 Tip of the Week:
Administrative Knowledge and Support
and Flight Teams
By this time of year, maybe 25 districts have called for coaching with a variety of kinds of events that have required mobilization of their Flight Teams and have caused difficulty, challenge or consternation. There are always a few themes that come up, so here are a few reminders.
Administrators maintain control over the responses in their buildings. That means that, if they didn't attend their portion of the Flight Team Training or if other outside groups rush to the school in the aftermath of a crisis, people can quickly be working at crossed purposes. So before crisis strikes, check in with your building administrator to be sure that you're all on the same page. What works best is for the Flight Team Leader (the person leading the team aspect of the response for that event) needs to know everything that is going on in the building, and all who are responding need to channel their needs and get permission for all actions from the Flight Team Leader.
Another challenge is helping administrators see the importance of calling in the Team for smaller events so you get practice when the stakes aren't so high. Don't wait for "the big one."
Another critical factor is for all on the Flight Team to be sure they're following the chain of command, that being that nothing is promised to a building, to staff, to kids or to principals by Flight Team members, but only by those in team leadership.
Which brings up the next point. We also need to stay clear about what a team does and doesn't do. We got into this because we're willing to go the extra mile. We want to help. But we aren't there for the long haul. We're there for a day, a few days, maybe a week, but only in unusual cases are we there longer. Our focus is on providing the support to kids and staff in the initial stages that take the burden of the grief and loss off of the building staff until they have time to get their feet under them again, but any staff or students who need more than the immediate intervention need to be referred.
So. We're attending all staff meetings to hear their needs and lend support and ideas, we're there to set up a Safe Room and send Flight Team members into classrooms that have the empty desk or whose teachers request support, we're there to help write letters home and to organize parent meetings, and we may be heading up a parent or staff Safe Room. Think carefully, though, about how much more to offer.
We have to know our boundaries. Any difficult internal building politics are likely to be exacerbated by a difficult event. Although it may seem that the event is the cause, we're from outside of the building and we just don't know what lurks behind staff meeting doors! Know when to offer to help them find a resource they need rather than trying to be all things to all people!
It is always exciting for me to hear how your teams are used and how responses work. Remember, the Tip of the Week wouldn't be a tip if all it did were to recount things that always go well. My hat is off to you all, responding with little or no notice, entirely reprogramming your day, giving your all! What we all need to remember is that so much goes SO well.
Cheri
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