Mini-Series Part #2: How I’m Preparing to Support Staff During a Big Transition

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Welcome to the Principal’s Handbook. In this episode, we’re talking about how I’m preparing to support staff during a big transition. That’s all coming up next, right here on the Principal’s Handbook.

Speaker:
Welcome to the Principal’s Handbook, your go-to resource for principals looking to revamp their leadership approach and prioritize self-care. I’m Barb Flowers, a certified life coach with eight years of experience as an elementary principal. Tune in each week as we delve into strategies for boosting mental resilience, managing time effectively, and nurturing overall wellness.
From tackling daily challenges to maintaining a healthy work-life balance, we’ll navigate the complexities of school leadership together. Join me in fostering your sense of purpose as a principal and reigniting your passion for the job. Welcome to a podcast where your well-being is the top priority.

Well, welcome back everyone! Today we are doing part two of a mini-series where we’re talking about how I’m preparing to [00:01:00] support staff during a big transition.

Just to give you a little bit of background, I am transitioning. I was in a K–5 building and, actually, the last year I’ve just been coaching principals. Now I’m transitioning to a K–2 elementary school.

The interesting thing about this K–2 building is it was a first- and second-grade building that is now merging with kindergarten. So there’s a big transition for all staff—not just from having a new principal, but also a general building shift.

If you didn’t listen to part one of the series, I talked about planning for student behavior to reduce issues. So go back and listen to that episode if you missed it.

But today, I’m talking about how I’m planning to support staff. This episode is perfect for any principal stepping into a new building—whether you’re a new principal or a returning one. If you’re merging schools or just want to start the year strong with staff and try something different, this episode is for you.

1. Staff Survey to Gather Input

The first thing I’m doing is sending a staff survey along with my introduction email.

I really want to take time to get to know the staff. As I take over this building and navigate a merger, I want to hear from the people who have been there. What’s going well? What’s not going well? I want them to know I care about their opinions and that I want them to feel heard.

Some questions I asked on the survey:

• What are you most looking forward to in the 25–26 school year?

• What concerns or worries do you have about the upcoming year?

• How can I best support you during the transition between the two buildings?

• What is the most important thing you need from me as a principal this year?

• If you could make one change from previous years, what would it be?

• What is something you feel should stay the same?

These questions could work in any school setting (aside from the specific transition-related one). What I’m doing now is looking for common themes—what teachers are excited about and what they’re worried about.

That’s going to shape my opening meeting, my priorities, and how I communicate with staff—which I’ll talk about next.

Right now, this is just a quick way to get a sense of the building and what’s on people’s minds. Once teachers are back, I plan to meet one-on-one and in teams.

2. Leading with Empathy

The second thing I’m doing is anticipating emotions and planning to lead with empathy.

This is a big transition. Teachers are merging schools, gaining new colleagues, and working with a new principal. It’s a lot. And when change happens, people might be resistant, negative, or avoidant. Often, that behavior masks fear, grief, or insecurity.

It’s totally normal. So I’m planning for that and will address it directly with staff.

One thing I’m planning for the first staff meeting is to acknowledge those emotions upfront. I think it’s important to say: “I know it’s hard to have a new principal.” And if your transition is something else—like a new curriculum—acknowledge that. Be vulnerable with your staff.

I always say: a new principal, new expectations, a new person observing you—it’s a lot. People don’t know what to expect. That uncertainty can be stressful.

So think about how you can create space for trust and connection. That means being visible—walking the building, saying hello, having conversations. But it also means creating a safe space in your office where people can shut the door and talk openly.

Also, share your “why.” Why did you take this job? What are you passionate about as a leader? What’s your mission? What do you want to build together?

Give a motivating pep talk at the start of the year—something that gets everyone excited and united.

If you need help working through tough teacher dynamics, I have a free quick guide I’ll link in the show notes. It’s great for helping you lead with empathy. It includes:

• What to say and what not to say

• Conversation scripts for when a teacher is resistant

That initial discomfort can be nerve-wracking, but leading with empathy changes everything. The guide will help you shift your mindset and approach resistant staff more effectively.

3. Setting Clear Expectations

The third thing I’m doing is setting clear expectations.

One of the biggest sources of anxiety for teachers is not knowing what’s expected of them. I always say: clarity and consistency reduce anxiety. The more clear and consistent you are, the safer teachers will feel.

Some things I like to communicate right away:

• I like to be out the door by 4, and I want teachers to feel they can do that too.

• If you want to stay and work later, that’s your choice—but I encourage boundaries and work-life balance.

• I don’t email at night and don’t expect teachers to either. If you need me, my email is off—but you can call me.

• Emergencies = call. Otherwise, rest and recharge in the evenings.

I also like to provide a staff handbook. Since I’m new to this building, I’ll be reviewing the previous handbooks to understand what expectations might already be in place and what might need to be clarified or changed.

It’s important to be clear about duties—morning, afternoon, bus supervision—all of that. Every principal has different ideas about supervision, so be upfront.

I also tell teachers I value visibility. I like to get into classrooms every day. That might feel intimidating at first, but once I explain my “why” (to see students, understand instruction, support learning), it helps teachers feel more comfortable.

If your school has a PBIS behavior matrix, go over that with staff. If needed, tweak it with your PBIS team. Even in buildings I’d been in for years, I always reviewed it or reminded teachers where to find it—especially the classroom-managed vs. office-managed behavior expectations.

Also, be clear about your communication routines:

• I send staff newsletters on Fridays.

• I also send parent newsletters on Fridays.

• I let teachers know how and when to contact me, and how I’m there to support them.

The more you reassure staff and clarify expectations, the more secure they’ll feel. It sets a tone of mutual respect, healthy boundaries, and a strong school culture.

Recap:

Here are the three things I’m doing to support staff during a big transition:

1. Gathering staff input with surveys and conversations

2. Anticipating emotions and planning to lead with empathy

3. Setting clear expectations to build trust and safety

Tomorrow we’re dropping another episode in this mini-series—so stay tuned!

And don’t forget to download the free Quick Guide for Challenging Teacher Dynamics if you want support in leading with empathy and building stronger connections—even with the most resistant staff members.

Thanks for listening, share this with a friend, and I’ll see you tomorrow!