For the better part of my nearly-nine-years as an administrator, I took great pride in the fact that I rarely closed my door. I’m not sure when in my leadership development I came to revere the open-door philosophy as the defining characteristic of great principals, but I’m rethinking this approach. After almost nine years as an administrator, including three as a principal, I’m pretty certain that an open-door policy is not good for anyone.
Re-thinking open-door policies for leaders & whether anyone really benefits when attention is constantly shifting b/w tasks & modalities.
— Scott Elias (@ScottElias) October 22, 2012
As teacher evaluations and school improvement plans increase in length and complexity (certainly a topic worthy of its own post, but right now it’s the hand I’ve been dealt if I want to keep my job — which I do!), I have found that the perpetual parade of pop-ins — these two to four minute, standup conversations — means no one is getting what they deserve. The constant shifts in my attention and the resulting on-and-off cognitive focus on a document I’m trying to finish mean that I am constantly working on things at the last minute. A writing task that should take me an hour or two takes me a couple of days.
On the flip side of this equation, consider the staff member who wants to talk about something important to him or her. Is it fair to that person to have the portion of my attention not thinking about the work I just abandoned in order to chat?
I’ve realized that I cannot do my job as effectively as my students and school deserve if I am constantly doing it in two-to-four minute bursts.
In re-considering the open-door norm I’ve established, I am looking at strategies that balance my need to handle the administrivia that comes with the job (always doing it at home at night is unfair to another group of stakeholders: my family), the need and desire of teachers, parents, and students to have my attention, and the need to just “wander around” and visit classrooms.
Some things I’m chewing in now thanks, in part, to an article in last month’s Phi Delta Kappan by Paul Bambrick-Santoyo:
- It must truly become a norm that is communicated to all stakeholders. It’s not something I can just do without clarifying the purpose behind the shift. However,
- It’s not necessarily something I’m going to ask “permission” for, either.
- I evaluate 26 licensed staff members. If I set up short, biweekly meetings with each one, would that help? That way they’d know they have my time in the not-too-distant future and that it’s truly a time that we are “present” and not just shifting from some other task or having a “fly by” conversation.
- How many non-assertive staff members have I missed talking to because the assertive ones are the ones being heard most?
As I approach the midpoint of year three, I am proud of the shifts we have made in our school. Now it’s time to dial in this open-door thing because right now, no one is benefiting.
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You make some interesting points, Scott, and I appreciate your putting your (re-)thinking out there. I think the primary advantage to an “open door” is that faculty and staff members know their administrator is available and approachable. As a teacher, I want to know that I can speak with my administrator should an important need arise. I don’t want to be a bother or interruption, nor do I want to have an obligatory bi-weekly meeting unless it’s absolutely necessary. My time is precious as is my administrators’. Perhaps setting aside a block of “open door” time, or putting a meeting calendar online that teachers have access to might help. I agree a continuously open door isn’t helpful, but obligatory meetings and a closed door seems an equal evil to me.
I hope you are well. Nice job on your runs this past week. -Philip
I love that idea. And I don’t think it’s an all or nothing, either. Keeping some sort of “office hours” (a la college professors) sounds like a great thought.
As I said, this is half-formed at this point, but I appreciate the perspective!
With Google Calendar’s appointment feature, you can set up appointments of any length that faculty and staff can claim when they want one. Any Google Calendar event can have a reminder set on it, either computer/email-based or sent to a cell phone, allowing everyone involved to remember it. (Other online calendars might have similar features.)
Dr. Elias, your post on the “Open-Door” Policy” made an interesting and clear argument on a situation most people don’t really consider. How many times has someone said, “my door is always open”, but it never really is? I am a student in college. I understand how difficult it can be with a heavy workload to try to make time for family and friends. It is unfair to them when I am spending time with them, or at least trying to, and worrying about getting my assignments completed. I am not giving them the attention and respect they deserve. I admire that you see the unfairness to your family and other “stakeholders” when you bring your work home. . Also, I appreciate that you identify the problems at hand and offer suggestions for a solution.
Hi Molly -
Thank you so much for reading. I appreciate your perspective and am glad you found something useful in my “rambling.”
– Scott
Hello Scott, Your discussion on open door policies is a great one. I love the fact that a principal is always willing to communicate with their staff, however, it is not fair for the principal to have to bring their work home with them every night due to the numerous interruptions during the day. The idea of “office hours” is brilliant. I don’t think there is anything wrong with the principal closing their door for a few hours a day so that they could get through their paper work. This would obviously be easier if the school has at least one vice-principal. This way the vice-principal and principal could alternate when closing their doors.