The Scaffolding We All Need

As teachers, we hear a lot about the importance of scaffolding – creating layers of support that guide students as they move toward independence. We’re encouraged to stand by our students’ side, providing guidance and support as they build their knowledge and confidence. This is often a part of our training, a core principle in education: give students the tools, the encouragement, and the structure they need to grow.

But what about us, the teachers? Who is scaffolding the teachers?

Administrators and leaders often encourage us to give our best, to constantly strive for growth, and to keep finding ways to reach every child. But as they urge us to scaffold our students, sometimes they overlook our need for mentorship and support. Teachers, like students, are lifelong learners who benefit immensely from the scaffolding of those in leadership roles.

As John Quincy Adams once said, “If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.” True leadership is not about simply giving instructions or setting expectations; it’s about standing with those you lead, nurturing their growth, and inspiring them to realize their potential.

Consider the story of Ms. Adams, a first-year teacher at an inner-city school, eager and passionate but also overwhelmed. She wanted to do right by her students but faced challenges she hadn’t anticipated – managing behavior, handling the vast curriculum, and supporting students with different learning needs. She needed guidance, a mentor who could scaffold her growth as she learned to navigate these challenges. Unfortunately, the support wasn’t there. Her administrators often talked about “raising the bar” for students but didn’t provide the mentorship she needed.

Contrast this with Mr. Rivera, a teacher at a different school who had a mentor, a senior administrator who met with him weekly to discuss challenges, model effective strategies, and provide resources. This mentor listened, offered advice, and reminded Mr. Rivera that growth takes time. With this support, Mr. Rivera flourished. He learned how to connect with his students and gained the confidence he needed to try innovative teaching methods. He didn’t just survive his first year; he thrived, and so did his students.

These examples underscore a truth that is too often overlooked: teachers, just like students, need support structures to thrive. Leadership expert Simon Sinek captures this well when he says, “A boss has the title, a leader has the people.” A true leader sees their role as creating an environment where everyone can grow, including teachers.

Scaffolding in education doesn’t just mean helping students; it means creating a culture where teachers, too, feel empowered to learn and grow. When teachers feel supported, they’re more likely to support their students effectively. When teachers are guided, mentored, and encouraged, they’re more likely to innovate, to stay engaged, and to bring their best selves to the classroom each day.

Imagine a school environment where administrators and leaders genuinely walk alongside their teachers, offering support not just in words, but in tangible actions. Think of the impact on teachers if they knew they could count on consistent guidance, constructive feedback, and encouragement. For example, many teachers have dreams of incorporating technology in the classroom or creating project-based learning experiences but may lack the confidence or knowledge to do so. With a supportive leader who provides resources, training, and a safe space for trial and error, these dreams can become reality.

“Education is the most powerful weapon which you can use to change the world,” said Nelson Mandela. And teachers are the warriors carrying that weapon. But without the support of strong, compassionate leaders, that weapon can sometimes feel too heavy to wield. Teachers need the same patience, understanding, and encouragement they’re asked to show their students.

Consider this: how often are teachers asked to differentiate instruction to meet students’ varying needs? Yet, do we differentiate support for teachers? New teachers may need more mentorship, while experienced teachers may need space for professional development in specific areas. When administrators understand and provide these forms of differentiated support, they aren’t just helping teachers; they’re helping every student those teachers reach.

In essence, if we truly believe in scaffolding as a way to nurture potential, let’s extend it to everyone within the educational community. Teachers are lifelong learners, too, and they flourish with the right guidance. A little scaffolding from administrators – regular check-ins, mentorship programs, and a culture of open communication – can go a long way in helping teachers become the best versions of themselves.

Let’s build a system where the scaffolding isn’t just for the students, but for everyone committed to the noble task of teaching. Because when we uplift and empower teachers, we create a ripple effect that touches every student, every classroom, and every future community. After all, as poet William Butler Yeats said, “Education is not the filling of a pail, but the lighting of a fire.” And who will light the fire in teachers if not those who lead them?