What do Millennials Need from Their School Leaders
The following is reprinted with permission from Abrams (2018).
- Just in time support
- Quick response with ample information
- Specificity in details
- Want to be able to ask questions and get clarification (Abrams and von Frank 2016)(for example, what do you mean by differentiation, inclusivity?)
- Clarity in expectations pertaining to policies (for example, use of social media)
- Want a key contact person (in this case, the cooperating teacher)
- Want immediate access to technology (for example, digital tools, software programs for instructional use, access to training in grading and communication systems for students and families)
- Want clarity on (school and jurisdiction) policies up front
- Want to be informed about school’s social media, Internet and e-mail policies (legal aspects, for example, Can I post selfies with my students? Do I need a separate Twitter handle? What permissions do I need? )
- Want clarity on roles and responsibilities for all tasks, big or small (checklists are helpful)
- Want access to new learning and opportunities sooner than later (for example, professional development opportunities, teacher observations, Twitter chats)
- Want on-site support (in this case cooperating teacher)—someone to listen, to question and collaborate with, which enhances connectedness and support.
- Want “meaningful” future employment: professional growth, socially conscious
- Prefer collaborative, team-based space led by coaches who guide and partner with staff to achieve goals (as opposed to command-and-control leaders overseeing employees)
- Want relevant onboarding and orientation aligned with their needs: valued practices and behaviours in classrooms, priorities regarding curriculum alignment, understanding of what it means to be a professional
For more information on this topic, see Profile of Millennial Teachers in the Factors Impacting Student Teaching section.
Abrams, J. 2018. “What Matters to Millennial Teachers? A Guide to Inspiring, Supporting, and Retaining the Newest Generation of Educators.” Educational Leadership 75, 8: 75–78.