How Principals Can Address Generational Differences Among Teachers

In this article in NAESP Communicator, John Eller (St. Cloud State University) and Sheila Eller (a Minnesota elementary school principal) suggest ways school leaders can differentiate their support of three distinct teacher cohorts: Generation Y (born between 1982 and the late 1990s), Generation X (born between 1964 and 1982), and Baby Boomers (born between 1946 and 1964). “In order for a school to operate most efficiently and effectively, we need a balance of all three generations,” say Eller and Eller. They add that school leaders need to appreciate the different perspectives each brings and make sure to involve all of them in faculty teams and activities. 

• Generation Y – These are the youngest teachers and they often multi-task and use technology while still paying attention. Principals should allow them to text during staff meetings, say Eller and Eller, and encourage them to use technology in their classrooms. “Check in frequently and ask them how they are doing,” they advise. “Simple, tangible rewards given privately… may pay dividends in increased motivation.” 

• Generation X – This cohort values opportunities for decision-making and support in maintaining work-life balance. It’s best for principals to set broad parameters and allow autonomy – for example, flexible office hours for parent meetings rather than a fixed schedule.

• Baby boomers – Principals can appeal to these teachers’ dedication to service and commitment to the team and praise the amount of time they put in, their impact on students, and the legacy they will leave the school when they retire.

Eller and Eller suggest using a staff meeting to divide teachers by cohort (or perhaps by the decade in which they were born) and asking each group to brainstorm the major cultural influences they remember (movies, news stories, stories, products), major political influences (presidents, legislation, debates, and issues), and their attitudes toward work, supervision, and rewards. Then each group can report out and the whole staff can discuss how people think about diversity among the generations, the role that each group has to play in the school’s mission, and how they can productively work through issues they encounter.

“Maximize a Multigenerational Staff” by John Eller and Sheila Eller in NAESP Communicator, March 2013 (Vol. 37, #7, p. 1, 2), http://www.naesp.org/communicator-march-2013

From the Marshall Memo #477