Feb 7, 2008
Head Teachers in the middle!
As we try to increase our leadership capacity in our district we continue to want to engage teachers in the process. We look forward to promoting leaders from within. Teachers are our greatest asset and to really plan and implement new programs their inclusion is critical. I have approached this with open arms and have been slightly side tracked in my thinking as I grow through this experience. My first comment centers around teachers seeing themselves as leaders and how that impacts their relationships in their respective schools. We all talk about building a trusting organization and in promoting that we need to include all. I wonder if we can ever get there and how do we change that culture. I think it is with teachers. As teachers sit alongside us in planning and strategizing there is sometimes a sentiment that they are crossing over to the darkside. They begin to feel a bit alienated and have to really juggle their feelings of inclusion in their schools and what it means to be part of “us.” There are some that might begin to distrust them and their effectiveness might be hampered by that. There are tough decisions to be made and those decisions don’t always come with favorable feedback from staff. Now they are making decisions and supporting initiatives. Their support comes out of the fact they are involved and engaged in the process. We are hoping they can transmit that to their colleagues to garner support and feedback to help inform the process. I have had some feedback that they are not always comfortable in that role as they get a bit of resistance and don’t always know how to react. In this process I realize we need to train and have those conversations with our teacher leaders to impart some of the strategies we use.
My second comment relates to scheduling and the general infrastructures of schools. We are trying to have two groups come together when one of these groups is booked everyday from 8 – 4 with no breaks (I did not say they can go to the bathroom). Meetings are difficult and time to network and just converse is at a minimum. If you ask our teachers they want to be in the classroom and they are just as torn. There is a “meeting” culture that is necessary to occur to move forward. Sometimes we as administrators move ahead leaving our teachers behind because of their jobs. How do we attempt to adjust that? I have often thought of partner teachers that can team with our teacher leaders so instruction is not impacted when they are out of the classroom. We need them to keep us on the right road and keep us connected to what is happening daily but have little access to teachers to do that except in hallways and maybe in the stall next to them as we meet in the bathroom. I know there are initiatives such as teachers on special assignment that can keep teaching in the loop and that is an option. In order to really impact the process and bring teachers into the fold I believe we need to relook at the whole infrastructure. I would like it to be more open to everyones involvement so all voices are heard.
It seems like there needs to be some way for teachers to not feel obligated to have to work with someone otherwise they see it as intrusion. People don’t want to have to be tied to someone else’s schedule or routines. I remember a couple of teachers coming in to work once and “behold” someone invites a couple of camera people to shadow the teachers in their program. It was supposed to promote communication and information passing to people not directly involved in the program.
Well, the teachers didn’t take too kindly to it at all. And I get the sense that that is the general feeling usually.
I can see how some teachers might feel as thought they are ‘in the middle’ when they work with administration to create something that will affect their teaching counterparts, but that’s not the way it should be. The administrators and teachers should be working together- toward the same goals- every day.
It’s not necessary to alienate other teachers in the process of creating policy and making decisions. It would seem that the teacher would have a greater ability to ‘bridge the gap’ and actually bring the teachers some, or much, of what they need. For the most part, in my building, the teacehrs aren’t bent out of shape regarding technology. There are many many inconvieniences, and illogical situations, but no one jumps dpwn the throat of our tech lady- who is a teacher, when we don’t get our way. Perhaps I’m just lucky enough to work in a school that has a culture of cooperating and assisting each other.
I know I get annoyed when I have to leave the classroom for somethign I think is stupid. When something is important to me, I’m a lot less bothered. One thing that worked well for smoothing out those absent days was building subs- which I think are similar to partner teachers. When I first came to my building, we had two building subs who were there all the time. The problems were minimal. The kids knew they were going to see these people the next day, so they were less likely to behave like animals. The subs got to know the teachers, and the teachers came to trust the subs so the instructions could be more in depth than the typical ‘ have the kids do this worksheet, and don’t let them destroy my room!’
Teachers on special assignment are typically regarded with respect and a teensy weensy bit of mistrust. some of them feel like they’re ‘one of us’, others clearly are not. sometimes, the special assignment is simply a steppign stone to a positions even farther displaced from us and the classroom.
This post hit kind of close to home as I have some experience working in a district where agreement between administration and teachers does not always happen. It’s really encouraging to hear an administrator who is actively seeking to support teachers, listen to them, and involve them in the decision-making process. While perfect alliance between teachers and adminstrators may not be possible, I think truly encouraging teacher involvement and actively supporting teachers based on their feedback goes a very long way in making this happen. When administration is viewed as approachable and supportive, teacher leaders are able to communicate and return to teachers with a positive attitude, confident that they have been listened to and that administration is interested in working with them and for them. When teachers see that this is happening, they are more likely to view the teacher leaders as advocates rather than traitors who have gone to the dark side. It’s like any business- keeping employees happy is good for employees and employers. In terms of scheduling, that seems like a problem that will never be solved perfectly. I like the idea of a trusted, competent sub who is consistently able to cover for the teacher leader. One idea is to plan meetings at the same time, so the teacher can schedule something that a dedicated designated sub can teach continually. For example, the sub could take the students through a small portion of the curriculum, such as a health unit or Time For Kids. The sub could even plan lessons so that the teacher leader would not have to worry about sub plans.
Julie
I love your idea on the sub being there the same time so there is some consistency. I am wondering if a sub can actually be a teacher in training that can be responsible for a portion of a lesson. I like the idea
Part of the problem is that there are many little issues that arise to cause larger problems. I completely agree that there needs to be a connect between administration, especially technology, but the problems that can arise from missing class are not usually worth it. By missing class, I have lost the opportunity to teach material in a curriculum that is already difficult to finish. Substitutes rarely know how to teach and students rarely take these days seriously. I would be very interested in taking these days to better learn and get aquainted with the tech admin, but when many teachers would skip or ignore these workshops, we all suffer. Maybe having these workshops be meaningful to every teacher and administrator will we move forward in technology.
ps, tech people are absolutely the lifeblood of a school. They should be trusted and respected.
Being in this position, I can tell you that it can be very difficult at times. Teachers expect that now you have “crossed over to the dark side” you are not the same person you were when you were a “plain old teacher.” There is sometimes an air of mistrust, but when something is needed, we are often seen as the most apporachable. Even if their need dosen’t fall under your jurisdiction, so to speak, there is that “well you are an administrator now so can you get me this…”
Missing class is difficult, like many others I decided to be a teacher so that I can interact with chiidren in an area that interests me. I knew that I wanted to coach so that was a draw for me as well. When we are not in the clssroom for a meeting or conference, it puts a strain on that realationship and creates a good amount of paper work. I rarely miss class b/c I see my teaching job as a commitment I make to the students in my class. So when I do miss I feel like I am cheating them — although they feel like they are getting a free day.
On the issue of respect, it is very difficult to be a prophet in your own land. I find things that I say about new programs, ideas, meeting times, just about anything, are met with skepticism and a “we’ll see” attitude. Most of the time, my words must be supported by “real” administrators and/or contracted professionals who are providing the in-service training coupled with not only a plan for action, but the action itself.
It is rewarding to be a leader within the school, but as with all things, you learn a great deal about the people you work with, for, and serve as your role changes.
I agree with Louis that many teachers do not like to be “told” they have to change things in their teaching and classroom. Many teachers feel they have no control over their what they teach; therefore, they don’t want to be told how to teach it. I don’t think many teachers realize how much technology would help. I agree that teachers, technology, and administration need to work side by side. All have different experiences and they can learn from each other. By sharing experiences and knowledge better solutions, strategies, and ideas can come about. I think that all parties need to have more of an open mind.
I agree with all of you. Especially some of the older teachers refuse to use technology in their classroom. They don’t want to change the way they teach or try new things.
But what are you doing???