4/6/07 Site Meeting notes
- Tracking without tracking. Practices such as assigning children who don't speak other languages to ELD classes, with the exception of African American students. Assigning other students to so-called "strategic" English classes.
- Evaluations should focus on primary teaching assignments, not strategic classes nor class not in the teacher's main subject field. Evaluations should not be conducted two weeks after a teacher is on staff.
- What support systems are in place to ensure success?
- Administration should be in classes as "model teachers" for new teachers, and as a "helper" in a non-evaluative manner besides evaluation.
- Why have a post conference when any and all responses are never taken under consideration and there is never a reconsideration of any comment made no matter how (undeciperapble word)
- A 4 in the evaluation is reserved for "god", it is extremely unclear as to how some one can come up to the "godly" status.
* Punitive, hostile work environment, no positive strokes
- Undermining authority, differential treatment by administration vs. teacher.
- Evaluations should focus on primary teaching assignments, not strategic classes nor class not in the teacher's main subject field. Evaluations should not be conducted two weeks after a teacher is on staff.
- What support systems are in place to ensure success?
- Administration should be in classes as "model teachers" for new teachers, and as a "helper" in a non-evaluative manner besides evaluation.
- Why have a post conference when any and all responses are never taken under consideration and there is never a reconsideration of any comment made no matter how (undeciperapble word)
- A 4 in the evaluation is reserved for "god", it is extremely unclear as to how some one can come up to the "godly" status.
* Punitive, hostile work environment, no positive strokes
- Undermining authority, differential treatment by administration vs. teacher.
posted by Mr. Roberts at 10:22 AM
1 Comments:
As much as we might like to deny it, schools as institutions share some common features with prisons. When good people work under punitive conditions, whether they are the recipient or prescriber of punitive measures, personality changes are inevitable, as borne out by research.
As much as staff can talk to one another, engage in dialogue, respect one another, many of the negative institutional aspects of our school can be mitigated.
We engage our students in respectful dialogue to help them become successful citizens. Dialogue unleashes our student's creativity, so they can derive maximum value from their educational experience. Dialogue should be part of each wrung of the personnel ladder too.
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