Does your administration set reasonable expectations on what you can accomplish in the classroom?
- 01/25/2012 22:42
I totally agree with with kyn. Administration seems to come and go every few years which is very disruptive to curriculum development. Each new administrative team brings their own initiatives and agenda.
- 01/23/2012 16:23
The "unreasonable" label has to do with the "add-on" nature of requirements, and the constant shift in directions, curriculum, priorities. I used to think that it was me--liking a longer timeframe to accomplish goals, and to an extent that is the case. However, I continue to see a lack of continuity from one year to the next, an emphasis on "program adoption" rather than goals, key values, and identification of the steps that will lead to that/those goal/s. I also see that after the program is adopted, there is no room to question the direction--in most instances. A few years ago, I worked with an interim site administrator who really listened to staff, who provided guidelines but encouraged and supported staff/teachers+instructional aides to impact and change/modify the direction. We all learned from the "course corrections" and that year our staff was pleased to see a MARKED IMPROVEMENT in the successes of our students in reading proficient--using multiple measures. But, as happens so often, once a permanent principal /leader was brought on board, it took us at least a year to convince her that we knew what we were doing, and that was a valuable year "lost" for some students (and difficult for morale). I also find that few principals come in and work with students, make concrete recommendations, and assist with materials, sources, and time to implement change. (I know that site administrators are also under pressure, especially those new to administration, and pass those pressures to conform down to teaching staff.) I work in a very large district. I've seen changes come more easily at smaller districts.