV show as a child?

Why these questions? The first three offer valuable insights into staff morale and potential areas for improvement. The last question adds a touch of levity and helps leaders connect with their teams on a personal level.

✅ Use existing survey tools – You can adapt sections from the New York City Department of Education’s public school teacher surveys. Conducting a preliminary survey before the official distribution can provide useful baseline data, helping you recognize attitudes and concerns associated with the disillusionment phase.

✅ Leverage Google or Microsoft Suite for survey creation – If you need guidance on creating and distributing surveys, drop a few words in the chat.

Lesson #14

Keep Your Ear to the Rail. By staying attuned to shifts in teacher morale, you can proactively support your staff, maintain a positive culture, and foster a thriving school environment—even during the most challenging months.

Leadership isn’t just about reacting to problems but anticipating them. This week, take a moment to listen. Put your ear to the rail.

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