Stop Normalizing “Above and Beyond”
- Catherine Addor
- Aug 29
- 3 min read
I received (not once, but twice) the end-of-the-year “Above and Beyond the Call of Duty” award from an organization I worked for. On the surface, it felt like an honor. After all, I had put in twelve-hour (or more) workdays, promoted the organization during evenings and weekends, came back from maternity leave in record time, and devoted myself far beyond the scope of my role. They had even created a yearly award to recognize that effort. Looking back, I can’t help but wonder: was this truly a celebration of dedication, or was it a quiet normalization of a 60–70 hour work week?
One of the most fundamental principles of leadership is respect. In schools, that means respecting not only the professionalism of teachers but also their time. Too often, “above and beyond” is treated as the expectation rather than the exception. While teachers regularly give extra (staying late, answering emails at night, covering for colleagues, running clubs), we must stop normalizing it as the baseline.
Respecting teacher work hours is about equity, sustainability, and leadership. It means creating systems that allow teachers to do excellent work within contracted hours while celebrating the moments when they choose to give more, without ever assuming it’s required.
Key Questions for Leaders
Do we schedule meetings, deadlines, and expectations within teachers’ contracted hours, or do we quietly assume they’ll “find the time”?
Are we budgeting and staffing to ensure the work of the school can be done without unpaid labor?
Do we celebrate teachers for their impact during the school day, not just for the extras?
Are we modeling boundaries ourselves as leaders, or do we unintentionally reward overextension?
How do we communicate respect for personal time to parents, students, and the wider community?
Action Steps for School Leaders
Audit Expectations: Review emails, meetings, and deadlines to ensure they align with the workday. Ask yourself: could this be done during school hours?
Budget for Capacity: Develop financial plans that include adequate staffing, coverage, and resources, ensuring teachers aren’t forced to fill systemic gaps with personal time.
Celebrate Without Expecting: Acknowledge and highlight when teachers go above and beyond—but make clear that it is valued, not required.
Set Communication Norms: Encourage delayed email sending, establish parent communication guidelines, and normalize disconnecting after hours.
Model Boundaries: Leaders must practice what they preach: leave at a reasonable time, respect weekends, and show that work-life balance is possible.
Survey and Listen: Ask teachers what takes them beyond their contracted hours and address those systemic barriers.
The Leadership Imperative
Leadership is not about squeezing every ounce of energy from teachers. It’s about creating circumstances where they can thrive, where their professional contributions are recognized, and where their personal time is respected. When schools respect teacher work hours, they gain healthier, more engaged, and more sustainable professionals; people who are then far more likely to offer the “above and beyond” moments as gifts rather than burdens.
In the end, awards for going “above and beyond” may look like celebrations, but if we’re not careful, they become symbols of unsustainable expectations. Authentic leadership isn’t about rewarding endless sacrifice; it’s about building schools where teachers can thrive within their professional hours and where any extra they give is recognized as a gift, not the norm.
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