Schools employ educators spanning several generations, and this mix constitutes a genuine advantage. Each age cohort brings distinct experience, varied viewpoints on instruction and learning, and differing levels of comfort with new methods and technology. Shaped by unique historical contexts, these groups exhibit diverse approaches to learning and work within the classroom. Administrators need to recognize these variations, honor them, and leverage them to carry out effective school-wide leadership initiatives.
The Generations Present in K-12 Schools
Currently, K-12 schools encompass four distinct generations: Baby Boomers (1946-1964), Generation X (1965-1980), Millennials (1981-1996), and Generation Z (1997-2012). These generational labels, like all demographic categories, are approximate. Each group’s unique characteristics stem from the social, political, and cultural events that shaped their formative years. The world in 2012 was vastly different from 1946, and these differences influence each generation’s learning and working styles.
Studies show that multi-generational teams have a positive impact on work outcomes. Their diverse skill sets complement each other, and varied perspectives enrich discussions. This diversity often leads to increased job satisfaction. Leaders should leverage this generational mix among teachers to support school success.
Understanding Preferences and Stereotypes
Each generation’s learning preferences are shaped by values, some shared and some unique to that generation. Experience with prior learning and comfort with technology contribute to these preferences. It can be helpful to educate oneself about the different realities faced by different generations when they entered the teaching profession. You may recognize how your life, your career, and your dispositions have been shaped by life’s events. The same is true for others. Provide an opportunity for you, and others, to learn about each other’s experience and how it’s shaped their professional life. This learning is an essential step toward acceptance and building a culture where everyone can be respected and understood.
There are recognized generational differences, but it’s important to stress the similarities rather than the differences. The data shows a desire across generations for continued growth, an opportunity to learn, to share that learning, and to work collaboratively with colleagues. Stress those similarities and use them to assure respectful feedback, open communication, and an open exchange of ideas.
It’s easy to do broad generational stereotyping. Baby boomers may be collaborative, but they’re set in their ways and don’t want to change. Generation X is independent but tired of national and international events and therefore disengaged. Millennials are driven, yet entitled and not team players. Generation Z is progressive, consumed by their technology and may be disloyal to traditions and norms. While these stereotypes may help a leader understand the different realities among teachers from different generations, it is harmful to assume these stereotypes apply to everyone from a generation. Rather, we believe that it’s important for leaders to harness the power of age diversity, to collaborate, to share knowledge, and to support one another.
Building Trust and Collaboration
Find ways for intergenerational interaction. Be intentional about identifying planned and impromptu interaction whether at meetings or when creating work groups. Encourage more senior teachers to work with newer teachers. Give them time to talk about your school’s program, discuss improvement strategies, and get to know one another. As with virtually everything we’ve discussed, an essential ingredient in successful coaching is trust.
There must be a strong sense of trust – trust that it’s okay to speak honestly, trust that it’s acceptable to make mistakes, and trust that conversations will not be shared inappropriately. Everyone, regardless of generation, must feel accepted, respected for their learning and working preferences, and provided an opportunity to continue to learn, grow and manage their professional lives.
