When asked to describe my job responsibilities as a program administrator for an adult education program, I begin listing a litany of tasks such as hiring, developing curriculum, implementing policy, long-term planning, and fundraising. None of these tasks is accomplished independently. Students, teachers, counselors, support staff, and board members are all involved in achieving results. Everyone looks at planning. Everyone is involved in reaching out to the community. Everyone works to create the best programming for students. However, there is one area that falls squarely on the shoulders of the administration, and that is supporting staff. Making the staff's job easier is one of the most important requirements of an administrator's job. Keeping staff needs in the forefront begins with hiring staff members who are well suited for the position they will hold. No administrator is making the staff's job easier by giving them a role for which they are not prepared! But once staff members are in place, what next? The following are a dozen ways in which a program administrator can consciously "make it easier for staff" in any program.

1. Value staff experience and ideas.
Administrators should ask for and listen to staff opinions, especially when administrators lack direct teaching experience. Tap into the expertise of veteran staff as you plan for new classes and projects. Ask staff how the program can improve. Give teachers a chance to share classroom experiences as they happen and let people vent when they need to. No complaint or concern is trivial to the person offering it.

2. Provide comprehensive orientation sessions for new staff members.
Make sure that new staff members become familiar with the entire organization. One of my colleagues, whose program is part of a larger organization, has created a checklist to ensure that nothing is missed in familiarizing new staff with "the big picture" or "the whole" of a multi- service agency. She has staff check off the areas that they feel they have covered and highlight areas where they feel they still need more information.

3. Provide a common area where staff can touch base, share ideas, and get to know each other.
This is critical in part-time programs where common time is extremely limited. Even if no staff room is available, create a gathering space near mailboxes, the copy machine, or other area where people normally congregate. Place chairs, teacher resources, and a phone in this area.

4. Provide staff members with space to leave materials, notes, etc.
If you are sharing classroom space, try to make sure that teachers have their own mailbox, shelf, or file drawer. Everyone feels more effective when they're not operating out of their backpack or car!

5. Make it easy for staff to approach you when they need a substitute.
This is a tough one but administrators must realize that adult education is just a part of staff member's lives; it is not their whole life (nor should it be yours!) Family commitments, health issues, and even recreation, often need to come first!

6. Provide extra help to those staff members who need it.
Be on the look-out for staff who seem overwhelmed. In the same way, watch for staff who are spending a great deal of time over-preparing because they are not yet comfortable in their role. Some teachers may need staff development, but don't wait until you can arrange a formal training. Be prepared to offer concrete suggestions as the need arises. Offer to teach a class for the teacher to observe, or pair her up with a veteran teacher who can provide guidance. And be sure to offer positive feedback on any and all of the great things that you see happening.

7. Keep the paperwork as manageable as possible, even if it means doing more of it yourself.
Organize paperwork so that staff members are not getting bombarded with bits and pieces every session. Distribute paperwork in packets (pre-semester, testing, end-of-semester). Make sure new staff members are familiar with the forms that will be used. Fill in as much information as possible, beforehand.

8. Bring in refreshments or treats occasionally for no other reason than that you have a great staff.
Celebrate holidays, birthdays, weddings, births, end-of-semesters, first day of spring, first day of winter, a job well done, or a tough week completed. Have staff contests, trivia questions, comment boards. Have a program-wide "Hat Day," "Red Sox Day," or "T-Shirt From My Country Day." Staff members are constantly listening to heart-wrenching stories from students and they are trying to keep up with lessons, paperwork, and staff development. Lighten things up at work. Make it fun!

9. Provide staff with the materials they need.
Have them choose their own texts once they are comfortable with the curriculum. Provide plenty of sample texts and materials for review. Look for small grants and donations to help supplement materials money if necessary. When possible, get donated goodies like folders, notebooks, or pens for staff.

10. Provide staff development options for staff at times that are convenient for them (even if they're not great for you!).
This is a challenge for part-time programs, but if you set dates at the start of each semester, people are better able to arrange their schedules. Plan around meal-time (we all have to eat!) and have pizza or have a staff potluck before the meeting. Encourage staff members to facilitate or present staff development sessions. It is wonderful for everyone to see the talent in their own program.

11. Introduce the staff to your students via a newsletter or bulletin board.
Ask staff to complete a short questionnaire of likes, dislikes, hobbies, favorite movies, etc. It's a great way for students to get to know the program as a whole, and staff may learn a few surprising things about each other, too!

12. Always support staff in any situations that arise with students.
Listen respectfully to both sides of the issue. The student may be in the right, and you need to validate that. But you must do it in a way that never compromises the teacher's effectiveness in the classroom. The staff needs to know that they can come to you with classroom or personal issues and that all problems will be handled with professionalism.

When administrators make a conscious effort to support staff, staff turnover drops and people are willing to go the extra mile for the program. High turnover rates waste huge amounts of energy and time spent interviewing, hiring, and training. Turnovers are disruptive to staff cohesiveness and especially devastating to students. Creating an atmosphere of responsibility, support, and enjoyment can go a long way towards reducing staff turnover.

Good administrators know that a good program is only as good as the staff working there. I am seen as a good administrator because my staff is outstanding. They make me look good! It is my responsibility to give back to them in return.

Christine Taylor has been teaching English as a Second Language classes for the past 22 years both in the US and abroad. She was hired as thefirst ESOL teacher for the Framingham Adult ESOL Program, 17 years ago. She can be contacted at 508-626-4282 or by e-mail at: ctaylor@framingham.k12.ma.us