Chapters 4-6

I read these chapters in a public laundromat while leaning against a commercial dryer - turns out it's the place to party on a Saturday night.

I've met several professional educators recently and I found the reading very interesting and some instances very helpful. McEwan's fourth chapter on dealing with "troubled teachers" struck a particular nerve with me. I have no problem admitting that I love me some Law and Order: SVU, and, if you're a fan, you are aware that many of the episodes involve predatory relationships between teachers and students. Sexual harrassment, innuendo, action - whether hersay or reality - is no joke. What's particularly difficult here is that, as administrators, we have a responsibility to protect the student and the learning environment even if we suspect that a story or claim has been fabricated. I imagine that this is a fear for male teachers, but as an openly queer woman, I will admit that I am concerned with my own credibility and job security if ever I come across a student with a grudge. I can only hope that I work with an administrator who resembles the type of Principal I would like to be - one who is rational, trusting, patient, and who genuinly cares for and respects her staff and students.

I'm starting to see a little more of the bullying in McEwan's words. For example, if it were me, I would have titled each chapter "Working with..." insead of "Dealing with..." etc. I also have trouble with some of the "Principal's Roundtable" discussions. While I find some very helpful, I can't help but picture a table of administrators bitching about their staff and trading teachers like baseball cards and lunch snacks. Okay, maybe thats a bit harsh, but the feelings are valid.

I found McEwan's comments on documentation very helpful. I have advised students and worked with staff and have kept mental notes on progress or areas for improvement, but when it came down to giving tangible constructive feedback in one-on-one evaluation meetings, I came up short. Documentation is key - and I think this is the case in nearly every setting, both professional and personal. I do have a problem, however, feeling like the process is very sterile and almost robotic. I would hope that my staff will evolve with me and will not need to recieve memos of our conversation in order to improve. I realize that this may be naive and idealist, but one can dream!

Chapter 5 brings up a lot of great points about teacher burn out. I particularly enjoyed the sections (though brief) on respecting a teacher's time. This is vital - especially at schools where staff is stretched thin and there is a major focus on AYP and classroom behavioral management. Even the most enthusiastic of people will feel overwork and will eventually reach a point of exhaustion.

This section could have served well to include more motivational tools - though I understand that this book tends to focus more on "things to watch out for." McEwan does give a few words in reference to her "Traits of Effective Principals" book that I found helpful... I'm actually very interested in reading that after I work my way through this one. I particulary enjoyed her points, "listen, envision, and be confident" (113-115). Though I believe that there are endless traits that work together to form an effective and great Principal, being able to listen and work with a group of people to create a well outlined path for your school (and to do it with confidence) is the key to success.

The "incompetant teachers" chapter was one that I spent a lot of time with because I think this is the hardest obstacle to overcome. Perhaps at one point in my young life I believed that all people have the potential to succeed at whatever they put their mind to - but I know better now that some people are just not fit to teach. Personally, I wasn't meant to be a doctor - and as much as I romantisized the idea of being a pediatrician, when it came down to it, science just wasn't my thing. Same goes for incompetant teachers.

McEwan talks a little bit about confused teachers and the potential they have to grow, but she focuses more on teachers who just don't get it and where are never going to get "there." I don't have a problem with this. I can think of a few handfuls of teacher who I've "learned from" in the past who were excellent babysitters...or who were brilliant, but incapable age appropriate instruction... or who really just didn't care. These were (for the most part) good people, but they didn't belong in the classroom. I found McEwans talks about seeking advice very helpful for these situations. Again, we come back to the idea of documentation and very clear and (sometimes) repetative communication.

Often times as leaders or "bosses" we get caught in the middle- "If i fire her I will look like the bad guy... if we extend her contract we will be doing a diservice to her students and to the staff for sustaining a professional relationship with someone whose work is simply not up to par."

Education is at it's best when it's personal. It's best at the roots. Forget politics and do what's best for the students.