In trying to break these readings down into managable pieces I find myself rereading pieces and parts to try to assimilate a cohesive thought. I was challenged with this particular piece as I am not currently involved in K-12 teaching. I finally decided to draw upon the experiences of my friends, who are practicing teachers and their comments regarding their teaching environments.
I have a friend (Cheryl) who, shortly after completing her MAT, took a position teaching at the middle school level. Unfortunately, it was as if Murphy's Law applied to that teaching post. She was hired 8 weeks into the school year and her principal was new to the school as well. Not only was the principal new to the school, but this was her first assignment as a principal. From here, it only got worse.
I had forewarned my friend of the behaviorial and personnel issues that she would face at my local school. I graciously offered to provide encouragement and support for challenges she would face. Through the local grapevine I knew what students would give her problems and while she did share names or details with me, I often knew of the events of the school day not long after they happened.
Cheryl was excited to be teaching in her field, she was promised a teacher mentor, special support in making a mid-semester transition, and assistance with developing the new state mandated teaching components of the position. When Cheryl left the post seven weeks after starting, she had spoken directly with the principal twice, had been assigned a teacher mentor in the 6th week of her employment, and it was a random encounter with a person from the Board of Education office that obtained her assistance with the curriculum development that was required. Cheryl struggled with discipline and was often overwhelmed and unsatisfied with her classroom.
About 8 months later, Cheryl had the opportunity to interview for a similar position at a high school in the region. In mid-July, she contacted the school to inquire about the availability of personnel so that she might bring her application in as specified. It was then that she had her first of several conversations with the principal. He had been on the job for just a few years, and believed in his school, his students, and his teachers. It was less than two weeks before a job offer was tendered and accepted. By the first of August Cheryl had been assigned, and met with, a teacher mentor and had spoken with and arranged to work with the retiring teacher whose position she was taking.
Cheryl is delighted with her job and loves teaching. She tells me that the difference between the two schools is astronomical the first position provided little to no guidance or leadership from administration or other teachers and her current position provides enrichment opportunities, mentorship, and respect. Discipline problems are few in her current position, and students and faculty are happier and more involved in the education process as well as leadership roles with younger teachers.
From my interpretation of this reading and the conversations I have had with Cheryl I would say that her current principal is familiar with "Awakening the Sleeping Giant" and its message. He understands the need for teacher leaders and encourages them within his school.
The rumour on the street at the middle school is that things have not improved significantly, in spite of the principal having been on board for more than a year. Long time teachers have either retired, transferred to another school, or left teaching all together. Discipline problems continue. A teacher friend of mine, at that school, tells me she has two more years till retirement and she is not sure if she wants to last that long.
The development of national certification and organizations for teacher leaders may be beneficial. Giving recognition for additional responsibility through affiliations is good for moral. Providing an opportunity for teacher leaders to communicate, share ideas, develop concepts, and network will only improve the active role that teacher leaders take in their schools. Teacher leaders that feel that their work is appreciate will ultimately result in a better educational experience for the students.
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