Loading ...
Sorry, an error occurred while loading the content.

Re: Annual Professional Review

Expand Messages
  • Joyce Rainwalker
    henlaojim - True. Some administrators are in their positions because they were failures in the classroom. Some are obsessive rule followers and adept at the
    Message 1 of 12 , Jun 29, 2011
    • 0 Attachment
      henlaojim -

      True. Some administrators are in their positions because they were
      failures in the classroom. Some are obsessive rule followers and
      adept at the kinds of power trades that exemplify management in many
      types of businesses. Some are less than intelligent, less than
      creative, and less than caring about the children in their care.

      There's a problem with your crude generalization, however. If I
      accept the stereotype of the Evil Bully Principal Monster, I also
      have to accept canards like, "Those who can, do; those who can't,
      teach." "The best and brightest go into science and business; the
      rest teach in public school." "All successful businessmen are
      sociopaths and crooks." "Elected officials are into it for the
      money." "Poor people are stupid and lazy."

      I don't.

      I know enough bright, caring teachers to know that most of my
      colleagues didn't go into the profession because they didn't have
      any other ideas. Some of them possess amazing capacity to bring out
      the gifts of their students and work hard their entire careers to
      improve their teaching skills. They are, by all measures, brilliant.

      We can easily refute the other generalizations in my canard list.
      The stereotype of the "generally stupid" administrator is just as
      easily debunked. I know many administrators who share the qualities
      of intellectual curiosity, perseverance, and dedication to children.
      They devote hours to researching teaching pedagogy and become adept
      at finding ever diminishing funds to support teacher learning. Many
      principals are valued members of the teaching cadres at their
      schools who balance their multiple, complex roles of manager,
      cheerleader, analyst, quartermaster, union negotiator,
      buffer/protector, teacher, and learner.

      Principals also have to be adept at the skill of supervision. Good
      ones make notes that detail what they see - much like a scientist
      makes notes in a lab manual. Good teachers do the same thing as they
      observe and teach students. I would *much* prefer that my evaluation
      be based on my own, observed behavior than on any principal's
      generalizations about my teaching. That way I can either defend my
      behavior and offer good reasons for why I chose it or plan ways to
      change it.

      K-5 Art Specialist (WA)
      > 2b. Re: Annual Professional Review Posted by: "henlaojim"
      > henlaojim@... henlaojim Date: Tue Jun 28, 2011 10:39 pm
      > ((PDT))
      > Just remember: Administrators are generally stupid because they
      > get into that position by kissing up and parroting whatever is
      > the fad phrase of the moment. People select administrators the
      > same way teachers tend to pick bright children. They pick the
      > ones who are quiet, compliant, and who smile a lot. The
      > principal probably heard someone say something about desks the
      > day before and having forgotten that thought it was a clever
      > thing to write.
      > --- In art_education@yahoogroups.com, "aj4art"<aj4art@...>
      > wrote:
      >> Hi All- This year on my yearly review my Principal wrote that
      >> on his impromptu visit, he "caught" me sitting at my desk
      >> (while the students were on task, working independently), and
      >> caught me on my computer (never has it been said that teachers
      >> can't look at their computers while a class is in the room). I
      >> want to retaliate because I feel he thinks different rules
      >> apply to different teachers. It makes me feel like what I do
      >> (actually getting my kids to work independently on creative
      >> problem solving) is not valued or understood. Can anyone offer
      >> me some advice on how I should deal with this or how I can
      >> retaliate to (what I feel) are ridiculous comments about me
      >> professionally.? I just don't think he is being fair- I see
      >> teachers sitting at their desks all the time while students are
      >> in the room. Thanks- Amy
    Your message has been successfully submitted and would be delivered to recipients shortly.