Comments on: Head Teachers in the middle!

By: Shelley

Shelley — Sun, 18 Oct 2009 18:13:05 +0000

But what are you doing???

By: Maryann

Maryann — Mon, 07 Apr 2008 22:34:14 +0000

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.

By: Lindsay

Lindsay — Mon, 25 Feb 2008 22:43:04 +0000

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.

By: Chris

Chris — Mon, 18 Feb 2008 22:53:55 +0000

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.

By: Brian Miranda

Brian Miranda — Tue, 12 Feb 2008 00:54:10 +0000

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.

By: Shelley

Shelley — Tue, 12 Feb 2008 00:05:05 +0000

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

By: Julie D

Julie D — Mon, 11 Feb 2008 23:01:54 +0000

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.

By: Christine

Christine — Mon, 11 Feb 2008 22:46:42 +0000

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.

By: Louis

Louis — Mon, 11 Feb 2008 22:43:52 +0000

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.